Ben,
I don't think that we need to dichotomise( F/I)learning either, and I've noticed in the online learning community, at least, that teachers are going out of their way to be creative. I've been inspired by people such as Nik Peachey/Russell Stannard and online colleagues to explore different tools, and look at new ways to engage learners.
I think that the dichotomy refers to those who stick to the old ways and don't explore new avenues with regard to teaching. This may be because of work overload, burnout,lack of resources or institutions that don't reward creative teaching initiatives.
Then there's the relentless treadmill of exams that exhaust both teachers and students alike, and though true learning is the objective of all teachers, cramming, passing exams and then forgetting anything that might have been of value, becomes a common experience for learners the world over.
There's also a fear of failure instilled into teachers and students by the system that teachers/students find themselves embroiled in.
In this light, I see edupunk as moving away from the impossible limitations imposed on teachers/students by the establishment, and I see a way to help those in poor countries who would otherwise have no access to high quality education, or any education for that matter.
The concept of the mass broadcasting of edutainment in an interactive, online environment can only be described as revolutionary, and cannot be ignored.
I also agree with "effective" and "entertaining"...and the latter usually results in the former, if you take the psychology of learning into account, which for me, is the decisive factor.
If we get the psychology right, and assuming that we are personally effective in sharing knowledge, then the technology and logistics will be worked out.
As far as engaging large numbers of learners online in a broadcasting set up is concerned, I have a lot to learn.
But I do know, that George has addressed this in some of his creative game shows that engage both the 'players' and the 'audience' who have a say in what goes on.
Your last paragraph mentions more technical challenges, which are indeed very real. I've been watching George from the sidelines tackling so many of these, and I've seen his tireless search for the best tools to engage the learners.
Of course there's no point in our coming up with cute ideas if we've no idea how to implement them, but a lot of things in a new movement, with new technology, in a unique environment have to be experimental to start with. It seems to be the only way forward.
Also, learners who turn up at a pre-pre experimental class have nothing to lose and everything to gain.
We need to embrace an unprecendented learning curve with regard to manipulating all the new technology at our fingertips, reaching out to the world through focused campaigning via social networks, and finally, accepting a new paradigm where we stop trying to lead and control, and allowing natural learning experiences to unfold.