Douglas Thomas (1) (1966–)

If you have not read a book lately on educational theory and practice, this on is required reading. Thomas and Brow examine the word of direct teaching vs. the world of discovery and questions. It is all about traditional education that sets out to teach a body of unchanging knowledge to the coaching and kowing, making, and playing. It is the difference between behaviorist and constructivist teaching and learning. This huge divide, a totally opposite philosophy has been lopsided in No Child show more Left Behind years and the notion of developing personal expertise under Common Core standards is probably here to stay. But education does not always have to be about regurgitation, and that is where teacher librarians come into the picture. It is not only about what we help teachers and students master, we are all about creativity, critical thinking, messing around, geeking out, hanging around, and building collective knowledge through play, experimentation, thinking, and doing. While Thomas and Brown argue for a complete reversal of educational strategies and methods, this reviewer does not believe we always have to choose between one method or another; that variety of strategies is the spece of learning. Sometimes, we have to buckle down and learn what we have to learn because that becomes the background knowledge necessary to create and build. We have to understand the laws of aereodynamics before we can design new flying objects. Sometimes we build on traditional knowledge; at other times, we purposefully depart from tradition to explore the geat unknown through curiosity. This book will make you think and perhaps shape your ideas as we push kids and teens into this new and exciting world of information and technology. A must read. show less

If doing is learning, there's plenty to learn and do with the ideas Douglas Thomas and John Seely Brown present in "A New Culture of Learning: Cultivating the Imagination for a World of Constant Change." Working with the theme of social/collaborative learning that we've also encountered in many other recent books and articles, Thomas and Brown take us through a stimulating and brief--but never cursory--exploration of "the kind of learning that will define the twenty-first century." And it show more won't, they tell us right up front, be "taking place in a classroom--at least not in today's classroom. Rather, it is happening all around us, everywhere, and it is powerful" (p. 17). What flows through much of Thomas and Brown's work--and what we observe in our own training-teaching-learning environments--is what they address explicitly near the end of their book after having discussed the importance of learning environments: the need to foster playfulness in learning and the parallel need to work toward a framework of learning that builds upon the Maker movement and that acknowledges three essential facets for survival in contemporary times: "They are homo sapiens, homo faber, and homo ludens--or humans who know, humans who make (things), and humans who play" (p. 90). All of which leads us to an obvious conclusion: if we are inspired to do the things within our communities, collectives, and organizations that Thomas and Brown describe and advocate, we will be engaged in building the new culture of learning they describe--while learning how to build it. show less

This was a relatively short book with one simple theme; the process of learning is evolving and you can either fight it or take advantage.

The new culture of learning is based around the prevalence of information and potential learning resources. Students now learn more from the process of learning and the communities fostered than from the factual information that is fed to them. Students also learn best when they are able to follow their passions. In the words of the author, “Different show more people, when presented with exactly the same information in exactly the same way, will learn different things.”

The book included a great analogy of a raiding party in the World of Warcraft game to explain how, within an open community, individuals learn through trial and error and elements of play. In it’s most simple formula, community+passion+play= new learning culture. show less

This book is a collection of essays discussing issues with our ever-increasingly digital lives. While most raise good points and discuss areas distinctly contrasting, they are weakened with a sensationalist spin. I feel this book was written not for those in the computing field but those outside, wishing to see the exciting and glorious portrayal of the powerful and somehow 'cool' hacker (i do, of course, mean cracker). If this suits then great though i feel if one has the stereotypical show more personality traits of computing sorts then the hard-hitting and factual discussion, attention to detail and explorative subjects you crave are more likely to be found in another book, website or, indeed, discussion at the nearest geek-friendly pub. show less