Deep learning in the Age of Distraction

Deep Learning in theAge of DistractionDr. Alec CourosUniversity of ReginaAugust 2011

#cesd73 bit.ly/cesd73

Faculty Proﬁle

http://www.ﬂickr.com/photos/will-lion/3974469907/

The Blur

Life Stream

eci831.ca

my motivation

context

ChangesEarly Day of PC in Schools Today’s Social/Mobile Reality

media stats (2010)• 107 trillion emails (89% spam), from 1.04 billion users.• 255 million websites• 1.97 billion Internet users• 152 millions blogs• 600 million Facebook users (sharing 30 billion pieces of content per month)• 2 billion videos watched on Youtube daily• 5 billion photos hosted on Flickr Stats as of January 2011 via Royal Pingdom

myth of the digital native

Children and young people are described as ‘the collaboration generation’, eager to work togethertowards common goals, share content and draw upon“the power of mass collaboration”. This combination of individualisation and collaboration is often presented as giving young people a propensity to question, challenge and critique. These are individuals who “typically can’t imagine a life where citizens didn’t have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. The Digital Native - Myth & Reality, Selwyn (2009)

Are We To Believe This?

Or This?

“... age is not a determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.”

“... age is not a determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.” “... the notion of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide ... characterized not by age but by access and opportunity.”

Visitors vs. Residents

social disconnection?

http://www.ﬂickr.com/photos/dkuropatwa/4285762190

danah boyd•(Post WWII) “Spaces like dance halls, rollerrinks, bowling alleys, and activity centersbegan offering times for teens to socializewith other teens.... By the late 20th century,shopping malls became the primary publicspace for youth socialization. Whileshopping malls once welcomed teens, teens @zephoriaprimarily seen as a nuisance now.... Whatemerged with the Internet was a radical shiftin architecture. It decentralized publics.” Why Youth (Heart) Social Network Sites, boyd (2007)

narcissism?

http://www.ﬂickr.com/photos/alainbachellier/2572801898/in/photostream/

danah boyd•“The profile serves as a digital representation ofone’s taste’s, fashion, and identity. In crafting theprofile, people upload photos, indicate interests,list favorite musicians, & describe themselvestextually & through associated media.•“The vast majority of social network site useamongst use does not involve surfing to strangers’ @zephoriaprofiles, but engaging more locally with knownfriends and acquaintances.•Youth look to older teens & the media to get cuesabout what to wear, how to act, & whats’ cool, Socializing Digitally, boyd (2007)

‘Bieber Fever’

Maria Aragon

Rebecca Black

Michael Wesch •“What you see on Youtube are tremendously deep communities ... people revealing parts of themselves that they refuse to reveal even to their family or to their closest friends.” •Youtube mitigates our desire to connect without the constraint.@mwesch

“Heroes for our Mediated Culture”

is tech making us stupid?

“As we are drained of our “repertory of densecultural inheritance”, we risk turning into “pancake people” -- spread wide and thin as we connect with the vast network of information accessed bythe mere touch of a button. (Nicholas Carr, 2008)

David Crystal 5 Main Myths •Texting is full of abbreviations •The abbreviations are new. •The fact that people leave out letters show they don’t know how to spell. •Young people are putting these@mwesch abbreviations into home and exams. •Texting shows the decline of the English language.

Texting & Literacy http://www.youtube.com/watch?v=Boj8VYzDAy8

“... in an information-rich world, the wealth ofinformation means a dearth of something else: a scarcity of whatever it is that information consumes. What information consumes israther obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention and a need to allocate efﬁciently among the overabundance of information sources that might consume it. (Herbert Simon, 1971)”

practice

deep learning?

Deep Learning• “Deep learning is learning that takes root in our apparatus of understanding, in the embedded meanings that deﬁne us and that we use to deﬁne the world.” (Tagg, 2003)• “Characteristics of deep learning are the integration and synthesis of information with prior learning in ways that become part of one’s thinking & approaching new phenomena and efforts to see things from different perspectives. (Kuh, Chen, Laird, 2007)

Models of 21st Century Learning• The Collaborator uses networks of people, knowledge, skills & ideas as sources of learning - emphasis on social interactions.• The Free Agent makes use of continuous, open-ended & life-long styles and systems of learning.• The Wise Analyzer gathers evidence of effective activity, scrutinizes it and applies its conclusions to new problems & new contexts.• The Creative Synthesizer connects across themes and disciplines, cross fertilises ideas, integrates separate concepts & creates new vision and new practice. 21st Century Learning and Learners, Friesen & Jardine (2007)

21st Century Readers/Writers Must ...• Develop proﬁciency with the tools of technology.• Build relationships with others to pose & solve problems collaboratively and cross culturally.• Design and share information for global communities to meet a variety of purposes.• Manage, analyze, & synthesize multiple streams of simultaneous information.• Create, critique, an analyze multimedia texts.• Attend to the ethical responsibilities required by these complex environments. NCTE Framework for 21st Century Curriulum & Assessment (2007)

Example #1: Using Relevant Modes Jenny Johns

Example #1.1: Using Relevant Modes @danikabarker

Example #2: Power Of (Global) Audience ps22chorus.blogspot.com

Example #2.1: Power Of (Global) Audience

Example #2.2: Power Of (Global) Audience Beyond Friending, Gold, 2011

Example #2.2: Power Of (Global) Audience “My student was delighted by the attention her blog post had received; it gave her conﬁdence in her writing and bolstered her enthusiasm for our class.... We were no longer studying an important work of 20th century literature within the narrow context of my syllabus; instead we had become part of a conversation that involved the broader reading public. As a professor, I was displaced from the centre of the conversation, which became more open, distributed and student-driven than it had been before.” Beyond Friending, Gold, 2011

Example #3: Giving Voice @bryanjack

Example #3.1: Giving Voice @kathycassidy

Example #4: Going Deep @ddmeyer

Example #4.1: Going Deep

Example #5: Utilizing Networks@langwitches @hdurnin @glassbeed

Example #5.1: Utilizing Networks

Example #6: Importance of Multimedia @karlﬁsch

Example #6.1: Importance of Multimedia @kutiman

Example #7: PD Anytime, Anywhere

Example #7.1: PD Anytime, Anywhere @jgates513

there are thousands of examples but this is not the norm

the big ideas to consider

Sharing http://www.ﬂickr.com/photos/dolmansaxlil/4802611949/

On Sharing ... “it’s about overcoming the inner 2 year old in you that screams mine, mine, it’s mine.” (Wiley, TEDxNYED, 2010)

Audience

Identityhttp://www.ﬂickr.com/photos/jaumedurgell/740880616/sizes/l/in/photostream/

“You are not Facebook’s customer. you are the product that they sell to real customers - advertisers. Forget this at your peril.” (Greenberg, 2010, via tweet)

http://www.ﬂickr.com/photos/will-lion/3356252350/

Relationships

@shareski

conclusion

Being Mindful

“Education ... has produced avast population able to read but unable to distinguish what is worth reading, an easy prey tosensations and cheap appeals.” (Trevelyan, 1942)

Asking the Right Questions

Don’t limit a child to yourown learning, for he was born in another time. ~Tagore http://couros.ca couros@gmail.com @courosa

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Deep learning in the Age of Distraction

by Alec Couros

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