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Teaching 2.0

November 29, 2005 By Will Richardson

Teaching 1.0–information retrieval
Teaching 2.0–information creation

Hmmm…

Filed Under: Audiocasting, General

Comments

  1. Tom Hoffman says

    November 29, 2005 at 6:07 pm

    I think when you frame your definition of teaching around “information” you’re already marching in the wrong direction.

  2. Douglas Johnson says

    November 29, 2005 at 6:59 pm

    Teaching 3.0 information to solve problems.
    Teaching 4.0 information to solve significant problems.

    ???

  3. Jeff Utecht says

    November 29, 2005 at 7:14 pm

    Doug,

    Could we say Teaching 4.0 information to solve authentic problems.

    ???

  4. Tama says

    November 29, 2005 at 9:42 pm

    IF you need to work the concept around information, I think I’d characterise the process instead as…
    Teaching 1.0 – Information delivery
    Teaching 2.0 – Information as conversation

    BUT I’d prefer to see

    Teaching & Learning 2.0 – Information <=> Conversation!

  5. Will Richardson says

    November 30, 2005 at 4:45 am

    So Tom. Help us out. If that’s the wrong direction, what’s the right one? You simply have to stop being so short and cryptic… ;0)

  6. Douglas Johnson says

    November 30, 2005 at 7:37 am

    Hi Jeff,

    Yup. for what it’s worth, here is the information problem-solving (research) rubric we use:

    A Research Question Rubric
    Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic.
    Primary example: My research is about an animal.
    Secondary example: My research is about the economy of a state.

    Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question.
    Primary example: What methods has my animal developed to help it survive?
    Secondary example: What role has manufacturing played in an assigned state’s economic development?

    Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents.
    Primary example: What animal would be best for my family to adopt as a pet?
    Secondary example: How can one best prepare for a career in manufacturing in my area?

    Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well supported conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information.
    Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community?
    Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in my state?

    I’d say level 3 is authentic; level 4 is significant.

    Doug

  7. Bud Hunt says

    November 30, 2005 at 10:16 pm

    Doug —

    Wow — Can I use this language? It’s fantastic. I hate to seem ignorant — but where is this rubric from, and how can I get more information like it?

  8. Tom Hoffman says

    December 2, 2005 at 10:28 am

    How about “understanding” instead of “information?”

  9. Laura Little says

    December 2, 2005 at 11:35 am

    I think Level 3 would be connecting information. That includes problem-solving, constructivism, learning communities, etc., etc.

    But what about learning 5 and 6?

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