Learning and Libraries Welcome Educational change and libraries

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Learning and Libraries Welcome!

Learning and Libraries Welcome!

Educational change and libraries in the future… Will there need to be change?

Educational change and libraries in the future… Will there need to be change?

New technology may not truly change education… n. Edison’s Phonograph > 100 years n.

New technology may not truly change education… n. Edison’s Phonograph > 100 years n. Television – 1950’s n. Video – 1960’s n. Computers – 1970’s n. Two way cable – 1980’s n. Internet – 1990’s n? ? ? – 2000’s

Three Questions for Today: 1. Prelude: Are there structural limits created by the way

Three Questions for Today: 1. Prelude: Are there structural limits created by the way education has developed that make us slow to recognize innovation opportunities that may arise? 2. Presentations: What are some of the emerging developments in education and pedagogy? 3. Discussion: If the library is going to continue having a vital role, might some of the educational changes require or create opportunities for innovation in the definition or activities of the library in the future?

Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations: Emerging

Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations: Emerging Changes in Education and Pedagogy 3. Discussion: Thinking about Innovation in Libraries for the Future.

1. Prelude: Innovation Clayton Christensen asks: “Why was it that firms that could be

1. Prelude: Innovation Clayton Christensen asks: “Why was it that firms that could be esteemed as. . . innovative, customer-sensitive organizations could ignore or attend belatedly to technological innovations with enormous strategic importance? ” The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail, 1997.

1. Prelude: Innovation Clayton Christensen answers: Commitment to existing corporate operating structures (with their

1. Prelude: Innovation Clayton Christensen answers: Commitment to existing corporate operating structures (with their overhead) makes organizations slow to recognize totally new opportunities that may arise. The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail, 1997.

Examples of existing operating structures inhibiting innovation… n. With the invention of the telegraph

Examples of existing operating structures inhibiting innovation… n. With the invention of the telegraph Pony Express bought faster horses. n. First traffic laws required person to walk behind auto holding red lantern at night. n. Smaller disk drives were rejected because computers always filled whole rooms. n. ATM’s were put outside banks and were available only during business hours.

Where did the “operating structures” of higher education (and university libraries) come from? They

Where did the “operating structures” of higher education (and university libraries) come from? They were created in a time of scarcity of: n learned people n learned resources.

Operating Structure Implications of Scarcity of Learned and of Learned Resources Printed materials were

Operating Structure Implications of Scarcity of Learned and of Learned Resources Printed materials were gathered into a single physical location where they could be shared; Learned people (scholars) were brought together where they could share the printed materials; and People who wanted to learn were brought to be instructed in how to use and make sense of the accumulation of human knowledge.

Operating Structure Implications of Scarcity of Learned and of Learned Resources System based on

Operating Structure Implications of Scarcity of Learned and of Learned Resources System based on hierarchy, authority and control: ¡ Physical places for education developed; ¡ Pedagogies for groups developed; ¡ Beginning and ending times controlled; ¡ Times and methods of access to scholars controlled; ¡ Times and methods of access to information (books) controlled; etc.

Structure of education: Scarcity of Learned and Learned Resources Printed materials were gathered into

Structure of education: Scarcity of Learned and Learned Resources Printed materials were gathered into a single physical location where they could be shared; Learned people (scholars) were brought together where they could share the printed materials; and People who wanted to learn were brought to be instructed in how to use and make sense of the accumulation of human knowledge.

Remember: Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations:

Remember: Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations: Emerging Changes in Education and Pedagogy Might these move us from assumptions of “scarcity” to assumptions of “abundance” 3. Discussion: Thinking about innovation in libraries for the future.

Structure of education: Abundance of Learned and Learned Resources Innovation that might… nnot require

Structure of education: Abundance of Learned and Learned Resources Innovation that might… nnot require scholars, students, or resources to come together; nbe provided anytime/anywhere; nnot require pedagogy for groups; nnot be dependent on classrooms; nnot require full-time young as students; nenhance social interaction (virtually); nnot require a physical campus; etc.

Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations: Emerging

Three Questions for Today: 1. Prelude: Recognizing Structural Limits to Innovation 2. Presentations: Emerging Changes in Education and Pedagogy – Abundance? n n n Collaborative learning and reinvention. Self contained resources. Serious games. Virtual education. Changes in who/where/when. Changes in how learned resources are used. 3. Discussion: Thinking about innovation in libraries for the future based on differing assumptions.

2. Presentations: Emerging Changes in Education & Pedagogy n n n Collaborative learning and

2. Presentations: Emerging Changes in Education & Pedagogy n n n Collaborative learning and reinvention. Self contained resources. Serious games. Virtual education. Changes in who/where/when. Changes in how learned resources are used.