« The past two decades have seen increases in organizational experimentation as the open economy—with its network structures, self-organizing principles, and cooperative strategies—has unfolded across industries and society. Individual’s roles at work, in civic life, and even in their families are adapting to the new possibilities for connectivity, interactivity, and collaboration.
These changes have inspired new roles and functions in the traditional business environment. (…)
At the same time, the role of the teacher has remained largely static. The core of the education institution hasn’t experienced radical innovation in the role and scope of the “teacher.” On the fringes, we have seen teachers self-organizing to share curriculum or some schools trying to shepherd the pedagogical shift of “sage on the stage” to “guide by your side.” We have seen schools more actively engage parents or others in the learning process. However, discussions have not significantly broken with traditional frameworks for thinking about teachers as classroom instructors. (…)
We do have pioneers for thinking about teachers in the context of the Internet, digital media, and collaborative networking. John Seeley Brown, George Siemens, Stephen Downes, and other proponents of eLearning, Learning 2.0, and School 2.0, have described possible new learning agents, such as the concierge, curator, network administrator, and master artist. (…)
This paper asks: what disruptive innovations will have implications for the future of learning agents? What are the implications of these disruptive innovations for agents of learning? Do they suggest new roles and functions in the organization of learning that can help catalyze a new public learning system? (…) »
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