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Cracking the 'Native' Information Experience presented by David Warlick

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This is a keynote that seeks to identify four qualities of today's children's outside-the-classroom learning experiences.

This is a keynote that seeks to identify four qualities of today's children's outside-the-classroom learning experiences.

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  • 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.
  • [twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • [twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]
  • [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • [twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]
  • Our students play, learn & work within an information environment thatIgnores barriers & Empowers accomplishment
  • If we can crack the code of their information experience, then perhaps we can crack it.
  • 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.
  • 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 andHighly 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."
  • 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.
  • 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 andHighly 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."
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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.co m/), ePals (http://e pals.com) & Gaggle (http://gagg le.net)[/twitter ]
  • We all want information in all of its forms -- not just e-mail but we want information that moves, flows, and glows.
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • A different species of Learner who communicates through his tenticles...
  • 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.
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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 .
  • What kind of barriersmight I plant for my studentsto question themselves around? How am I paying attention to those questions, at the same time that I am asking...?
  • 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.
  • Darren Kurapatua asks learners to share their class notes on a classroom blog. Kuropatwa, Daren. "Distributed Teaching and Learning." A Difference. 21 Nov 2006. Web. 9 Oct 2009. < http://adifference.blogspot.com/2006/11/distributed-teaching-and-learning_21.html >.
  • 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.
  • 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.
  • This team of students produced this adaptation of “Somewhere over the Rainbow,” for their librarian who was presenting at a conference on Personal Learning Networks...
  • [twitter]Doodlebuzz can be used at http://doodlebuzz.com/ [/twitter]
  • [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 hrs 500-1,000 : 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 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-A sV>. sV>.
  • [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 hrs 500-1,000 : 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 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-A sV>. sV>.
  • There is a sense of playfulness today, children and adults spending their cognitive surplus engaged in "interesting work" or "hard fun."
  • Transcript

    • 1. 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)
    • 2. Cracking the ‘Native’ Information Experience Designed for Monroe-Woodbury Schools session in instructional technology staff... This is an informal, part conversational session. I’m stripping down the CNIE presentation and including elements of PLN.
    • 3. 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) WiFi Login: OPGuest Password: quakers
    • 4. http://visualize.yahoo.com /
    • 5. 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)
    • 6. http://colearners.idave.us / http://colearners.idave.us / http://knitterchat.com / http://knitterchat.com /
    • 7.  
    • 8.  
    • 9. http://flickr.com /
    • 10.  
    • 11.  
    • 12.  
    • 13.  
    • 14.  
    • 15.  
    • 16. It is an information experience that...
      • Ignores Barriers
      • Empowers Accomplishment
    • 17.
      • Networked
      • Digital
      • Abundant
      • Difficult to Contain
    • 18. ..and if their i nformation experience, can’t be walled in, then what does, a school look like to them, When it tries to?
    • 19. Culture ..with customs, modes of expression and social institutions. ..a millennial culture.
    • 20. Crack ..this ‘native’ information experience ?
    • 21. Hack ..into effective & relevant learning experiences ?
    • 22. http://goo.gl/6uEg0
    • 23.  
    • 24.  
    • 25.  
    • 26. Traction
    • 27. Traction
    • 28. Traction
    • 29. Traction
    • 30. Traction
    • 31. Traction
    • 32. What are the new traction points?
    • 33. Hyper-connected learners find each other for hard places to test and grow their knowledge, ideas, and skills. What are the new traction points?
    • 34. Hyper-connected learners find each other for hard places to test and grow their knowledge, ideas, and skills. What are the new traction points?
    • 35. Hyper-connected learners find each other for hard places to test and grow their knowledge, ideas, and skills. What are the new traction points?
    • 36. Hyper-connected learners find each other for hard places to test and grow their knowledge, ideas, and skills. What are the new traction points?
    • 37.  
    • 38. 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 Ahlness
    • 39. Responsiveness Explicit part of their ‘Native’ experience
    • 40. Provokes Conversation foundation Responsive
    • 41.  
    • 42.  
    • 43.  
    • 44.  
    • 45.  
    • 46.  
    • 47.  
    • 48.  
    • 49.  
    • 50.  
    • 51.  
    • 52. Marie Curie
    • 53. Sigmund Freud
    • 54.  
    • 55. Albert Einstein
    • 56. My Grandmother Margaret Meade
    • 57.  
    • 58. Households $20k - $30k          42% 53%
    • 59. Households $20k - $30k                Households < $20k 42% 53% 25% 35%
    • 60. Households $20k - $30k        42% 53%         25% 35% Households < $20k       19% 30% Senior Citizen Households
    • 61. A Legal Right Ahmed, Saeed. &quot;Fast Internet Access becomes a Legal Right in Finland.&quot; CNN Tech 15 Oct 2009: n. pag. Web. 17 Dec 2010. < http://bit.ly/hWiRcq >.
    • 62. http://personalizemedia.com/the-count/ How much are people actually talking online? 5 seconds 5,417 tweets50 New Facebook Members120,370 Google Searches180 Flickr Photos 5,417 tweets50 New Facebook Members120,370 Google Searches180 Flickr Photos 10 sec 106 Blog posts$1,779 spent on virtual goods2,009 iPhone apps downloaded 106 Blog posts$1,779 spent on virtual goods2,009 iPhone apps downloaded 15 sec 365,741 YouTube views6 hours uploaded onto YouTube 365,741 YouTube views6 hours uploaded onto YouTube
    • 63. Total Ten Search Engines 2008 80 B/M
    • 64. Total Ten Search Engines 2008 80 B/M 2009 113 B/M
    • 65. 150,000,000 questions an hour
    • 66. 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.
    • 67.
      • 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?”
    • 68.  
    • 69.  
    • 70.  
    • 71.  
    • 72.  
    • 73. How do you approach an experience like this?
    • 74.
      • They Ask Questions
      • What are the goals?
      • What are the rules?
      • How do I use the rules to accomplish the goals?
      How Many Pages?
    • 75.
      • Make a wanted poster about one of the Renaissance or Reformation leaders (names drawn from a hat): Poster MUST be on an 8 1/2 X 11 sheet of paper. (10 points)Mug shot - We need to know what they look like! (10 points)First and Last name of your historical figure. (5 points)Birth Date and Year of Death. (5 points)What country were they born in and where did they do their work? (10 points)What are they famous (wanted) for? 5-8 complete sentences, in your own words, for full credit. (30 points)A fact that you found interesting OR a quote by the person. (10 points)Print out or photocopy of your sources with info highlighted. (15 points) Your name on the bottom right corner. (5 points)
      • Your name on the bottom right corner. (5 points)
      Question-Proof the assignment
    • 76.  
    • 77.  
    • 78. Responsiveness Explicit part of their ‘Native’ experience Provokes Conversation Constant exchanging of knowledge So, does grammar matter?
    • 79.  
    • 80. Kuropatwa, Daren. &quot;Distributed Teaching and Learning.&quot; A Difference. 21 Nov 2006. Web. 9 Oct 2009. < http://adifference.blogspot.com/2006/11/distributed-teaching-and-learning_21.html >.
    • 81.  
    • 82.  
    • 83. Anderson, Chris. &quot;The Long Tail.&quot; WIRED Magazine Oct 2004. 17 Mar 2005 <http://www.wired.com/wired/archive/12.10/tail.html>. 0 Average number of plays per month on Rhapsody Titles ranked by popularity
    • 84. Anderson, Chris. &quot;The Long Tail.&quot; WIRED Magazine Oct 2004. 17 Mar 2005 <http://www.wired.com/wired/archive/12.10/tail.html>. 0 Average number of plays per month on Rhapsody Titles ranked by popularity Long Tail
    • 85. Anderson, Chris. &quot;The Long Tail.&quot; WIRED Magazine Oct 2004. 17 Mar 2005 <http://www.wired.com/wired/archive/12.10/tail.html>. 0 Average number of plays per month on Rhapsody Titles ranked by popularity Rhapsody Netflix Amazon
    • 86.  
    • 87. Responsiveness Explicit part of their ‘Native’ experience Provokes Conversation Constant exchanging of knowledge Inspires Personal Investment There’s Value /
    • 88. What is the purpose of School? The purpose of school.. ..is to not get caught being wrong! - High School Student
    • 89. In their ‘Native’ information experiences... Children succeed by getting it wrong! In the “Real World” the most valuable answers are often the wrong ones, The Ones that we learn from.
    • 90. Can we be playful enough to give ourselves permission to get it wrong?
    • 91. http://doodlebuzz.com / Can we be playful enough to give ourselves permission to get it wrong?
    • 92. Can we be playful enough to give ourselves permission to get it wrong?
    • 93.
      • Second largest Web Site
      • #2 Search Engine Aug 2008
      • 15 hrs/min January 2009
      • 24 hrs/min March 2010
      Can we be playful enough to give ourselves permission to get it wrong?
    • 94. Can we be playful enough to give ourselves permission to get it wrong?
    • 95. Might we allow some “distraction,” Might we allow some “distraction,” ..design it into the learning experience? Can formal learning be more playful? ..design it into the learning experience?
    • 96. Responsiveness Explicit part of their ‘Native’ experience Constant exchanging of knowledge There’s Value / Guided by Safely-made Mistakes Inviting & celebrating mistakes Provokes Conversation Inspires Personal Investment
    • 97. How can I make the learning experience “talk back” to the learners? How can the learning experience require learners to exchange knowledge? How can I inspire value in the learning experience? How am I daring my learners to make the “Mistakes” that can feed the learning dialog? Responsive Provokes Conversation Inspires Personal Investment Guided by Safely-Made Mistakes
    • 98. Our Busi ness? Making our children future-ready Being educated today It’s what you can teach yourself... ..is not just what you’ve been taught! But..
    • 99. ..it is not just what you can be trained to do! But.. It’s what you can resourcefully accomplish. http://constructingmodernknowledge.com
    • 100. ..it is not just the shoulders we can stand on. But.. It’s the team you can move up the field with -- to reach the joy of something brand new...
    • 101. It is not a “Race to the Top!” But... It is joyful discovering & inventing of The Future
    • 102.  
    • 103. Thank You! David Warlick http://idave.us/ Handouts: http://colearners.idave.us/
    • 104.  
    • 105.  
    • 106.  
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    • 108.  
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    • 111.  
    • 112.  
    • 113.