Get Ready For Abundance Culture At High School

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The challenges and opportunities posed by "abundance culture" and "generation C(ontent)" in education.

The challenges and opportunities posed by "abundance culture" and "generation C(ontent)" in education.

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  • Thanks for being here.
  • - What is your school doing to make these trends your friends?
  • So, does your Laptop Committee and Computer Labs need new names?
  • How can your school benefit from the rise of cloud computing? How can your students, teachers and administrators benefit from free storage?
  • - How will your school compete in the new, media-rich environment?
  • The growth in unofficial, informal content is growing, led by two major trends. The first is the affordances of web 2.0 leading to prosumers replacing consumers; an active audience emerging online with more influence than the passive consumer of the past. - What is your school doing to teach its students, teachers and administrators to be good prosumers?
  • Digital literacies are an important part of E-education policy and will assist the DOE in supporting democratic ideals, whilst addressing the relevance and participatory gaps. Using digital media in the classroom also leads to better results with non-conformists and introverts.
  • This is different from the typical ratio of 90% of internet users being passive consumers, 9% rating it and 1% creating content. - Have your school’s policies adapted to accommodate the rise of generation Content?
  • - Is your school’s culture ready to accommodate the Web? - Read Chris Anderson’s article on “ Tech Is Too Cheap to Meter: It's Time to Manage for Abundance, Not Scarcity” at http://www.wired.com/techbiz/it/magazine/17-07/mf_freer?currentPage=2
  • Whether your High School wants to participate in social media, or not, it already is. - So, who knows what is being said about Bishops in social media? - Is someone responsible for understanding and addressing what they are saying?
  • Wikipedia is the world’s free encyclopedia and is consistently ranked as one of the ten most popular websites in the world: Question Do more internet visitors see the Wikipedia entry on your school than its official website? Is this content a fair reflection on your school? Should your school improve this content?
  • Does your school understand who is writing about it? Can your school respond pro-actively to blogs? Does your school “give back” by supporting credible OD blogs with reciprocal links? (i.e. www.markshuttleworth.com, www.ideate.co.za, etc.)
  • What is the use of an official Facebook Group? What criteria are used to use one social media platform versus another?
  • - What use is LinkedIn? - Should Bishops monitor its own group(s) on it?
  • Is it important to make the best photographs and videos publically available? How important is making it easy for third parties to improve and grow the school’s online presence and brand? Is our fear of online media’s potential problems too great and undermining the potential good that media can do for the school?
  • It is pointless promoting the formal use of abundance culture, if there is no abundance in the forseable future! It may be necessary to have an annual heads up on the likelihood of abundance culture being offered formally. Whether IT can budget for a crystal ball is another question?
  • My initial investigations of possible fieldwork sites have revealed that visual arts teachers face a range of challenges in promoting ICT use and an appreciation of software tools among their students, from poorly to well-resourced high schools. Updating teacher skills is a significant problem issue - schools seldom offer information technology coaching support to teachers, and private introductory and refresher courses from third-parties, such as Adobe, are generally costly. In addition, teaching with software requires additional resources such as tutorial examples and illustrated ‘how to’ guidelines. Teachers have difficulty sourcing the professional resources and the support services needed to produce such digital or printed teaching materials. There are also very few examples of local and international projects from which teachers can source course materials and exercises. Beyond the technical skills that are required, inexperience with artworks in digital media makes it hard for teachers to be confident in critically evaluating work outside the printed, or hardcopy, norm (Metros and Woolsey, 2006: 80). Metros and Woolsey assert that there is a reputation risk of teachers being ostracised by those colleagues who discount digital media as a frivolous sideline to “real” teaching.
  • - When must your ICT User Policies and Code of Conduct be changed to address abundance culture-related issues? - Do any other policies need changing?
  • What are acceptable student, teacher and parent relations in social media? Under what circumstances should a student be a teacher’s Facebook, Orkut, LinkedIn, etc. friend?
  • - Does your school provide a sound contextual framework for media use?
  • What is the scale of your school’s online audience; at present and in the future? How can each teacher be supported in encouraging better digital media understanding? How can the relevant groups be supported, too?
  • When MIT launched Open Course Ware, they found it helped cross-faculty collaboration. For example, after its launch, engineers studying flight could easily find curricula related to the mathematics of flight. What’s the best strategy for facilitating social media across the silos? How could curricula be enhanced by cross-department mash-ups?
  • Is it important to help your audience with an holistic view of the online content that Bishops has produced? What are the most important things that I didn’t learn in school Contact with other teachers Customise and personalise the schools voice What do we need to know from students, ODs, etc.
  • Plagiarism? Relationship to Open Culture (especially Open Content)? Publishing case studies of things going wrong? Shouldn’t every former Bishops student be an automatic Old Diocesan Union member?
  • At the very least, web 2.0 can be proactively used to raise Bishops’ visibility. At best, it can build on the ICT innovation at Bishops and be used to augment teacher pedagogy, student learning experience, motivation and performance.
  • Areas of low collaboration suit individual creative practice Sites that aggregate the writing of many individuals support medium collaboration (i.e. refining content with the feedback of other authors)
  • - Does each department include a digital literacy curriculum from grade 10?
  • - Look at all the descriptions that
  • Search your name on Google. What’s being written? Is legitimate? Is it influential?
  • Digital Inspiration explains the difference between web iterations in a clear and concise manner. There are six video presentations that lay it all out in simple and easily understood language. From the site: Web 1.0 - That Geocities & Hotmail era was all about read-only content and static HTML websites. People preferred navigating the web through link directories of Yahoo! and dmoz. Web 2.0 - This is about user-generated content and the read-write web. People are consuming as well as contributing information through blogs or sites like Flickr, YouTube, Digg, etc. The line dividing a consumer and content publisher is increasingly getting blurred in the Web 2.0 era. Web 3.0 - This will be about semantic web (or the meaning of data), personalization (e.g. iGoogle), intelligent search and behavioral advertising among other things.Found at iLibrarian
  • What does your school know about its students media preferences? How can your school benefit from exposure on crowdsourced sites? What are the online opportunities that your best and brightest students could benefit from being exposed to?

Transcript

  • 1. Prepare for Abundance Culture @ High School Visual Arts and Design Languages Music Science 3. Opportunities 2. Issues 1. Trends Computer Science Media Prepared for Bishops (Diocesan College) by Travis Noakes, who asserts his moral right as the author of this presentation. © Travis Noakes 2010. Maths History Biology Drama Technology
  • 2. 3 key trends = An “abundance culture” in digital media Cheaper ICT Faster bandwidth Low storage costs
  • 3. Cheaper ICT = means growing accessibility
    • Computer access at your school will soon be broader than computer labs and laptops.
    • Big growth in mobile phone, netbook and tablet users.
    • Increase in the number of networked home appliances,
    • including: televisions, gaming platforms and landline phones.
  • 4. Attention economy = “freemium” storage
  • 5. Faster bandwidth = an end to the “passive” web The international bandwidth available to sub-Saharan Africa will increase 120 times from 80 Gigabits per second (2008) to 10 Terabits by the end of 2011 {due to six new cables and an upgrade to SAT3}. By 2013, any South African with a mobile phone will have access to broadband speed that will allow the download of a full-length movie in a few seconds.
  • 6.
    • Web 1.0 Web 2.0 What the change means for education
    • Licensed or purchased > Free = Easily adoptable
    • Expert publishers > Easy-to-publish = All have a voice
    • Isolated > Collaborative = Co-create knowledge
    • Unrated content > Rateable = Rate and share reviews
    • Single source > Mash-ups = Easily contrast information
    • Proprietary code > Open-source = Can be peer-reviewed
    • Copyrighted content > Shared content = Customise publications
    • Directory (taxonomy) > Folksonomy (tagging) = Personal meanings
    • Advertising > Word-of-mouth = Reputation management
    • Push content > Pull content = What interests me
    • Passive consumer > Interactive prosumer = Value can be co-created
    Passive consumers can change to active prosumers Based on a table from the book Web 2.0: New Tools, New Schools
  • 7.
    • Department of Education’s National Policy
    • Support OBE’s democratic objectives
    • Help bridge the digital divide
    • Address the relevance gap , in part
    • Help bridge the participatory gap
    • Accommodate diverse students’ needs
    • (especially introverts and non-conformists)
    Prosumer services are relevant @ School
  • 8. Generation Content are active content producers 2005 Pew Internet & American Life Project survey Teen Content Creators and Consumers revealed that over half of all teens with access to broadband were creating content for it. December 2007’s sequel report Teens and Social Media confirmed that teen content creation is rapidly becoming more prevalent than first indicated. http://pewresearch.org
  • 9. Managing abundance culture is different , but can be good. Table used in Chris Anderson’s “Free”, 2009
  • 10. Document legitimate issues and key opportunities
  • 11. #1 Issue. Your High School is on social media. 03/03/10 © travisnoakes.co.za Oh, dear. What other online publications is our school on?
  • 12. It’s on Wikipedia. More N.B. than your official site?
  • 13. It is being blogged about. Is it accurate and fair? Mmm. What are they writing about my school ?
  • 14. It has Facebook groups and fans. A good community? Does our school fit in here at all?
  • 15. Professional associations are formed from it. Pros & Cons?
  • 16. Its has been tagged. What are the keywords we like? Artist: Banksy Sourced from http://abstract.desktopnexus.com/get/26166
  • 17. Photos and videos will be shared. The best?
  • 18. #2 Issue. When is abundance culture available formally? Living in an underwater city Teleporting to Tokyo Growing a pet dinosaur Beating traffic with a flying car
  • 19. #3 Issue. Will teachers receive sufficient support?
    • Time-off?
    • Updating skills
    • Home IT access
    • Quality materials
    • Criteria for
    • assessment
    • Clear incentives
    • Policy protection
  • 20. #4 Issue. Do relevant policies address these new issues?
  • 21. #5 Issue. Should policy stretch to social relationships?
  • 22. #6 Issue. “C” issues! privacy, security, copyright, EQ, …
    • Can your school inspire ALL students to
    • be digitally literate?
    • Be smart about new sources of information
    • Understand and respect copyright (where relevant)
    • Understand the impact of private voice in public (if digital, probably not private)
    • Respect others online with emotionally intelligent ratings and feedback (encourage high EQ)
    • Know how to protect their safety (safeguard contact details)
    • Be responsible e-citizens (identify and delete spam, kill viruses, notify webmasters of problems)
    • Exercise their prosumer rights (from rating products
    • to creating them)
  • 23. #7 Issue. Are audiences broadly understood? Student Classroom School District Deputy Parents Province Provincial Department Country National Government World Exchange schools Other (Reporters, Funders, etc.) Physical area Roleplayers
  • 24. #8 Issue. Is there scope for cross-department innovation? The web; that’s the IT department’s baby! Don’t bother me… If it’s media, it must be for artists, right? This isn’t what teaching’s really about, is it? What’s the technology committee for, then?
  • 25. #9 Issue. Link prosumer content from official channels?
  • 26. #10+ What other issues do you think are important?
  • 27. Opportunities to turn the “Out of Control” Challenge … 03/03/10 © travisnoakes.co.za
  • 28. … into “Blooming Opportunities”! 03/03/10 © travisnoakes.co.za
  • 29. #1 Opp. Include freemium software in a curriculum, or two?
    • Software development
    • Scientific collaboration
    • Online gaming
    • Citizen journalism
    HIGH COLLABORATION Social networking Social bookmarking Product recommendation Networked content creation Networked innovation Blogging Sharing videos, images and music Rating others’ work Providing reviews Self-publication MEDIUM COLLABORATION LOW COLLABORATION Visual Arts Writing Music Graphic Design Physics Computer Science Chemistry Photography Teaching Video Creators - Critics - Collectors - Joiners - Spectators – Inactives
  • 30. Example. Visual Arts curricula. GRADE 10 Introduction to the digitisation of portfolios and the freemium ‘ carbonmade’ website as the prescribed online portfolio software. GRADE 11 Involves a more specific focus on the strategic use of online portfolios, i.e. suitability of software for the student’s preferred media. GRADE 12 Strategic use of online portfolios for post-school realities ; for example customising the site for what is required by tertiary institutions.
  • 31. #2 Opp. Is there a role for an holistic elearning portfolio? Sourced from http://sites.google.com/site/eportfolioapps/overview/levels
  • 32. #3 Opp. Support champions with content development? Policy + Digital Literacy = Champions Policy + No Digital Literacy = Bystanders No Policy + Digital Literacy = Loose Canons No Policy + No Digital Literacy = Clueless Positive, accurate content 2012 140 links Positive, accurate content 2011 100 links Search engine queries
  • 33. #4 Opp. Raise your profile on the DOE’s website?
  • 34. #5 Opp. Leverage your local environment (geotags)?
  • 35. #6 Opp. Highlight the pros and cons of digital culture?
    • Visual simulation versus lived-in, fully-sensed reality:
      • - medium shift from tactile 3D to a 2D on-screen simulation
      • fungible digital files versus the longevity of analog reality
  • 36. #7 Opp. Create your own digital archive “long tail”?
  • 37. #8 Opp. Manage “exit, voice and loyalty” better?
  • 38. #9 Opp. Be a pioneer in South African High School education Sourced from http://centeredlibrarian.blogspot.com/2009/06/web-30-in-plain-english.html
  • 39. #10+. What other opportunities do you see?
  • 40. All creatives, journalists, programmers, scientists and gamers can try it for free. What about you?
  • 41. Thanks for your time  ! Stock imagery bought from www.dreamstime.com Design by Travis Noakes This presentation will be uploaded to slideshare.net and linked from www.travisnoakes.co.za by tomorrow.