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Bendigo

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The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.

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Learning in a Networked World: For our students and for ourselves Will Richardson PLPNetwork.com Weblogg-ed.com @willrich45 on Twitter will@plpnetwork.com
todaysmeet.com/bendigo11 Presentation is at: bit.ly/bendigo11
First, a story...
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The world is changing...
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Learning is changing...
What's different? We now have an easy connection between an individual's passion to learn and the resources to learn it.
Anytime. Anywhere...
Anyone.
Two billion people will be connected to the Web by 2011.
Two billion ways to connect.
bit. ly/iiPWKb
Two billion predators...
...or two billion potential teachers from around the world.
Huge implications for us as learners and for our schools.
Bendigo
“'What can you do?' has been replaced with 'What can you and your network connections do?' Knowledge itself is moving from the individual to the individual and his contacts.” --Jay Cross, Informal Learning
Bendigo
"Our learning institutions, for the most part, are acting as if the world has not suddenly, irrevocably, cataclysmically, epistemically changed-and changed precisely in the area of learning." --Cathy N. Davidson and David Theo Goldberg "Future of Learning Institutions", 2009 http://bit.ly/X52mZ (.pdf)
“If you think that the future will require better schools, you’re wrong. The future of education calls for entirely different learning environments.” --Knowledge Works Foundation
Education vs. Everyday Analog vs. Digital Tethered vs. Mobile Isolated vs. Connected Generic vs. Personal Consumption vs. Creation Closed vs. Open David Wiley, BYU
Right now, schools are: Time and place. Filtered. Teacher-directed. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
Learning will be (already is): Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull.
Shouldn't classrooms be? Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull.
But here is the deal...
Before we upgrade the system, we need to upgrade ourselves. The more we practice and demand great learning, the better our system will become.
So here's the question...
Even though no one is asking you to...
...not parents, not the community, not the state...
...are you changing (upgrading)?
What are the consequences of not changing?
Discussion
Small Group Discussion
What about the world and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed since you went to school? What should "School 2.0" look like in order to meet the needs of the 21st Cnetury learner?
Eight* Shifts For Us, For Our Kids *Subject to change without notice.
Shift #1: Do Talk to Strangers
The reality of the safety question...
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The reality of the learning question...
"But there is no doubt that five years from now, when my children are teenagers, they will be comfortable living in public in ways that will astound and alarm their parents. I can already imagine how powerful the instinct to worry about predators and compromising photos will be. But it will be our responsibility to keep that instinct in check and to recognize that their increasingly public existence brings more promise than peril. We have to learn how to break with that most elemental of parental commandments: Don't talk to strangers. It turns out that strangers have a lot to give us that's worthwhile, and we to them." --Steven Johnson "Web Privacy: In Praise of Oversharing" Time Magazine, May 20, 2010 http://bit.ly/aBbBYL
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98% Strangers
Kids are already doing this.
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“Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.” --Mimi Ito MacArthur Foundation
No one is teaching kids to do this well.
Shift #2: The "G-Portfolio"
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What comes up when you Google yourselves?
How do we help students become "Googled well?"
"Planet -scale sharing." --Clay Shirky Cognitive Surplus
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"The traditional two-page resume has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work." --Michael Schrage Harvard Business Review
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"Reputation management"
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Can we model the "G-portfolio" for our students?
Shift #3: Tell Digital Stories
Kids aren't distracted...they're just looking for more interesting stories from us.
"[Kids] are 'consumivores'--colelctively rummaging, consuming, distributing and regurgitating content in byte-size, snack size, and full-meal packages...If we want them to consume our stories, we'll have to harness a range of technologies to tell them well. If we don't, there are plenty of other options available for them to consume--or more likely, they'll create their next meal without us." --Nick Bilton, I Live in the Future
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Podcasts Videos Screencasts Presentations Livestreams Photos Games
Mobile
Shift #4: Information Management
National Council of Teachers of English on literacy:
21st Century readers and writers need to be able to "manage, analyze and synthesize multiple streams of simultaneous information." http://bit.ly/nctelit
"It's not a matter of information overload; it's 'filter failure.'" --Clay Shirky
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We live in a "pull" information world, not "push." --John Seely Brown Pull
We participate with information, not simply consume it.
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Shift #5: Be a Crap Detector
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Who do you trust?
How do you determine authority?
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Shift #6: Follow Your Passions
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National Educational Technology Plan (Draft) http://www.ed.gov/technology/netp-2010
"The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size fits-all curriculum, pace of teaching, and instructional practices."
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Shift #7: Learn to Learn
Learning is now lifelong and lifewide.
“In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” --Eric Hoffer
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"The Khan Academy is a not-for-profit organization with the mission of providing a high quality education to anyone, anywhere."
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Wikiversity University of the People Unclasses.org Teachstreet EduFire School of Everything OpenLearn OpenCourseWare Consortium iTunesU CosmoLearning National Connections Academy Open High School of Utah Open Learning Intiative Academic Earth Connexions Flat World Knowledge p2pU YouTube Edu
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With that reality, the question for schools now becomes: how are we preparing our students for lifelong, self-directed, independent learning?
Shift #8: Solve Problems...Creatively, Patiently
National Council of Teachers of English on literacy:
"Build relationships with others to pose and solve problems collaboratively and cross-culturally."
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1:45-3:26
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So, here is our problem: how will we change?
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tinyurl.com/266c8hm tinyurl.com/2e6xr7h
http://1.usa.gov/fxfuXW
http://1.usa.gov/fxfuXW
"Big problems are rarely solved with commensurately big solutions. Instead, they are most often solved by a sequence of small solutions, sometimes over weeks, sometimes over decades." --Dan and Chip Heath, "Switch"
You need a "growth mindset." --Carol Dweck, "Mindset"
Is technology a part of your personal learning culture?
How do we add dots to our maps? bit. ly/iiPWKb
Are you sharing, co-operating, collaborating and collectively acting with others?
"We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves." --Stephen Downes http://huff.to/cLEcpe
"Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines. With the growing availability of tools to connect learners and scholars all over the world — online collaborative workspaces, social networking tools, mobiles, voice-over-IP, and more — teaching and scholarship are transcending traditional borders more and more all the time." --2009 Horizon Report
Will Richardson Weblogg-ed.com PLPNetwork.com will@plpnetwork.com willrich45 on Twitter

More Related Content

Bendigo

  • 1. Learning in a Networked World: For our students and for ourselves Will Richardson PLPNetwork.com Weblogg-ed.com @willrich45 on Twitter will@plpnetwork.com
  • 2. todaysmeet.com/bendigo11 Presentation is at: bit.ly/bendigo11
  • 7. The world is changing...
  • 10. What's different? We now have an easy connection between an individual's passion to learn and the resources to learn it.
  • 13. Two billion people will be connected to the Web by 2011.
  • 14. Two billion ways to connect.
  • 17. ...or two billion potential teachers from around the world.
  • 18. Huge implications for us as learners and for our schools.
  • 20. “'What can you do?' has been replaced with 'What can you and your network connections do?' Knowledge itself is moving from the individual to the individual and his contacts.” --Jay Cross, Informal Learning
  • 22. "Our learning institutions, for the most part, are acting as if the world has not suddenly, irrevocably, cataclysmically, epistemically changed-and changed precisely in the area of learning." --Cathy N. Davidson and David Theo Goldberg "Future of Learning Institutions", 2009 http://bit.ly/X52mZ (.pdf)
  • 23. “If you think that the future will require better schools, you’re wrong. The future of education calls for entirely different learning environments.” --Knowledge Works Foundation
  • 24. Education vs. Everyday Analog vs. Digital Tethered vs. Mobile Isolated vs. Connected Generic vs. Personal Consumption vs. Creation Closed vs. Open David Wiley, BYU
  • 25. Right now, schools are: Time and place. Filtered. Teacher-directed. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
  • 26. Learning will be (already is): Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull.
  • 27. Shouldn't classrooms be? Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull.
  • 28. But here is the deal...
  • 29. Before we upgrade the system, we need to upgrade ourselves. The more we practice and demand great learning, the better our system will become.
  • 30. So here's the question...
  • 31. Even though no one is asking you to...
  • 32. ...not parents, not the community, not the state...
  • 33. ...are you changing (upgrading)?
  • 34. What are the consequences of not changing?
  • 37. What about the world and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed since you went to school? What should "School 2.0" look like in order to meet the needs of the 21st Cnetury learner?
  • 38. Eight* Shifts For Us, For Our Kids *Subject to change without notice.
  • 39. Shift #1: Do Talk to Strangers
  • 40. The reality of the safety question...
  • 42. The reality of the learning question...
  • 43. "But there is no doubt that five years from now, when my children are teenagers, they will be comfortable living in public in ways that will astound and alarm their parents. I can already imagine how powerful the instinct to worry about predators and compromising photos will be. But it will be our responsibility to keep that instinct in check and to recognize that their increasingly public existence brings more promise than peril. We have to learn how to break with that most elemental of parental commandments: Don't talk to strangers. It turns out that strangers have a lot to give us that's worthwhile, and we to them." --Steven Johnson "Web Privacy: In Praise of Oversharing" Time Magazine, May 20, 2010 http://bit.ly/aBbBYL
  • 46. Kids are already doing this.
  • 48. “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.” --Mimi Ito MacArthur Foundation
  • 49. No one is teaching kids to do this well.
  • 50. Shift #2: The "G-Portfolio"
  • 52. What comes up when you Google yourselves?
  • 53. How do we help students become "Googled well?"
  • 54. "Planet -scale sharing." --Clay Shirky Cognitive Surplus
  • 56. "The traditional two-page resume has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work." --Michael Schrage Harvard Business Review
  • 65. Can we model the "G-portfolio" for our students?
  • 66. Shift #3: Tell Digital Stories
  • 67. Kids aren't distracted...they're just looking for more interesting stories from us.
  • 68. "[Kids] are 'consumivores'--colelctively rummaging, consuming, distributing and regurgitating content in byte-size, snack size, and full-meal packages...If we want them to consume our stories, we'll have to harness a range of technologies to tell them well. If we don't, there are plenty of other options available for them to consume--or more likely, they'll create their next meal without us." --Nick Bilton, I Live in the Future
  • 75. Shift #4: Information Management
  • 76. National Council of Teachers of English on literacy:
  • 77. 21st Century readers and writers need to be able to "manage, analyze and synthesize multiple streams of simultaneous information." http://bit.ly/nctelit
  • 78. "It's not a matter of information overload; it's 'filter failure.'" --Clay Shirky
  • 80. We live in a "pull" information world, not "push." --John Seely Brown Pull
  • 81. We participate with information, not simply consume it.
  • 84. Shift #5: Be a Crap Detector
  • 86. Who do you trust?
  • 87. How do you determine authority?
  • 90. Shift #6: Follow Your Passions
  • 92. National Educational Technology Plan (Draft) http://www.ed.gov/technology/netp-2010
  • 93. "The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size fits-all curriculum, pace of teaching, and instructional practices."
  • 95. Shift #7: Learn to Learn
  • 96. Learning is now lifelong and lifewide.
  • 97. “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” --Eric Hoffer
  • 99. "The Khan Academy is a not-for-profit organization with the mission of providing a high quality education to anyone, anywhere."
  • 101. Wikiversity University of the People Unclasses.org Teachstreet EduFire School of Everything OpenLearn OpenCourseWare Consortium iTunesU CosmoLearning National Connections Academy Open High School of Utah Open Learning Intiative Academic Earth Connexions Flat World Knowledge p2pU YouTube Edu
  • 104. With that reality, the question for schools now becomes: how are we preparing our students for lifelong, self-directed, independent learning?
  • 105. Shift #8: Solve Problems...Creatively, Patiently
  • 106. National Council of Teachers of English on literacy:
  • 107. "Build relationships with others to pose and solve problems collaboratively and cross-culturally."
  • 111. So, here is our problem: how will we change?
  • 116. "Big problems are rarely solved with commensurately big solutions. Instead, they are most often solved by a sequence of small solutions, sometimes over weeks, sometimes over decades." --Dan and Chip Heath, "Switch"
  • 117. You need a "growth mindset." --Carol Dweck, "Mindset"
  • 118. Is technology a part of your personal learning culture?
  • 119. How do we add dots to our maps? bit. ly/iiPWKb
  • 120. Are you sharing, co-operating, collaborating and collectively acting with others?
  • 121. "We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves." --Stephen Downes http://huff.to/cLEcpe
  • 122. "Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines. With the growing availability of tools to connect learners and scholars all over the world — online collaborative workspaces, social networking tools, mobiles, voice-over-IP, and more — teaching and scholarship are transcending traditional borders more and more all the time." --2009 Horizon Report