Learning 2.0 : The Antithesis of What We Know and Do

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Interesting, but not new, observations from a recent Learning Technologies conference. The main speaker was Stephen Downes.

"Gurus are suggesting that the new use-driven web environment is spawning a new form of learning, learning 2.0. Learning 2.0 is the antithesis of learning which those of us who pre-date the Google generation would know as formal learning. Indeed learning 2.0 even seems to throw away the rule book that learning over the internet (e-learning) or the mixture of internet-based learning and traditional face-to-face learning (blended learning) were prepared to obey."

"(Stephen) Downes argues that learning is moving from a centrally controlled provision to a barely controlled group activity. In many spheres the internet is seen to be switching our behaviours from ‘push’ to ‘pull’ and this in one place where it is actually happening."

"We are usually defined as learners by the class we are in, or the educational institution or corporate learning activity to which we belong. Forget those sorts of boundaries with learning 2.0: the group is infinite, self-selecting, open and self-defining. The breaking down of these boundaries – a deconstruction which in learning terms some see as significant as the tearing down of the Berlin Wall – does raise some serious questions. For information professionals the question has to be what does this do to the use of the library resource and the scholarly approach in the process of learning?"

And of most interest to those of us who thought learning objects, modules and repositories offered some movement in this direction, Downes changes the equation...JMS

"...learning 2.0 is not based on objects and contents – the sort of elements we may expect to find stored in a library and which therefore may not be immediately accessible. Instead learning 2.0 is learning where you need it and when you need it. This is more than just in time it is just in time PLUS what you want. It is learned-centered because it is both owned by, and of interest to, the learner.