I got this from a Twitter post this morning from iJohn Pederson, “Number of CC licensed photos on Flickr just passed 100,000,000. (Congrats world!)” I retweeted it, as have several others. You can read the details at the Creative Commons blog, article Celebrate 100 Million CC Photos on Flickr…
From a teacher’s point of view, this is important in view of one of the most important questions that faces us today. Let me explain it this way.
When I was still teaching, my grandparents moved from the house they had lived in for more than fifty years. Because I was the only teacher in the family, they gave me their decades worth of National Geographic Magazines. I must shame myself by admitting to you, that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces — because I wanted to bring the pictures, maps, diagrams, and captions into my classroom, put them on the wall, so that my students could learn from them. That’s how information-starved my classroom was.
I had five year old textbook, some old maps (one was pre-WWII), and what I could draw on the chalkboard. My pedagogies — the pedagogies that I was taught in university — were based on information-scarce learning environments.
The question we ask today is,
“What are the pedagogies of information abundant learning environments?”
When Flickr is received 2.5 million new photos a day, and now more than 100,000,000 have been designated to the Creative Commons (you have the photographer’s explicit permission to use them), then how does that change how we teach — how we learn?