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The World Is Open: How Web Technology Is Revolutionizing Education by Curtis J. Bonk
To help educators understand what's possible, Curt Bonk employs his 'WE-ALL-LEARN' model to outline ten key technology and learning trends, demonstrating how technology has transformed educational opportunities for learners of every age in every corner of the globe.
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First published June 22, 2009
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Displaying 1 - 18 of 18 reviews
July 13, 2011
This was on my "required" summer reading list, but I likely would have read it regardless. Almost all of the reviews I have read for the book have been glowingly positive, and I agree with comments that laud the book for being a treasure-trove of links and ideas that illustrate the premise that "anyone can now learn anything from anyone at anytime" (7). However, while I certainly respect the ideas in the book and feel supercharged by the possibilities of implementing many of these ideas in my classroom and in my own life-long learning endeavors, I found the book to be unnecessarily lengthy. Points that might have been made in a few paragraphs or examples that might have illustrated the point in just a few sentences take pages to explain. I often found myself "tuning out" and having to reread. It could just be a style preference of mine, however; others may enjoy the detail.
Not every aspect of the book is as detailed as the profiles and examples, however. While Bonk's attempt to stress the positives in order to keep moving forward is admirable, his treatment of counterarguments is shallow, and although he brings up questions and reservations that "naysayers" might have, he does not really explore these thoughtfully -- especially in regard to issues of credibility. At the end of the book, he addresses "The Deadly Dozen" in about nine pages, listing issues that "we will need to keep in mind as the world of learning opens up" (375). He refers to these issues as "deal breakers" (or, in one interview that I read, as "discussion stoppers"). I was relieved that he touched upon many of the issues that emerged for me as I read the book, but again, the coverage of these issues was at the surface level -- "The Quick and Deadly Dozen", if you will. It is clear that though Bonk recognizes these issues, he finds it imperative to focus on the positive:
"Are the critics correct in suggesting that better quality controls are needed to filter and shake out the credible and accurate pieces of knowledge and information that have been shared? Sure! But the world of learning is now open -- for all of us. There is no doubt about that anymore. ...We must find new ways to celebrate this learning epoch, as well as use what has been created, instead of continuing to ignore or resist it. There is certainly a need to further improve the situation as well as debate best practices. However, we can no longer debate whether to dip our toes in or not. That decision has already been rendered moot by the hundreds of learning doors that have opened during the past decade" (373).
It isn't that he outright dismisses criticism, but it seems that this book isn't the place to explore it. It's already 459 pages, after all. As hyped as I am about the power and possibilities made evident through its pages, I am still not at peace with the unanswered questions that the book prompted for me. Luckily, Bonk has a companion website at http://worldisopen.com/, where he follows up on many of the topics covered in the book. Rather than becoming a static, sure-to-be-dated-someday text, the book endures and evolves through the web site.
With some reservations in mind, I still recommend this text for teachers. If you're looking for a helpful resource, a boost in the right direction, and a hopeful vision of education, then you will find it here.
Not every aspect of the book is as detailed as the profiles and examples, however. While Bonk's attempt to stress the positives in order to keep moving forward is admirable, his treatment of counterarguments is shallow, and although he brings up questions and reservations that "naysayers" might have, he does not really explore these thoughtfully -- especially in regard to issues of credibility. At the end of the book, he addresses "The Deadly Dozen" in about nine pages, listing issues that "we will need to keep in mind as the world of learning opens up" (375). He refers to these issues as "deal breakers" (or, in one interview that I read, as "discussion stoppers"). I was relieved that he touched upon many of the issues that emerged for me as I read the book, but again, the coverage of these issues was at the surface level -- "The Quick and Deadly Dozen", if you will. It is clear that though Bonk recognizes these issues, he finds it imperative to focus on the positive:
"Are the critics correct in suggesting that better quality controls are needed to filter and shake out the credible and accurate pieces of knowledge and information that have been shared? Sure! But the world of learning is now open -- for all of us. There is no doubt about that anymore. ...We must find new ways to celebrate this learning epoch, as well as use what has been created, instead of continuing to ignore or resist it. There is certainly a need to further improve the situation as well as debate best practices. However, we can no longer debate whether to dip our toes in or not. That decision has already been rendered moot by the hundreds of learning doors that have opened during the past decade" (373).
It isn't that he outright dismisses criticism, but it seems that this book isn't the place to explore it. It's already 459 pages, after all. As hyped as I am about the power and possibilities made evident through its pages, I am still not at peace with the unanswered questions that the book prompted for me. Luckily, Bonk has a companion website at http://worldisopen.com/, where he follows up on many of the topics covered in the book. Rather than becoming a static, sure-to-be-dated-someday text, the book endures and evolves through the web site.
With some reservations in mind, I still recommend this text for teachers. If you're looking for a helpful resource, a boost in the right direction, and a hopeful vision of education, then you will find it here.
Read
April 28, 2019The World is Open: Internet Enabled Learning
This book review of The World is Open: How Web Technology is Revolutionizing Education by Curtis J. Bonk (2009) offers a summary of the text including excerpts interspersed with personal insights, a critique of the themes discussed with the author’s intent, and a discussion of the author’s qualifications.
Summary
Bonk states that the entirety of his book can be summed up in a single declaration, “Anyone can now learn anything from anyone at anytime” (Bonk, 2009, Kindle Location 300). This idea of a human ability to learn anything is not new. However, the two additions of “from anyone at anytime” are made possible through the increasing availability and utility of web technologies. Through this type of education, Bonk (2009) argues that the world is becoming more and more open.
The book is essentially delineated by the acronym WE-ALL-LEARN standing for ten different ‘openers’ of the new world of learning: Web searching and e-books, E- and blended learning, Availability of open source and free software, Leveraged resources and open courseware, Learning object repositories, Learner participation in open information communities, Electronic collaboration and interaction, Alternative reality learning, Real-time mobility and portability, and Networks of personalized learning (Bonk, 2009, Kindle Location 1106). This framework is a sampling of technologies, tools, and methods that can enhance learning through the web.
Bonk presents learning as an exciting adventure, no longer held within the bounds of a brick and mortar library or school, one that anyone can now take. No longer are schools limited to offering a finite number of courses with a predetermined list of resources. Students can pursue their passions. And they can do so with a like-minded community of practice” (Bonk, 2009, Kindle Location 1186). Bonk also acknowledged that his framework is nothing more than opportunity and that “technology by itself will not empower learners. Innovative pedagogy is required,” (Bonk, 2009, Kindle Location 765).
Critique
I agree with the author’s view that the world is changing due to the emergent technology of the web and that learning is also changing. When I assess how I use the web to learn it is very close to the descriptions that Bonk gives. I learn what I want. For instance, how to pick a lock. I learn when I want. For instance, when I’m sitting in my garage locked out of my house. I learn from whom I want. For instance, the two minute YouTube video of someone who is actually picking a lock. Bonk’s idea’s about autonomy in learning are in line with the intrinsic motivation needed for true learning as described by Pink (2009).
While I enjoyed reading about the possibility of an idealistic and individualized education, reading through all the different examples seemed to be a bit outdated. While Bonk (2009) does recognize that not one technology will make the difference, it is difficult to read so much of what has now become the history of web-based learning.
I also found it to be a bit of a stretch to compare the American Declaration of Independence to the Cape Town Open Education Declaration. Contrary to what Bonk (2009) claims about the importance of this document, of which I had never heard anything about after studying education for nearly twenty years, it is doubtful that this document will have as dramatic impact on education as the American Declaration of Independence had on our nation.
My suggestion would be to read the introduction to this book and search through the e-book for any of the openers that you feel personally drawn to and become your own living example of the open world in which we now live.
Qualifications
Curtis Bonk’s strong background in business, educational psychology, and technology gives him a well-rounded view of the topic of learning in the digital age. Bonk earned his Master’s and Ph.D. degrees in educational psychology from the University of Wisconsin-Madison (“Pages.iu.edu,” n.d.”). He has won multiple awards including the CyberStar Award from the Indiana Information Technology Association, the Most Outstanding Achievement Award from the U.S. Distance Learning Association, and the Most Innovative Teaching in a Distance Education Program Award from the State of Indiana ("Worldisopen.com," n.d.). His passion and expertise in the area of both online learning and emerging learning technologies makes him a qualified and valuable resource on the topic.
References
Bonk, Curtis J. (2009). The world is open: How web technology is
revolutionizing education [Kindle version]. Retrieved from Amazon.com
Pages.iu.edu. (2015). Professor Curt Bonk’s e-learning world. Retrieved 24 June 2015, from http://pages.iu.edu/~cjbonk/
Pink, D. H. (2009). Drive: The surprising truth about what motivates us [Kindle version]. Retrieved from Amazon.com.
Worldisopen.com. (2015). The world is open: how web technology is revolutionizing education - Curtis J. Bonk. Retrieved 24 June 2015, from http://worldisopen.com/bonk.php
This book review of The World is Open: How Web Technology is Revolutionizing Education by Curtis J. Bonk (2009) offers a summary of the text including excerpts interspersed with personal insights, a critique of the themes discussed with the author’s intent, and a discussion of the author’s qualifications.
Summary
Bonk states that the entirety of his book can be summed up in a single declaration, “Anyone can now learn anything from anyone at anytime” (Bonk, 2009, Kindle Location 300). This idea of a human ability to learn anything is not new. However, the two additions of “from anyone at anytime” are made possible through the increasing availability and utility of web technologies. Through this type of education, Bonk (2009) argues that the world is becoming more and more open.
The book is essentially delineated by the acronym WE-ALL-LEARN standing for ten different ‘openers’ of the new world of learning: Web searching and e-books, E- and blended learning, Availability of open source and free software, Leveraged resources and open courseware, Learning object repositories, Learner participation in open information communities, Electronic collaboration and interaction, Alternative reality learning, Real-time mobility and portability, and Networks of personalized learning (Bonk, 2009, Kindle Location 1106). This framework is a sampling of technologies, tools, and methods that can enhance learning through the web.
Bonk presents learning as an exciting adventure, no longer held within the bounds of a brick and mortar library or school, one that anyone can now take. No longer are schools limited to offering a finite number of courses with a predetermined list of resources. Students can pursue their passions. And they can do so with a like-minded community of practice” (Bonk, 2009, Kindle Location 1186). Bonk also acknowledged that his framework is nothing more than opportunity and that “technology by itself will not empower learners. Innovative pedagogy is required,” (Bonk, 2009, Kindle Location 765).
Critique
I agree with the author’s view that the world is changing due to the emergent technology of the web and that learning is also changing. When I assess how I use the web to learn it is very close to the descriptions that Bonk gives. I learn what I want. For instance, how to pick a lock. I learn when I want. For instance, when I’m sitting in my garage locked out of my house. I learn from whom I want. For instance, the two minute YouTube video of someone who is actually picking a lock. Bonk’s idea’s about autonomy in learning are in line with the intrinsic motivation needed for true learning as described by Pink (2009).
While I enjoyed reading about the possibility of an idealistic and individualized education, reading through all the different examples seemed to be a bit outdated. While Bonk (2009) does recognize that not one technology will make the difference, it is difficult to read so much of what has now become the history of web-based learning.
I also found it to be a bit of a stretch to compare the American Declaration of Independence to the Cape Town Open Education Declaration. Contrary to what Bonk (2009) claims about the importance of this document, of which I had never heard anything about after studying education for nearly twenty years, it is doubtful that this document will have as dramatic impact on education as the American Declaration of Independence had on our nation.
My suggestion would be to read the introduction to this book and search through the e-book for any of the openers that you feel personally drawn to and become your own living example of the open world in which we now live.
Qualifications
Curtis Bonk’s strong background in business, educational psychology, and technology gives him a well-rounded view of the topic of learning in the digital age. Bonk earned his Master’s and Ph.D. degrees in educational psychology from the University of Wisconsin-Madison (“Pages.iu.edu,” n.d.”). He has won multiple awards including the CyberStar Award from the Indiana Information Technology Association, the Most Outstanding Achievement Award from the U.S. Distance Learning Association, and the Most Innovative Teaching in a Distance Education Program Award from the State of Indiana ("Worldisopen.com," n.d.). His passion and expertise in the area of both online learning and emerging learning technologies makes him a qualified and valuable resource on the topic.
References
Bonk, Curtis J. (2009). The world is open: How web technology is
revolutionizing education [Kindle version]. Retrieved from Amazon.com
Pages.iu.edu. (2015). Professor Curt Bonk’s e-learning world. Retrieved 24 June 2015, from http://pages.iu.edu/~cjbonk/
Pink, D. H. (2009). Drive: The surprising truth about what motivates us [Kindle version]. Retrieved from Amazon.com.
Worldisopen.com. (2015). The world is open: how web technology is revolutionizing education - Curtis J. Bonk. Retrieved 24 June 2015, from http://worldisopen.com/bonk.php
August 11, 2010
Bonk describes how technology is influencing the world, particularly in the field of education. Although I think he is overly optimistic about technology, and how many people use it at the level he is talking about, he brings to the reader's attention possibilities for the use of technology in education. I would still prefer a class that is face-to-face, but he predicts that soon most learning will be online. I do see his point about how the world is becoming more open, just as I understand Friedman's point how the world is becoming more flat.
February 25, 2011
This is my professional inspiration right now as I try to figure out whether I will go back to college for a degree in instructional technology. Each chapter overflows with cool ways the Internet can help auto-didacts/classrooms learners/homeschoolers at all levels. Ironic that it's a printed book, but that works for me at my ripe old age.
Read
December 11, 2020Curtis J. Bonk wrote, The World is Open: How Web Technology is Revolutionizing Education. In 2009. Bonk’s passion for online education is evident. Much of his beliefs in online education comes from his own personal experiences. His background stories that he shares are interesting. His insights on where education was heading at that time, is remarkable. Bonk’s acronym, WE-ALL-LEARN, sums it all up (2009).
1. Web searching in the world of e-books 2. E-Learning and Blended Learning 3. Availability of Open Source and Free Hardware 4. Leveraged Resources and Open Course Ware 5. Learning Object Repositories and Portals 6. Learner Participation in Open Information Communities 7. Electronic Collaboration 8. Alternative Reality Learning 9. Real-Time Mobility and Portability 10. Networks of Personalized Learning (Bonk, 2009)
This new way of learning is a far cry from how our parents learned (Bonk, 2009). Before Covid-19, some people were still not aware of it, or they were in denial of it. This book although written in the year 2009, is talking about how people are learning today. I found it very interesting, being that for the most part, online learning is all we have right now.
1. Web searching in the world of e-books 2. E-Learning and Blended Learning 3. Availability of Open Source and Free Hardware 4. Leveraged Resources and Open Course Ware 5. Learning Object Repositories and Portals 6. Learner Participation in Open Information Communities 7. Electronic Collaboration 8. Alternative Reality Learning 9. Real-Time Mobility and Portability 10. Networks of Personalized Learning (Bonk, 2009)
This new way of learning is a far cry from how our parents learned (Bonk, 2009). Before Covid-19, some people were still not aware of it, or they were in denial of it. This book although written in the year 2009, is talking about how people are learning today. I found it very interesting, being that for the most part, online learning is all we have right now.
September 24, 2009
Have you noticed that the world is being taken over by technology? It seems like every month there is a new and amazing gadget that can do something that we would have said was impossible a few hundred years ago? Do you ever feel like you've been left behind and the rest of the world doesn't seem to have a problem keeping up with the latest and greatest electronics available? Everyone learns in differently. Some will catch on really quick while others are stuck and don't know where to turn.
If you feel this way or know someone who does, I think you should read this book. It is the perfect companion for learning about the things that may terrify you. I already know a few people who would love to get this for Christmas!
Book Information:
The World is Open by Curtis J. Bonk
Wiley, John & Sons, Inc.
July 2009
480 pages
Giving away a copy http://bridget3420.blogspot.com/2009/...
If you feel this way or know someone who does, I think you should read this book. It is the perfect companion for learning about the things that may terrify you. I already know a few people who would love to get this for Christmas!
Book Information:
The World is Open by Curtis J. Bonk
Wiley, John & Sons, Inc.
July 2009
480 pages
Giving away a copy http://bridget3420.blogspot.com/2009/...
Read
December 29, 2009Premise: "anyone can now learn anything from anyone at anytime"
WE-ALL-LEARN model:
W - web searching in the world of e-books
E - e-learning and blended learning
A - availability of open source and free software
L - leveraged resources and OpenCourseWare
L - learner participation in Open Information Communities
E - electronic collaboration
A - alternate reality learning
R - real-time mobility and portability
N - networks of personalized learning
Currently one 1 billion of the 6.7 billion people in the world have internet access - what does this mean in terms of access to education?
Deadly Dozen: web access limitations, quality, cheating, copyright in a shared world, lazy learners (why learn if knowledge is available in 5 seconds or less online).
WE-ALL-LEARN model:
W - web searching in the world of e-books
E - e-learning and blended learning
A - availability of open source and free software
L - leveraged resources and OpenCourseWare
L - learner participation in Open Information Communities
E - electronic collaboration
A - alternate reality learning
R - real-time mobility and portability
N - networks of personalized learning
Currently one 1 billion of the 6.7 billion people in the world have internet access - what does this mean in terms of access to education?
Deadly Dozen: web access limitations, quality, cheating, copyright in a shared world, lazy learners (why learn if knowledge is available in 5 seconds or less online).
January 9, 2012
Enthusiastic and optimistic, this looked like an interesting read for a teacher, and it was recommended by one of my favourite bloggers, but after reading the first 100 pages there wasn't much that was new to me, and I felt Bonk was just a bit too onesidedly uncritical and wide-eyed.
You do have to read these things when they are newly hatched, or they date quite quickly.
This read was a bit of a boost to my ego, because it made me feel quite up to date with new Educational Technology - I'm not sure if this is a reflection on the poorness of the content that I was reading or a reality. I've never thought I was that up with things!
You do have to read these things when they are newly hatched, or they date quite quickly.
This read was a bit of a boost to my ego, because it made me feel quite up to date with new Educational Technology - I'm not sure if this is a reflection on the poorness of the content that I was reading or a reality. I've never thought I was that up with things!
November 23, 2009
This book covers the 10 principles of the We All Learn module. It took me a really long time to read the book; it is very long and is very detailed. I really liked this book and found some great resources in it. I especially like that the author references Library Thing. I think this book is not meant to be read straight thru, but to keep it and refer back to it sections at a time. I am grateful that I won a copy of it and I plane to keep it in my permanent library.
quit-reading
July 24, 2014I gave it a 100 pages. There's nothing new or revolutionary here. Relies too much on Friedman's flat world concept, which has been widely problematized/debunked. All of the technologies that are mentioned have been discussed before - sure, he's gathered them in once place, but I saw a lot of cheerleading and not a lot of critical commentary.
December 27, 2011
interesting
June 9, 2012
Just bought this on EBAY for $10.00 including shipping. 2/20/10
August 23, 2010
reading this for a class. NOT too impressed with it.
Currently reading
October 5, 2010everything is on the internet if you know how to find it
June 30, 2011
An eye opener and mind bender when one realizes the potential for learning anywhere, any time, and by anyone with an Internet or WiFi connection and a desire to learn.
December 7, 2011
I highly recommend to all educators at all levels.
January 5, 2013
Excellent book by a super academic. This book really provokes thought and provides a worldview that is becoming prevalent among tech-savvy students. Highly recommended as a must read.
March 3, 2010
Big book great read
Displaying 1 - 18 of 18 reviews