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Cracking the 'Native' Information Experience

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This presentation examines some of the qualities of our students outside the classroom information experiences. The point is that perhaps, rather than integrate technology into our classroom ...

This presentation examines some of the qualities of our students outside the classroom information experiences. The point is that perhaps, rather than integrate technology into our classroom teaching, we should integrate qualities of their "Native" information experiences into our assignments and projects.

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Cracking the 'Native' Information Experience Cracking the 'Native' Information Experience Document Transcript

  • An Avenue toCracking the21st Century Learning ‘Native’ Information Experience In times of change, Learners inherit the earth, While the learned, Find themselves beautifully equipped, to work in a world, That no longer exists. Eric Hoffer, Reflections on the Human Condition, aph. 32 (1973)Tuesday, February 8, 2011 1
  • Harnessing the Cracking thePerfect Storm ‘Native’ Information Experience In times of change, Learners inherit the earth, While the learned, Find themselves beautifully equipped, to work in a world, That no longer exists. Eric Hoffer, Reflections on the Human Condition, aph. 32 (1973)Tuesday, February 8, 2011 2
  • Harnessing thePerfect Stormthe Cracking ‘Native’ Information Experience In times of change, Learners inherit the earth, While the learned, Find themselves beautifully equipped, to work in a world, That no longer exists. Eric Hoffer, Reflections on the Human Condition, aph. 32 (1973) Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 3
  • Harnessing thePerfect Storm Blogging Tags native information experience warlick Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 4
  • Harnessing thePerfect Storm Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://knitterchat.com http://bit.ly/9Brf15 Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 5
  • Harnessing thePerfect Storm Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://knitterchat.com http://bit.ly/9Brf15 Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 5
  • Harnessing thePerfect Storm Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://knitterchat.com http://bit.ly/9Brf15 Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 5
  • Harnessing thePerfect Storm Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://knitterchat.com http://bit.ly/9Brf15 Slide Tweets: http://twitter.com/colearners Ancillaries - http://davidwarlick.com/handoutsTuesday, February 8, 2011 5
  • Tuesday, February 8, 2011 6
  • ‣ New LearnersTuesday, February 8, 2011 6
  • ‣ New Learners ‣ New InformationTuesday, February 8, 2011 6
  • ‣ New Learners ‣ New Information ‣ Unpredictable FutureTuesday, February 8, 2011 6
  • ‣ New Learners ‣ New Information ‣ Unpredictable FutureTuesday, February 8, 2011 6
  • Tuesday, February 8, 2011 7While I was still teaching history, my grandparents moved from the house theyd lived in for more than 50 years. Because I was the only teacher inthe family, they gave me all of their (ancient) National Geographic Magazines.I am ashamed to admit that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces -- because I wanted tobring those pictures, maps, and diagrams into my classroom, put them on the wall, and give my learners a chance to learn from them.You see, I taught in an information-scarce learning environment. The methods I used in the classroom were based on information scarcity. Thepedagogies I learned in university were based on information scarcity.Today, Flickr, the social photo album site, is receiving more than three million new photos every day. We are now teaching in information-abundant learning environments.One of the most interesting questions in the education field today is, "What are the pedagogies of information-abundant learning environments.
  • Tuesday, February 8, 2011 7While I was still teaching history, my grandparents moved from the house theyd lived in for more than 50 years. Because I was the only teacher inthe family, they gave me all of their (ancient) National Geographic Magazines.I am ashamed to admit that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces -- because I wanted tobring those pictures, maps, and diagrams into my classroom, put them on the wall, and give my learners a chance to learn from them.You see, I taught in an information-scarce learning environment. The methods I used in the classroom were based on information scarcity. Thepedagogies I learned in university were based on information scarcity.Today, Flickr, the social photo album site, is receiving more than three million new photos every day. We are now teaching in information-abundant learning environments.One of the most interesting questions in the education field today is, "What are the pedagogies of information-abundant learning environments.
  • Information ScarcityTuesday, February 8, 2011 7While I was still teaching history, my grandparents moved from the house theyd lived in for more than 50 years. Because I was the only teacher inthe family, they gave me all of their (ancient) National Geographic Magazines.I am ashamed to admit that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces -- because I wanted tobring those pictures, maps, and diagrams into my classroom, put them on the wall, and give my learners a chance to learn from them.You see, I taught in an information-scarce learning environment. The methods I used in the classroom were based on information scarcity. Thepedagogies I learned in university were based on information scarcity.Today, Flickr, the social photo album site, is receiving more than three million new photos every day. We are now teaching in information-abundant learning environments.One of the most interesting questions in the education field today is, "What are the pedagogies of information-abundant learning environments.
  • http://flickr.com/Tuesday, February 8, 2011 82.5 million photos uploaded a day.170 million of them are posted under a creative commons (cc) license[twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • Tuesday, February 8, 2011 82.5 million photos uploaded a day.170 million of them are posted under a creative commons (cc) license[twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • What are the pedagogies of Information-Abundant Learning environments?Tuesday, February 8, 2011 9[twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • Tuesday, February 8, 2011 10
  • The ‘Native’ Information Experience Digital Natives Vs Digital ImmigrantsTuesday, February 8, 2011 10
  • Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • So what’s the difference between him & me?Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • Is it that he’s smarter than I was?Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • Is it because he lives in Silicon Valley?Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • Is it because his brain is wired differently?Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • Or is it because he has no ceiling?Tuesday, February 8, 2011 11[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • It is an information experience that... ‣ Ignores Barriers ‣ Empowers AccomplishmentTuesday, February 8, 2011 12Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • Tuesday, February 8, 2011 13Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • NetworkedTuesday, February 8, 2011 13Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • Networked DigitalTuesday, February 8, 2011 13Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • Networked Digital AbundantTuesday, February 8, 2011 13Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • Networked Digital Abundant Difficult to ContainTuesday, February 8, 2011 13Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • Tuesday, February 8, 2011 14[twitter]Trying this KeynoteTweet again...[/twitter]
  • ..and if their information experience, can’t be walled in, then what does, a school look like to them, When it tries to?Tuesday, February 8, 2011 14[twitter]Trying this KeynoteTweet again...[/twitter]
  • ..with customs, modes of expression and social institutions. Culture ..a millennial culture.Tuesday, February 8, 2011 15
  • ..with customs, modes of expression and social institutions. Culture ..a millennial culture.Tuesday, February 8, 2011 15
  • ..with customs, modes of expression and social institutions. Culture ..a millennial culture.Tuesday, February 8, 2011 15
  • ..with customs, modes of expression and social institutions. Culture ..a millennial culture.Tuesday, February 8, 2011 15
  • Tuesday, February 8, 2011 16
  • Can we harness this culture for learning Without turning our classrooms, libraries and campuses ..into video arcades?Tuesday, February 8, 2011 16
  • Tuesday, February 8, 2011 17
  • Tuesday, February 8, 2011 18
  • The ‘Native’ information experienceTuesday, February 8, 2011 19
  • The ‘Native’ information experience ..is ResponsiveTuesday, February 8, 2011 19
  • The ‘Native’ information experience ..is Responsive ..it Provokes ConversationTuesday, February 8, 2011 19
  • The ‘Native’ information experience ..is Responsive ..it Provokes Conversation ..it Demands Personal InvestmentTuesday, February 8, 2011 19
  • The ‘Native’ information experience ..is Responsive ..it Provokes Conversation ..it Demands Personal Investment ..it is Guided by Safely-Made MistakesTuesday, February 8, 2011 19
  • The ‘Native’ information experience Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made MistakesTuesday, February 8, 2011 20
  • The ‘Native’ information experience Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made Mistakes• Tuesday, February 8, 2011 20
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 21ResponsiveOur learners’ outside-the-classroom information experiences are responsive. They are accustomed to receiving feedback on their actions, decisions, and ideas. Videogames are an obvious example of how they play and work in an environment that responds to them. If you send your player down the wrong road or through the wrongdoor, he dies and you have to start again. But there has to be a logical and contextual reason for it. There has to be a basis that the player reasons through to rationalizethe death and plan better for the next time through.But it would be a mistake to believe that all of the responsiveness that our learners are accustomed to is immediate – orthat immediacy is even the most important element of responsiveness. Many video games fail the player out, not because of a single mistake, but for committing a cascadeof mistakes, some of which may have been committed minutes, hours, or days earlier. Even their social networking is responsive, and the comments they receive back areoften extended across hours or days.The key to responsiveness is not time-based as much as it is relevance- based. If the response is authentic to what the learner isdoing, then the influence on learning is greater.Classroom Examples:Instructional software that provides feedback within a learner identified contextWriting assignments submitted as blog entries or wiki pages to be read and responded to by classmates or readers outside the classroomePortfolios, accessible from outside the school environment and available for comment/feedbackVarious academic (and physical) competitions (website creation, robotics, field day, competitive quizzes)Collaborative work that involves group planning, individual specialization, and a valued deliverableStudent produced learning resources (study guides or even studentproduced textbooks)Provokes ConversationThere is very little that millennials do alone, and it is, to some peoples reckoning, counter intuitive that today’s youngsters are actually more sociable and skilled sociallythan previous generations. They are together at school, at the ball game, at band camp, at the mall, and at home, through their IM, text messaging, and social networks.They are more like room mates than mere friends. They are constantly engaged with each other and they never say goodbye – because the conversation continues, evenwhen they are no longer physically together or even in the same state.Beyond the availability that they have with each other, through the information and communication technologies (ICT) that they assume to be a part of their experience,many of their activities demand communication. The very nature of Facebook, Beebo, and MySpace is conversation. You are posting your updates to be read and respondedto. They comment on their digital walls, upload photos and videos for comment, and discuss their homework through their social networks.Many video games also require conversation. Operated over the Internet, players are encouraged to form themselves into teams or guilds, plan and implement campaigns,form economic cartels, and even push the games into unintended functionality, such as machinima (http://bit.ly/o5lm7).Classroom Examples:Online collaborations across classrooms and even age groupingsAsk students to read separate parts of a chapter and then sequence and outline the context as a teamArrange guest speakers either in-class or virtually, but, after a short introduction, have students interview the speaker rather than ask for an extended formal presentationAssign homework that asks students to collaborate through theirsocial networksAsk students from geographically different places to plan, together, virtual field tripsthroughSkype or other video conferencing softwareGoogle and what it represents has turned us into a question-asking culture. We love to ask questions at a rate of more than a hundred billion a month, through the top tensearch engines.3We ask questions, because we know that the answers are available and often no further away than our pockets. Our demand for high speed access to theanswers has increased, even during recession years and among previously reluctant demographics.4But, for our students, it goes much deeper than posing questions out of curiosity. Consider that many of the video games that they play come without user guides. With asense of context that they receive from introductory videos and conversations with friends, they find themselves thrust into an alien world with almost no guidance. Howdo you approach an experience like this? You approach it by asking questions:•What are the goals of this game? •What are the rules? •How can I use the rules toaccomplish the goals?The game constantly presents barriers to accomplishment that the player has to question his way around.Classroom Examples:
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 22
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 23 Content is becoming increasingly responsive to our needs. The phone book (left) and digitalSports Illustrated (right) are examples.Each hints at possibilities of fully interactive learning resources -- what follows the textbookas we know it...This relationship becomes even more pronounced when the reader is empowered to createthe content and its behavior.
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 24But, when the author or programmers work is published and its users can "respond" back, therelationship between author and reader return -- except that it is...Two way andHighly instructiveScratch is a programming language that enables children to write video games and otherapplications. The process involves math and it immediately assesses, because if there is amistake, then it doesnt "work."
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 25Weve known the power of responsiveness for a long time. Weve long tried to capture theimmediate gratification of many video games to improve achievement.
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 26
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 26
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 26
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 27
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 28
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 28
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 28
  • Traction The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 28
  • What are the new traction points? The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 29Learning happens when we push off of something or pull toward it. We need a hard place totest our knowledge and ideas against. In the past it was the textbook, teacher, technology,and the bell schedule.[twitter]It takes traction to do anything. It takes traction to learn![/twitter]
  • What are the new traction points? Hyperconnected learners find each other for hard places to test and grow their knowledge, ideas, and skills. The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 30Learning happens when we push off of something or pull toward it. We need a hard place totest our knowledge and ideas against. In the past it was the textbook, teacher, technology,and the bell schedule.[twitter]It takes traction to do anything. It takes traction to learn![/twitter]
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 31Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]The responsiveness in blogging is not immediate. It is relevant.[/twitter]
  • The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 32Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]
  • Even when they’re out sick, students work on their blogs. - Carol Barsotti The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 32Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]
  • I’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles. - Al Gonzalez The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 32Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]
  • My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 32Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]
  • In 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does. - Mark Ahlness The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 32Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]
  • Lisa Parisi The foundation Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 33Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone isgoing to "read" their writing, not just "measure" it.Even when they’re out sick, students work on their blogs.- Carol BarsottiI’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.- Al GonzalezMy students are floored when, as they say, “Some random person from Texas commented on my blog.”- Brian McLaughlinIn 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.- Mark Alness[twitter]The responsiveness in blogging is not immediate. It is relevant.[/twitter]
  • Tuesday, February 8, 2011 34
  • Responsiveness is not new! However it is an explicit part of the engine that drives the ‘Native’ information experience.Tuesday, February 8, 2011 34
  • Horrigan, John. "Home Broadband Adoption 2009." Pew Internet & American Life Project. Pew Charitable Trusts, 17 Jun 2009. Web. 7 Apr 2010. <http://bit.ly/hrEiX >. In one year wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 35We all want information in all of its forms -- not just e-mail but we want information thatmoves, flows, and glows.
  • Horrigan, John. "Home Broadband Adoption 2009." Pew Internet & American Life Project. Pew Charitable Trusts, 17 Jun 2009. Web. 7 Apr 2010. <http://bit.ly/hrEiX >. In one year The percentage of households earning $20K - $30K with high speed Internet 42% to 53% wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 35We all want information in all of its forms -- not just e-mail but we want information thatmoves, flows, and glows.
  • Horrigan, John. "Home Broadband Adoption 2009." Pew Internet & American Life Project. Pew Charitable Trusts, 17 Jun 2009. Web. 7 Apr 2010. <http://bit.ly/hrEiX >. In one year The percentage of households earning $20K - $30K with high speed Internet 42% to 53% Households earning < $20K with high speed Internet 25% to 35% wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 35We all want information in all of its forms -- not just e-mail but we want information thatmoves, flows, and glows.
  • Horrigan, John. "Home Broadband Adoption 2009." Pew Internet & American Life Project. Pew Charitable Trusts, 17 Jun 2009. Web. 7 Apr 2010. <http://bit.ly/hrEiX >. In one year The percentage of households earning $20K - $30K with high speed Internet 42% to 53% Households earning < $20K with high speed Internet 25% to 35% Senior citizen households with high speed Internet 19% to 30% wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 35We all want information in all of its forms -- not just e-mail but we want information thatmoves, flows, and glows.
  • Ahmed, Saeed. "Fast Internet Access becomes a Legal Right in Finland." CNN Tech 15 Oct 2009: n. pag. Web. 17 Dec 2010. <http://bit.ly/hWiRcq>. Finland is the first country to make Broadband Internet A Legal Right wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 36Finland has become the first country in the world to declare broadband Internet access a legal right.Starting in July, telecommunication companies in the northern European nation will be required to provide all 5.2 million citizens with Internetconnection...The country is aiming for ... 100 megabit per second -- for all by 2015.
  • How much are people actually talking online? http://personalizemedia.com/the-count/ wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 375 sec - 50 new members of Facebook10 sec - 100 blog articles & 100,500 Tweets15 sec - 350,000 Videos watched on YouTube & 6 hrs worth uploaded[twitter]You can see this little counter at... http://personalizemedia.com/the-count/[/twitter]
  • How much are people actually talking online? http://personalizemedia.com/the-count/ 5 seconds 5,417 tweets 50 New Facebook Members 120,370 Google Searches 180 Flickr Photos 10 sec 106 Blog posts $1,779 spent on virtual goods 2,009 iPhone apps downloaded 15 sec 365,741 YouTube views 6 hours uploaded onto YouTube wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 375 sec - 50 new members of Facebook10 sec - 100 blog articles & 100,500 Tweets15 sec - 350,000 Videos watched on YouTube & 6 hrs worth uploaded[twitter]You can see this little counter at... http://personalizemedia.com/the-count/[/twitter]
  • SEW Staff, . "Top Search Providers for August 2009." Search Engine Watch. 15 Sep 2009. Incisive Interactive Marketing LLC., Web. 7 Oct 2009. <http://bit.ly/hKI1M0>. Total Ten Search Engines wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 38
  • SEW Staff, . "Top Search Providers for August 2009." Search Engine Watch. 15 Sep 2009. Incisive Interactive Marketing LLC., Web. 7 Oct 2009. <http://bit.ly/hKI1M0>. Total Ten Search Engines 2008 ..... 80 Billion / Month wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 38
  • SEW Staff, . "Top Search Providers for August 2009." Search Engine Watch. 15 Sep 2009. Incisive Interactive Marketing LLC., Web. 7 Oct 2009. <http://bit.ly/hKI1M0>. Total Ten Search Engines 2008 ..... 80 Billion / Month 2009 ..... 113 Billion / Month wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 38
  • 150,000,000 questions an hour wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 39
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 39
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 39
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • Tuesday, February 8, 2011 40A different species of Learner who communicates through his tenticles...
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 41
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 41
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 41
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 41
  • ‣ Grade 2 students from Westglen School Visited Fort Edmonton. ‣ Returned & researched modes of transportation of the time. ‣ Using MS Paint they made an image of one of the modes. ‣ Grade 4 students from J.A. Fife School visited Fort Edmonton. ‣ Used MS Paint to draw a background for the grade 2 drawings. ‣ Hired grade 10s in a hypermedia class to animate the pictures. Ft. Edmonton wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 42The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10thGrader: Hello, Carly! be showing this project 2nd Grader: Our class will 2nd Grader: IMythe will isyou to tryat our assembly 10th Grader: Yes, I likemake it move like you the to name Christopher. make wouldwhole school and want Your do. his ears and cute. could it! it to 2nd Grader: horsedrawing picture is head can’tside ...headrun, I willswish from sidemake on Tuesday, April 28th. We I to should try my best to like 10th Grader: (Silence) 10th Grader: “Really?” Warning, movedo you wantwould flip around How and his tail me to animate your wait. when resting please too. head and ears move. I think it the drawing? would be a little hard. wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, Carly! My name is Christopher. Your drawing picture is cute. I like it! How do you want me to animate your drawing? 2nd Grader: Our class will be showing this project 2nd Grader: Ito the will make it tryat our assembly 10th Grader: Yes, I like you to move like you the wouldwhole school and make want it to do. 2nd Grader: horse Grader: earsmy best tocan’tside ...headrun, Ihis swish from sidemake on Tuesday, April 28th. head could and 10th should (Silence) We to 10th Grader: “Really?” Warning, will try move and his tail would flip around wait. when resting please too. head and ears move. I think it the would be a little hard. wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, Carly! My name is Christopher. Your drawing picture is cute. I like it! How do you want me to animate your drawing? 2nd Grader: I would like you to try and make the horse run, his ears and head could move and his tail would flip around too. 2nd Grader: Our class will be showing this project 10th Grader: Yes, I will make it move like you want to the whole school at our assembly it to do. ...head should (Silence) We can’tside on Tuesday, April 28th. 2nd Grader: 10th Grader: swish from sidemake Warning, I will try my best to to 10th Grader: “Really?” wait. when resting please the head and ears move. I think it would be a little hard. wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, Carly! 2nd Grader: I would like you to try and make the My name is Christopher. horse run, his ears and head could Your drawing picture is cute. I like it! move and his tail would flip around How do you want me to animate your too. drawing? 10th Grader: Yes, I will make it move like you want it to do. Warning, I will try my best to make the head and ears move. I think it would be a little hard. 2nd Grader: Our class will be showing this project to the whole school at our assembly ...head should (Silence) We can’t on Tuesday, April 28th. 2nd Grader: 10th Grader: swish from side to side 10th Grader: “Really?” wait. when resting please wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, ICarly! 10th Grader: Yes, will make it move like you want 2nd Grader: I would like you to try and make the Myto do. is Christopher. it name horse run, his ears and head could Your drawing picture is cute. makeit! Warning, I will try my best to I like move and his tail would flip around How head and ears move. I think your the do you want me to animate it too. drawing? a little hard. would be 2nd Grader: ...head should swish from side to side when resting please 2nd Grader: Our class will be showing this project to the whole school at our assembly 10th Grader: (Silence) We can’t on Tuesday, April 28th. 10th Grader: “Really?” wait. wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, ICarly! 10th Grader: Yes, will make it move like you want 2nd Grader: I would like you to try and make the Myto do. is Christopher. it name 2nd Grader: horse run, his ears and head could ...head should swish from side to side Your drawing picture is cute. makeit! Warning, I will try my best to I like move and his tail would flip around when resting please How head and ears move. I think your the do you want me to animate it too. drawing? a little hard. would be 10th Grader: (Silence) 2nd Grader: Our class will be showing this project to the whole school at our assembly on Tuesday, April 28th. We can’t 10th Grader: “Really?” wait. wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, ICarly! 10th Grader: Yes, will make it move like you want 2nd Grader: I would like you to try and make the Myto do. is Christopher. it name 2nd Grader: horse run, his ears and head could ...head should swish from side to side Your drawing picture is cute. makeit! 10th Grader: (Silence) Warning, I will try my best to I like move and his tail would flip around when resting please How head and ears move. I think your the do you want me to animate it too. drawing? a little hard. would be 2nd Grader: Our class will be showing this project to the whole school at our assembly on Tuesday, April 28th. We can’t wait. 10th Grader: “Really?” wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • 10th Grader: Hello, ICarly! 10th Grader: Yes, will make it move like you want 2nd Grader: I Our class will be showingmake the 2nd Grader: would like you to try and this project Myto do. is Christopher. it name 2nd Grader: horse run, hisschoolandourside to side to the whole ears at head could ...head should swish from assembly Your drawing picture is cute. makeit! 10th Grader: (Silence) Warning, I will try my best to I like move and hisAprilwould flip around on Tuesday, tail 28th. We can’t when resting please How head and ears move. I think your the do you want me to animate it too. wait. drawing? a little hard. would be 10th Grader: “Really?” wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 43The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 44The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 44The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 44The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 44The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 45The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 45The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 45The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 45The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrationsof how they traveled.The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and thedeep and productive collaborations necessary in a technology-rich, information-driven, and increasingly globalenvironment is especially hard.The students collaboration was handicapped by asking them to communicate through classroom walls, schoolcampuses, and through age differences. The students were challenged to be resourceful.[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 46
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 46
  • How do you approach an experience like this? wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 46
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • They Ask Questions wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • They Ask Questions ‣ What are the goals? wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • They Ask Questions ‣ What are the goals? ‣ What are the rules? wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • They Ask Questions ‣ What are the goals? ‣ What are the rules? ‣ How do I use the rules to accomplish the goals? wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • How many Pages? They Ask Questions ‣ What are the goals? ‣ What are the rules? ‣ How do I use the rules to accomplish the goals? wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 47
  • Make a wanted poster about one of the Renaissance or Reformation leaders (names drawn from a hat): 1. Poster MUST be on an 8 1/2 X 11 sheet of paper. (10 points) 2. Mug shot - We need to know what they look like! (10 points) 3. First and Last name of your historical figure. (5 points) 4.Birth Date and Year of Death. (5 points) 5. What country were they born in and where did they do their work? (10 points) 6. What are they famous (wanted) for? 5-8 complete sentences, in your own words, for full credit. (30 points) 7. A fact that you found interesting OR a quote by the person. (10 points) 8.Print out or photocopy of your sources with info highlighted. (15 points) wledge Forces learners to exchange kno 9. Your name on the bottom right corner. (5 points) Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 48This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should becautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.
  • Make a wanted poster about one of the Renaissance or Reformation leaders (names drawn from a hat): 1. Poster MUST be on an 8 1/2 X 11 sheet of paper. (10 points) OF 2. Mug shot - We need to know what they look like! (10 points) RO -P 3. First and Last name of your historical figure. (5 points) ON S TI NT 4.Birth Date and Year of Death. (5 points) UE ME Q SI GN 5. What country were they born in and where did they do their work? (10 points) HE AS T 6. What are they famous (wanted) for? 5-8 complete sentences, in your own words, for full credit. (30 points) 7. A fact that you found interesting OR a quote by the person. (10 points) 8.Print out or photocopy of your sources with info highlighted. (15 points) wledge Forces learners to exchange kno 9. Your name on the bottom right corner. (5 points) Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 48This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should becautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 49What kind of barriersmight I plant for my studentsto question themselves around?How am I paying attentionto those questions, at thesame time that I am asking...?
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 49What kind of barriersmight I plant for my studentsto question themselves around?How am I paying attentionto those questions, at thesame time that I am asking...?
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 49What kind of barriersmight I plant for my studentsto question themselves around?How am I paying attentionto those questions, at thesame time that I am asking...?
  • wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 50
  • o, do es S ar am m gr r? m at te wledge Forces learners to exchange kno Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 51
  • Tuesday, February 8, 2011 52
  • Nothing new about provoking conversation. However it is an explicit part of the engine that drives the ‘Native’ information experience.Tuesday, February 8, 2011 52
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 53One place to find traction points for todays learners might be video games.What do they gain by playing well?How wealthy is this fellow?Li Hua makes a living playing computer games. Working from a cramped office in the heart ofChangsha, China, he slays dragons andloots virtual gold in10-hour shifts. Next tohim, rows of otheryoung workers do thesame.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 53One place to find traction points for todays learners might be video games.What do they gain by playing well?How wealthy is this fellow?Li Hua makes a living playing computer games. Working from a cramped office in the heart ofChangsha, China, he slays dragons andloots virtual gold in10-hour shifts. Next tohim, rows of otheryoung workers do thesame.
  • Identity Building Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 54
  • Identity Building Excess Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 54
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 55An important part of our learners outside-the-classroom information experiences is basedon identity. It may be a building of their own identity, experimenting with alternateidentities, or it may be the cultivation of fantasy identities.Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesnt ask his students to usetheir lab manuals. His students write their own. One team wanted their lab manual to beinteractive, so they paid a classmate to program the flash, in return for chocolate milk.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 55An important part of our learners outside-the-classroom information experiences is basedon identity. It may be a building of their own identity, experimenting with alternateidentities, or it may be the cultivation of fantasy identities.Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesnt ask his students to usetheir lab manuals. His students write their own. One team wanted their lab manual to beinteractive, so they paid a classmate to program the flash, in return for chocolate milk.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 55An important part of our learners outside-the-classroom information experiences is basedon identity. It may be a building of their own identity, experimenting with alternateidentities, or it may be the cultivation of fantasy identities.Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesnt ask his students to usetheir lab manuals. His students write their own. One team wanted their lab manual to beinteractive, so they paid a classmate to program the flash, in return for chocolate milk.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 55An important part of our learners outside-the-classroom information experiences is basedon identity. It may be a building of their own identity, experimenting with alternateidentities, or it may be the cultivation of fantasy identities.Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesnt ask his students to usetheir lab manuals. His students write their own. One team wanted their lab manual to beinteractive, so they paid a classmate to program the flash, in return for chocolate milk.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 55An important part of our learners outside-the-classroom information experiences is basedon identity. It may be a building of their own identity, experimenting with alternateidentities, or it may be the cultivation of fantasy identities.Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesnt ask his students to usetheir lab manuals. His students write their own. One team wanted their lab manual to beinteractive, so they paid a classmate to program the flash, in return for chocolate milk.
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 56
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 57
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 57
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 57
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 58
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 59
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 59
  • Learner-perceived value Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 60
  • Tuesday, February 8, 2011 61
  • Learners must invest themselves... But the ‘Native’ information experience demands & inspires personal investment for participationTuesday, February 8, 2011 61
  • What is the purpose of School? - High School Student being wrong! ..is to not get caught The purpose of school.. Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 62
  • The purpose of school.. ..is to not get caught being wrong! ool? - High School Student pose of at is the Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 62
  • In their ‘Native’ information experiences... Children succeed by getting it wrong! Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 63
  • In their ‘Native’ information experiences... Children succeed by getting it wrong! In the “Real World” The Ones that we learn from. Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 63
  • Are we becoming more playful? http://bit.ly/ffrVSv Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 64
  • Are we becoming more playful? http://bit.ly/ffrVSv Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 65
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 66[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • Are we becoming more playful? http://doodlebuzz.com/ Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 67
  • Are we becoming more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 68[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]Of all YouTube Views & out of a 24 hour Day< 100 : 29.59% 7.1 hrs100-500 : 23.03% 5.5 hrs500-1,000 : 9.43% 2.2 hrs1,000-10,000: 24.81% 5.9 hrs10,000-100,000 : 2.69% 40 min100,000-500,000 : 1.73% 5 min> 1,000,000 : 0.33% 4 minKarbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • Are we becoming more playful? Second largest Web Site on the Internet Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 68[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]Of all YouTube Views & out of a 24 hour Day< 100 : 29.59% 7.1 hrs100-500 : 23.03% 5.5 hrs500-1,000 : 9.43% 2.2 hrs1,000-10,000: 24.81% 5.9 hrs10,000-100,000 : 2.69% 40 min100,000-500,000 : 1.73% 5 min> 1,000,000 : 0.33% 4 minKarbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • Are we becoming more playful? Second largest Web Site on the Internet Since Aug 2008, #2 Search Engine Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 68[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]Of all YouTube Views & out of a 24 hour Day< 100 : 29.59% 7.1 hrs100-500 : 23.03% 5.5 hrs500-1,000 : 9.43% 2.2 hrs1,000-10,000: 24.81% 5.9 hrs10,000-100,000 : 2.69% 40 min100,000-500,000 : 1.73% 5 min> 1,000,000 : 0.33% 4 minKarbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • Are we becoming more playful? Second largest Web Site on the Internet Since Aug 2008, #2 Search Engine January 2009 15 hrs uploaded a minute Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 68[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]Of all YouTube Views & out of a 24 hour Day< 100 : 29.59% 7.1 hrs100-500 : 23.03% 5.5 hrs500-1,000 : 9.43% 2.2 hrs1,000-10,000: 24.81% 5.9 hrs10,000-100,000 : 2.69% 40 min100,000-500,000 : 1.73% 5 min> 1,000,000 : 0.33% 4 minKarbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • Are we becoming more playful? Second largest Web Site on the Internet Since Aug 2008, #2 Search Engine January 2009 15 hrs uploaded a minute March 2010 24 hrs uploaded a minute Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 68[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]Of all YouTube Views & out of a 24 hour Day< 100 : 29.59% 7.1 hrs100-500 : 23.03% 5.5 hrs500-1,000 : 9.43% 2.2 hrs1,000-10,000: 24.81% 5.9 hrs10,000-100,000 : 2.69% 40 min100,000-500,000 : 1.73% 5 min> 1,000,000 : 0.33% 4 minKarbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • Can learning be more playful? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 69
  • Can Can we learning encourage be more wrong playful? answers? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 69
  • DIY Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 70
  • Tinkering "The bricoleur resembles the painter who stands back between brushstrokes, looks at the canvas, and only after this contemplation, decides what to do next." -- Seymour Papert & Sherry Turkle Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 71
  • Tuesday, February 8, 2011 72
  • Learners work to get it right... But in the real world, we frequently get there through our wrong answers. This involves a more playful approach to learningTuesday, February 8, 2011 72
  • Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 73
  • How can I make the learning experience “talk back” to the learners? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 74
  • How can I make the learning experience “talk back” to the learners? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 74
  • How might the learning experience require learners to need to exchange knowledge? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 75
  • How can the learning experience inspire value in learners’ work? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 76
  • How am I daring my learners to make “Mistakes” that can feed the learning dialog? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 77
  • How am I daring my learners to make “Mistakes” that can feed the learning dialog? Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 77
  • Our Business? Making learners future-ready Being educated today ..is not so much about what yourself... you’ve been can teach taught! It’s what you Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 78
  • Our Business? Making learners future-ready It’s what you Being educated today can teach ..is not so much about what yourself... you’ve been taught! Responsive • Provokes Conversation • Demands Personal Investment • Guided by Safely-Made MistakesTuesday, February 8, 2011 78
  • Our Business? Making learners future-ready ..it’s not what you can be accomplish. trained to do! can resourcefully It’s what youTuesday, February 8, 2011 79
  • Our Business? Making learners future-ready It’s what you can resourcefully accomplish. ..it’s not what you can be trained to do!Tuesday, February 8, 2011 79
  • Our Business? Making learners future-ready brand new... ..it’s not just the of something shoulders you reach the joy can stand on. with -- to up the field you can move It’s the teamTuesday, February 8, 2011 80
  • Our Business? Making learners future-ready It’s the team you can move up the field ..it’s not just the shoulders you can stand on. with -- to reach the joy of something brand new...Tuesday, February 8, 2011 80
  • Our Business? Making learners future-ready It’s not a “Race to the Top!” The Future mastering... It is joyfullyTuesday, February 8, 2011 81
  • Our Business? Making learners future-ready It is joyfully It’s not a “Race to the Top!” mastering... The FutureTuesday, February 8, 2011 81
  • ..and sometimes that can be as simple..Tuesday, February 8, 2011 82
  • ..and sometimes that can be as simple..Tuesday, February 8, 2011 82
  • Surprise Me! ..and sometimes that can be as simple..Tuesday, February 8, 2011 82