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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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  • 1. An Avenue to 21st Century Learning Cracking the ‘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) 1Tuesday, February 8, 2011
  • 2. Harnessing the Perfect Storm Cracking the ‘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) 2Tuesday, February 8, 2011
  • 3. Harnessing the Perfect StormCracking the ‘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/handouts 3Tuesday, February 8, 2011
  • 4. Harnessing the Perfect Storm Ancillaries - http://davidwarlick.com/handouts native information experience warlick Blogging Tags 4Tuesday, February 8, 2011
  • 5. Harnessing the Perfect Storm Ancillaries - http://davidwarlick.com/handouts Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://bit.ly/9Brf15http://knitterchat.com 5Tuesday, February 8, 2011
  • 6. Harnessing the Perfect Storm Ancillaries - http://davidwarlick.com/handouts Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://bit.ly/9Brf15http://knitterchat.com 5Tuesday, February 8, 2011
  • 7. Harnessing the Perfect Storm Ancillaries - http://davidwarlick.com/handouts Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 http://bit.ly/9Brf15http://knitterchat.com 5Tuesday, February 8, 2011
  • 8. Harnessing the Perfect Storm Ancillaries - http://davidwarlick.com/handouts Backchannel http://knitterchat.com Event Code: ABSS0208 Twitter Hash Tag: #abss0208 Slide Tweets: http://twitter.com/colearners http://bit.ly/9Brf15http://knitterchat.com 5Tuesday, February 8, 2011
  • 9. 6Tuesday, February 8, 2011
  • 10. ‣ New Learners 6Tuesday, February 8, 2011
  • 11. ‣ New Learners ‣ New Information 6Tuesday, February 8, 2011
  • 12. ‣ New Learners ‣ New Information ‣ Unpredictable Future 6Tuesday, February 8, 2011
  • 13. ‣ New Learners ‣ New Information ‣ Unpredictable Future 6Tuesday, February 8, 2011
  • 14. 7Tuesday, February 8, 2011 While I was still teaching history, my grandparents moved from the house they'd lived in for more than 50 years. Because I was the only teacher in the 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 to bring 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. The pedagogies 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.
  • 15. 7Tuesday, February 8, 2011 While I was still teaching history, my grandparents moved from the house they'd lived in for more than 50 years. Because I was the only teacher in the 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 to bring 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. The pedagogies 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.
  • 16. Information Scarcity 7Tuesday, February 8, 2011 While I was still teaching history, my grandparents moved from the house they'd lived in for more than 50 years. Because I was the only teacher in the 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 to bring 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. The pedagogies 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.
  • 17. http://flickr.com/ 8Tuesday, February 8, 2011 2.5 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]
  • 18. 8Tuesday, February 8, 2011 2.5 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]
  • 19. What are the pedagogies of Information-Abundant Learning environments? 9Tuesday, February 8, 2011 [twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • 20. 10Tuesday, February 8, 2011
  • 21. The ‘Native’ Information Experience Digital Natives Vs Digital Immigrants 10Tuesday, February 8, 2011
  • 22. 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 23. So what’s the difference between him & me? 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 24. Is it that he’s smarter than I was? 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 25. Is it because he lives in Silicon Valley? 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 26. Is it because his brain is wired differently? 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 27. Or is it because he has no ceiling? 11Tuesday, February 8, 2011 [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • 28. It is an information experience that... ‣ Ignores Barriers ‣ Empowers Accomplishment 12Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 29. 13Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 30. Networked 13Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 31. Networked Digital 13Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 32. Networked Digital Abundant 13Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 33. Networked Digital Abundant Difficult to Contain 13Tuesday, February 8, 2011 Our students play, learn & work within an information environment that Ignores barriers & Empowers accomplishment
  • 34. 14Tuesday, February 8, 2011 [twitter]Trying this KeynoteTweet again...[/twitter]
  • 35. ..and if their information experience, can’t be walled in, then what does, a school look like to them, When it tries to? 14Tuesday, February 8, 2011 [twitter]Trying this KeynoteTweet again...[/twitter]
  • 36. Culture ..with customs,modes of expression and social institutions. ..a millennial culture. 15Tuesday, February 8, 2011
  • 37. Culture ..with customs,modes of expression and social institutions. ..a millennial culture. 15Tuesday, February 8, 2011
  • 38. Culture ..with customs,modes of expression and social institutions. ..a millennial culture. 15Tuesday, February 8, 2011
  • 39. Culture ..with customs,modes of expression and social institutions. ..a millennial culture. 15Tuesday, February 8, 2011
  • 40. 16Tuesday, February 8, 2011
  • 41. Can we harness this culture for learning Without turning our classrooms, libraries and campuses ..into video arcades? 16Tuesday, February 8, 2011
  • 42. 17Tuesday, February 8, 2011
  • 43. 18Tuesday, February 8, 2011
  • 44. The ‘Native’ information experience 19Tuesday, February 8, 2011
  • 45. The ‘Native’ information experience Responsive..is 19Tuesday, February 8, 2011
  • 46. The ‘Native’ information experience Responsive Provokes Conversation ..is ..it 19Tuesday, February 8, 2011
  • 47. The ‘Native’ information experience Responsive Provokes Conversation Demands Personal Investment ..is ..it ..it 19Tuesday, February 8, 2011
  • 48. The ‘Native’ information experience Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes ..is ..it ..it ..it is 19Tuesday, February 8, 2011
  • 49. The ‘Native’ information experience Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes 20Tuesday, February 8, 2011
  • 50. The ‘Native’ information experience Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • • 20Tuesday, February 8, 2011
  • 51. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 21Tuesday, February 8, 2011 Responsive Our learners’ outside-the-classroom information experiences are responsive. They are accustomed to receiving feedback on their actions, decisions, and ideas. Video games 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 wrong door, 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 rationalize the 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 – or that 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 cascade of 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 are often 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 is doing, then the influence on learning is greater. Classroom Examples: Instructional software that provides feedback within a learner identified context Writing assignments submitted as blog entries or wiki pages to be read and responded to by classmates or readers outside the classroome Portfolios, accessible from outside the school environment and available for comment/feedback Various 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 student produced textbooks) Provokes Conversation There 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 socially than 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, even when 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 responded to. 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 groupings Ask students to read separate parts of a chapter and then sequence and outline the context as a team Arrange guest speakers either in-class or virtually, but, after a short introduction, have students interview the speaker rather than ask for an extended formal presentation Assign homework that asks students to collaborate through theirsocial networksAsk students from geographically different places to plan, together, virtual field trips through Skype or other video conferencing software Google 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 ten search 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 the answers has increased, even during recession years and among previously reluctant demographics.4 But, 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 a sense of context that they receive from introductory videos and conversations with friends, they find themselves thrust into an alien world with almost no guidance. How do 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 to accomplish the goals? The game constantly presents barriers to accomplishment that the player has to question his way around. Classroom Examples:
  • 52. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 22Tuesday, February 8, 2011
  • 53. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 23Tuesday, February 8, 2011 Content is becoming increasingly responsive to our needs. The phone book (left) and digital Sports Illustrated (right) are examples. Each hints at possibilities of fully interactive learning resources -- what follows the textbook as we know it... This relationship becomes even more pronounced when the reader is empowered to create the content and its behavior.
  • 54. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 24Tuesday, February 8, 2011 But, when the author or programmers work is published and its users can "respond" back, the relationship between author and reader return -- except that it is... Two way and Highly instructive Scratch is a programming language that enables children to write video games and other applications. The process involves math and it immediately assesses, because if there is a mistake, then it doesn't "work."
  • 55. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 25Tuesday, February 8, 2011 We've known the power of responsiveness for a long time. We've long tried to capture the immediate gratification of many video games to improve achievement.
  • 56. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 26Tuesday, February 8, 2011
  • 57. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 26Tuesday, February 8, 2011
  • 58. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 26Tuesday, February 8, 2011
  • 59. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 27Tuesday, February 8, 2011
  • 60. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 28Tuesday, February 8, 2011
  • 61. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 28Tuesday, February 8, 2011
  • 62. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 28Tuesday, February 8, 2011
  • 63. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Traction 28Tuesday, February 8, 2011
  • 64. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation What are the new traction points? 29Tuesday, February 8, 2011 Learning happens when we push off of something or pull toward it. We need a hard place to test 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]
  • 65. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Hyperconnected learners find each other for hard places to test and grow their knowledge, ideas, and skills. What are the new traction points? 30Tuesday, February 8, 2011 Learning happens when we push off of something or pull toward it. We need a hard place to test 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]
  • 66. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 31Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 67. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 32Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 68. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Even when they’re out sick, students work on their blogs. - Carol Barsotti 32Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 69. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation 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 32Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 70. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin 32Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 71. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation In 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does. - Mark Ahlness 32Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 72. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • The foundation Lisa Parisi 33Tuesday, February 8, 2011 Students 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 is going to "read" their writing, not just "measure" it. Even when they’re out sick, students work on their blogs. - Carol Barsotti 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 My students are floored when, as they say, “Some random person from Texas commented on my blog.” - Brian McLaughlin In 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]
  • 73. 34Tuesday, February 8, 2011
  • 74. Responsiveness is not new! However it is an explicit part of the engine that drives the ‘Native’ information experience. 34Tuesday, February 8, 2011
  • 75. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge In one year 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 >. 35Tuesday, February 8, 2011 We all want information in all of its forms -- not just e-mail but we want information that moves, flows, and glows.
  • 76. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge The percentage of households earning $20K - $30K with high speed Internet 42% to 53% In one year 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 >. 35Tuesday, February 8, 2011 We all want information in all of its forms -- not just e-mail but we want information that moves, flows, and glows.
  • 77. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Households earning < $20K with high speed Internet 25% to 35% The percentage of households earning $20K - $30K with high speed Internet 42% to 53% In one year 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 >. 35Tuesday, February 8, 2011 We all want information in all of its forms -- not just e-mail but we want information that moves, flows, and glows.
  • 78. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Households earning < $20K with high speed Internet 25% to 35% Senior citizen households with high speed Internet 19% to 30% The percentage of households earning $20K - $30K with high speed Internet 42% to 53% In one year 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 >. 35Tuesday, February 8, 2011 We all want information in all of its forms -- not just e-mail but we want information that moves, flows, and glows.
  • 79. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Finland is the first country to make Broadband Internet A Legal Right 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>. 36Tuesday, February 8, 2011 Finland 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 Internet connection... The country is aiming for ... 100 megabit per second -- for all by 2015.
  • 80. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge http://personalizemedia.com/the-count/ How much are people actually talking online? 37Tuesday, February 8, 2011 5 sec - 50 new members of Facebook 10 sec - 100 blog articles & 100,500 Tweets 15 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]
  • 81. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge http://personalizemedia.com/the-count/ How much are people actually talking online? 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 37Tuesday, February 8, 2011 5 sec - 50 new members of Facebook 10 sec - 100 blog articles & 100,500 Tweets 15 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]
  • 82. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Total Ten Search Engines 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>. 38Tuesday, February 8, 2011
  • 83. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Total Ten Search Engines 2008 ..... 80 Billion / Month 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>. 38Tuesday, February 8, 2011
  • 84. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Total Ten Search Engines 2008 ..... 80 Billion / Month 2009 ..... 113 Billion / Month 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>. 38Tuesday, February 8, 2011
  • 85. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 150,000,000 questions an hour 39Tuesday, February 8, 2011
  • 86. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 39Tuesday, February 8, 2011
  • 87. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 39Tuesday, February 8, 2011
  • 88. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 89. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 90. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 91. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 92. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 93. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 94. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 95. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 96. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 97. 40Tuesday, February 8, 2011 A different species of Learner who communicates through his tenticles...
  • 98. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 41Tuesday, February 8, 2011
  • 99. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 41Tuesday, February 8, 2011
  • 100. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 41Tuesday, February 8, 2011
  • 101. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 41Tuesday, February 8, 2011
  • 102. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge Ft. Edmonton ‣ 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. 42Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 103. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 104. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 105. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 106. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 107. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 108. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait.10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 109. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait. 10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 110. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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. 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: ...head should swish from side to side when resting please 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 wait. 10th Grader: “Really?” 43Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 111. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 44Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 112. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 44Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 113. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 44Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 114. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 44Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 115. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 45Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 116. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 45Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 117. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 45Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 118. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 45Tuesday, February 8, 2011 The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations of how they traveled. The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global environment is especially hard. The students' collaboration was handicapped by asking them to communicate through classroom walls, school campuses, 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]
  • 119. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 46Tuesday, February 8, 2011
  • 120. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 46Tuesday, February 8, 2011
  • 121. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge How do you approach an experience like this? 46Tuesday, February 8, 2011
  • 122. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 47Tuesday, February 8, 2011
  • 123. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge They Ask Questions 47Tuesday, February 8, 2011
  • 124. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge They Ask Questions ‣What are the goals? 47Tuesday, February 8, 2011
  • 125. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge They Ask Questions ‣What are the goals? ‣What are the rules? 47Tuesday, February 8, 2011
  • 126. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge They Ask Questions ‣What are the goals? ‣What are the rules? ‣How do I use the rules to accomplish the goals? 47Tuesday, February 8, 2011
  • 127. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge They Ask Questions ‣What are the goals? ‣What are the rules? ‣How do I use the rules to accomplish the goals? How many Pages? 47Tuesday, February 8, 2011
  • 128. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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) 9.Your name on the bottom right corner. (5 points) 48Tuesday, February 8, 2011 This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should be cautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.
  • 129. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 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) 9.Your name on the bottom right corner. (5 points) QUESTION-PROOF THE ASSIGNMENT 48Tuesday, February 8, 2011 This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should be cautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.
  • 130. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 49Tuesday, February 8, 2011 What kind of barriers might I plant for my students to question themselves around? How am I paying attention to those questions, at the same time that I am asking...?
  • 131. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 49Tuesday, February 8, 2011 What kind of barriers might I plant for my students to question themselves around? How am I paying attention to those questions, at the same time that I am asking...?
  • 132. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 49Tuesday, February 8, 2011 What kind of barriers might I plant for my students to question themselves around? How am I paying attention to those questions, at the same time that I am asking...?
  • 133. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge 50Tuesday, February 8, 2011
  • 134. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Forces learners to exchange knowledge So, does grammar matter? 51Tuesday, February 8, 2011
  • 135. 52Tuesday, February 8, 2011
  • 136. Nothing new about provoking conversation. However it is an explicit part of the engine that drives the ‘Native’ information experience. 52Tuesday, February 8, 2011
  • 137. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 53Tuesday, February 8, 2011 One place to find traction points for today's 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 of Changsha, China, he slays dragons and loots virtual gold in 10-hour shifts. Next to him, rows of other young workers do the same.
  • 138. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 53Tuesday, February 8, 2011 One place to find traction points for today's 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 of Changsha, China, he slays dragons and loots virtual gold in 10-hour shifts. Next to him, rows of other young workers do the same.
  • 139. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value Identity Building 54Tuesday, February 8, 2011
  • 140. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value Identity Building Excess 54Tuesday, February 8, 2011
  • 141. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 55Tuesday, February 8, 2011 An important part of our learners outside-the-classroom information experiences is based on identity. It may be a building of their own identity, experimenting with alternate identities, or it may be the cultivation of fantasy identities. Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use their lab manuals. His students write their own. One team wanted their lab manual to be interactive, so they paid a classmate to program the flash, in return for chocolate milk.
  • 142. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 55Tuesday, February 8, 2011 An important part of our learners outside-the-classroom information experiences is based on identity. It may be a building of their own identity, experimenting with alternate identities, or it may be the cultivation of fantasy identities. Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use their lab manuals. His students write their own. One team wanted their lab manual to be interactive, so they paid a classmate to program the flash, in return for chocolate milk.
  • 143. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 55Tuesday, February 8, 2011 An important part of our learners outside-the-classroom information experiences is based on identity. It may be a building of their own identity, experimenting with alternate identities, or it may be the cultivation of fantasy identities. Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use their lab manuals. His students write their own. One team wanted their lab manual to be interactive, so they paid a classmate to program the flash, in return for chocolate milk.
  • 144. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 55Tuesday, February 8, 2011 An important part of our learners outside-the-classroom information experiences is based on identity. It may be a building of their own identity, experimenting with alternate identities, or it may be the cultivation of fantasy identities. Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use their lab manuals. His students write their own. One team wanted their lab manual to be interactive, so they paid a classmate to program the flash, in return for chocolate milk.
  • 145. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 55Tuesday, February 8, 2011 An important part of our learners outside-the-classroom information experiences is based on identity. It may be a building of their own identity, experimenting with alternate identities, or it may be the cultivation of fantasy identities. Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use their lab manuals. His students write their own. One team wanted their lab manual to be interactive, so they paid a classmate to program the flash, in return for chocolate milk.
  • 146. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 56Tuesday, February 8, 2011
  • 147. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 57Tuesday, February 8, 2011
  • 148. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 57Tuesday, February 8, 2011
  • 149. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 57Tuesday, February 8, 2011
  • 150. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 58Tuesday, February 8, 2011
  • 151. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 59Tuesday, February 8, 2011
  • 152. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 59Tuesday, February 8, 2011
  • 153. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Learner-perceived value 60Tuesday, February 8, 2011
  • 154. 61Tuesday, February 8, 2011
  • 155. Learners must invest themselves... But the ‘Native’ information experience demands & inspires personal investment for participation 61Tuesday, February 8, 2011
  • 156. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • What is the purpose of School? Thepurposeofschool.. ..istonotgetcaught beingwrong! -HighSchoolStudent 62Tuesday, February 8, 2011
  • 157. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • atisthe poseof ool? The purpose of school.. ..is to not get caught being wrong! - High School Student 62Tuesday, February 8, 2011
  • 158. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • In their ‘Native’ information experiences... Children succeed by getting it wrong! 63Tuesday, February 8, 2011
  • 159. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • In their ‘Native’ information experiences... Children succeed by getting it wrong! In the “Real World” The Ones that we learn from. 63Tuesday, February 8, 2011
  • 160. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? http://bit.ly/ffrVSv 64Tuesday, February 8, 2011
  • 161. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? http://bit.ly/ffrVSv 65Tuesday, February 8, 2011
  • 162. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 163. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 164. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 165. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 166. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 167. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 66Tuesday, February 8, 2011 [twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]
  • 168. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • http://doodlebuzz.com/ Are we becoming more playful? 67Tuesday, February 8, 2011
  • 169. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Are we becoming more playful? 68Tuesday, February 8, 2011 [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 hrs 100-500 : 23.03% 5.5 hrs 500-1,000 : 9.43% 2.2 hrs 1,000-10,000: 24.81% 5.9 hrs 10,000-100,000 : 2.69% 40 min 100,000-500,000 : 1.73% 5 min > 1,000,000 : 0.33% 4 min Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • 170. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Second largest Web Site on the Internet Are we becoming more playful? 68Tuesday, February 8, 2011 [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 hrs 100-500 : 23.03% 5.5 hrs 500-1,000 : 9.43% 2.2 hrs 1,000-10,000: 24.81% 5.9 hrs 10,000-100,000 : 2.69% 40 min 100,000-500,000 : 1.73% 5 min > 1,000,000 : 0.33% 4 min Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • 171. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Second largest Web Site on the Internet Since Aug 2008, #2 Search Engine Are we becoming more playful? 68Tuesday, February 8, 2011 [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 hrs 100-500 : 23.03% 5.5 hrs 500-1,000 : 9.43% 2.2 hrs 1,000-10,000: 24.81% 5.9 hrs 10,000-100,000 : 2.69% 40 min 100,000-500,000 : 1.73% 5 min > 1,000,000 : 0.33% 4 min Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • 172. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Second largest Web Site on the Internet Since Aug 2008, #2 Search Engine January 2009 15 hrs uploaded a minute Are we becoming more playful? 68Tuesday, February 8, 2011 [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 hrs 100-500 : 23.03% 5.5 hrs 500-1,000 : 9.43% 2.2 hrs 1,000-10,000: 24.81% 5.9 hrs 10,000-100,000 : 2.69% 40 min 100,000-500,000 : 1.73% 5 min > 1,000,000 : 0.33% 4 min Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • 173. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • 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 Are we becoming more playful? 68Tuesday, February 8, 2011 [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 hrs 100-500 : 23.03% 5.5 hrs 500-1,000 : 9.43% 2.2 hrs 1,000-10,000: 24.81% 5.9 hrs 10,000-100,000 : 2.69% 40 min 100,000-500,000 : 1.73% 5 min > 1,000,000 : 0.33% 4 min Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.
  • 174. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Can learning be more playful? 69Tuesday, February 8, 2011
  • 175. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Can learning be more playful? Can we encourage wrong answers? 69Tuesday, February 8, 2011
  • 176. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • DIY 70Tuesday, February 8, 2011
  • 177. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • "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 Tinkering 71Tuesday, February 8, 2011
  • 178. 72Tuesday, February 8, 2011
  • 179. 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 learning 72Tuesday, February 8, 2011
  • 180. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • 73Tuesday, February 8, 2011
  • 181. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How can I make the learning experience “talk back” to the learners? 74Tuesday, February 8, 2011
  • 182. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How can I make the learning experience “talk back” to the learners? 74Tuesday, February 8, 2011
  • 183. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How might the learning experience require learners to need to exchange knowledge? 75Tuesday, February 8, 2011
  • 184. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How can the learning experience inspire value in learners’ work? 76Tuesday, February 8, 2011
  • 185. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How am I daring my learners to make “Mistakes” that can feed the learning dialog? 77Tuesday, February 8, 2011
  • 186. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • How am I daring my learners to make “Mistakes” that can feed the learning dialog? 77Tuesday, February 8, 2011
  • 187. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Our Business? Making learners future-ready Being educated today ..is not so much about what you’ve been taught! It’swhatyou canteach yourself... 78Tuesday, February 8, 2011
  • 188. Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • • Our Business? Making learners future-ready Being educated today ..is not so much about what you’ve been taught! It’s what you can teach yourself... 78Tuesday, February 8, 2011
  • 189. Our Business? Making learners future-ready ..it’s not what you can be trained to do! It’swhatyou canresourcefully accomplish. 79Tuesday, February 8, 2011
  • 190. Our Business? Making learners future-ready ..it’s not what you can be trained to do! It’s what you can resourcefully accomplish. 79Tuesday, February 8, 2011
  • 191. Our Business? Making learners future-ready ..it’s not just the shoulders you can stand on. It’stheteam youcanmove upthefield with--to reachthejoy ofsomething brandnew... 80Tuesday, February 8, 2011
  • 192. Our Business? Making learners future-ready ..it’s not just the shoulders you can stand on. It’s the team you can move up the field with -- to reach the joy of something brand new... 80Tuesday, February 8, 2011
  • 193. Our Business? Making learners future-ready It’s not a “Race to the Top!” Itisjoyfully mastering... TheFuture 81Tuesday, February 8, 2011
  • 194. Our Business? Making learners future-ready It’s not a “Race to the Top!” It is joyfully mastering... The Future 81Tuesday, February 8, 2011
  • 195. ..and sometimes that can be as simple.. 82Tuesday, February 8, 2011
  • 196. ..and sometimes that can be as simple.. 82Tuesday, February 8, 2011
  • 197. ..and sometimes that can be as simple.. Surprise Me! 82Tuesday, February 8, 2011

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