Sebastian Fieldler in the final keynote contrasted two ideas: innovation/revolution and renaissance.
He noted Carl Bereiter’s work that innovations in education are often taken up with great enthusiasm but that most often they do not tgake root, they are not sustained because the resources and frameworks are not built or made available.
He contrasted this with Douglas Rushkoff’s notion of a renaissance as a “recontextualisation” Rushkoff writes:
I prefer to think of the proliferation of interactive media as an opportunity for renaissance: a moment when we have the opportunity to step out of the story, altogether. Renaissances are historical instances of widespread recontextualization. People in a variety of different arts, philosophies, and sciences have the ability to reframe their reality. Quite literally, renaissance means “rebirth.” It is the rebirth of old ideas in a new context. A renaissance is a dimensional leap, when our perspective shifts so dramatically that our understanding of the oldest, most fundamental elements of existence changes.
Blogs wikis web feeds are a “reconquista” of the web built over the static web. It is a reinvigoration of the early internet pioneers of the two way web. Now the prototypical tools are authoring or networking tools not just browsing tools.
But there are still problems in the educational domain:
- We are focusing on introducing novices to blogs but not documenting onging long term usage
- We are attempting to squeeze blogging into existing educational practices
- Educational blogging rarely transcends temporal (semester) boundaries of educational institutions.
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