Revolution Knowledge Presentation - April 3 2013


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  • “Young Americans from the ages of 8 to 18 spend more than 7 ½ h a day on average using a smart phone, computer, television or other electronic device.”Source: Get pictures from Photilla and camping
  • Teens and Technology 2013by Mary Madden, Amanda Lenhart, Maeve Duggan, Sandra Cortesi, Urs GasserMar 13, 2013PrintShareEmailRead Full ReportVIEW ONLINEDOWNLOADExplore Survey QuestionsVIEW ONLINEDOWNLOADOVERVIEWSmartphone adoption among American teens has increased substantially and mobile access to the internet is pervasive. One in four teens are “cell-mostly” internet users, who say they mostly go online using their phone and not using some other device such as a desktop or laptop computer.These are among the new findings from a nationally representative Pew Research Center survey that explored technology use among 802 youth ages 12-17 and their parents. Key findings include:78% of teens now have a cell phone, and almost half (47%) of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011.23% of teens have a tablet computer, a level comparable to the general adult population.95% of teens use the internet.93% of teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family members.“The nature of teens’ internet use has transformed dramatically — from stationary connections tied to shared desktops in the home to always-on connections that move with them throughout the day,” said Mary Madden, Senior Researcher for the Pew Research Center’s Internet Project and co-author of the report. “In many ways, teens represent the leading edge of mobile connectivity, and the patterns of their technology use often signal future changes in the adult population.”ABOUT THE SURVEYThese findings are based on a nationally representative phone survey of 802 parents and their 802 teens ages 12-17. It was conducted between July 26 and September 30, 2012. Interviews were conducted in English and Spanish and on landline and cell phones. The margin of error for the full sample is ± 4.5 percentage points. This report is the second in a series of reports issued in collaboration with the Berkman Center for Internet & Society at Harvard. The first release, “Teens, Parents and Online Privacy,” was published in November 2012 and is available at:
  • So what changed? What are digital natives experiencing, and digital immigrants do the same?
  • Siri – notes, directions, reminders, definitions
  • Thousands of books!
  • Son – “always on” with friend in SwitzerlandSkype – share screens, etc.
  • Anyone can be an exper!
  • Who needs Garmin?
  • NY Earthquake – saw it tweeted before felt it!
  • Anyone can be a merchant!
  • No more faxing or shipping
  • SleepMealsMoodStepsAlarm clock
  • Control LED brightness with iPhone
  • Wikipedia would be almost 1,800 volumes if book-bound
  • Ever had this happen to you in class?Micheel Fey – guy who was caned in Singapore – looked it up for me!
  • Found time – banking, reading Kindle, FB
  • Disruptive educationRaised bar for onlineSupplemental roleAB 520 – students can take MOOC certified by ACE for credit.Senate President Pro Tempore Darrell Steinberg, of the California State Senate, has proposed legislation that would allow some college students in the state to take a massive open online course (MOOC) for credit.According to a news release about the legislation, California Senate Bill 520(SB 520) "allows students who are unable to find a seat in a required class, and unable to find a comparable on-line course at their school" to take a MOOC "certified by the American Council on Education (ACE) or other reputable course reviewers" for full credit. Courses would also require "rapid" approval from a group of faculty selected from California State University (CSU), the University of California (UC), and California Community Colleges (CCC).
  • George SiemensAdapt – Kahn – biggest part is back end – if don’t get topic right, will feed you more questionsLEAH – found students watching lectures at last minute.Off-put – time log inIntelligent – topics coverdProfile – learning styleAnalysis – where are in web (isolate, hub)Predict – how well will do in courseGeorge Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, and organizational effectiveness in digital environments.[1] He is the originator of Connectivism theory and author of the article Connectivism: A Learning Theory for the Digital Age and the book Knowing Knowledge - an exploration of the impact of the changed context and characteristics of knowledge. 
  • Students can share annotationsFaculty can share annotationsEverything is synced
  • Galazy also has video pause – camera watches when you look away and pauses
  • Fall 2012 -- 20 profs using lecture capture (11 Appliance and 9 personalSpring 2013 - 33 profs using lecure capture (16 appliance and 17 personal)All except 4 are makig their captures available to students.Biggest departments are Biology, Psychology, and Business Law.
  • Deone
  • Today’s students creave multi-media and mobilityThis is in line with a growing trend that has just startedWe are catching up.
  • Fears – students can’t concentrate, immediate gratification, impatient, shallow decision-makersStudent Pros: work fast, find answers, good at synthesizing lots of informationGlobal brain, accelerated knowledge creation
  • Knowledge is inextricable from the network – Darwin would start website today.CAR – people have always worried about sensory overload. We adapt.Literacy – pay attention, participate, collaborate, detect crap, network smarts
  • “Secondary orality” – knowledge is free again, after being imprisioned by print.Age of Youtube and Twitter – throwback to midevil timesIf Darwin were to write “Origin of Species” today, it would be a webpageA group of academics at the University of Southern Denmark argues that we are emerging from the other side of what they call ‘the Gutenberg parenthesis.’ Before Gutenberg, knowledge was passed mouth-to-mouth, scribe-to-scribe, changing along the way with little sense of authorship. Inside the parenthesis, with the press, knowledge became linear, permanent, more a product than a process, with clear ownership. More than five centuries later, they say we are emerging from the other side of the parenthesis. Now knowledge is again passed along, remixed as it goes, with less sense of ownership: It’s process over product.Gutenberg Parenthesis contends that period of 500 years marked by reign of printing press, isolated from oral culture that came before, and the digitally shaped culture emerging today, is a "strange interlude, defined by the printed page and other artifacts, is fading in relevance. The age of Twitter and Youtube is a throwback to midieval times. Mailing and tweeting are a reversion to the limited communicative capacities of stone tablets - the future is taking us back to thepast. There are fundamental similarities between oral tradition and digital texts. The entire hisotry of media, he suggests, has been "interrupted by the age of print."Durring the Gutenberg parenthesis, words were "imprisoned" -- pressed onto pages, circumscribed. This is evident in "what they did to Shakespere" -- his plays used to be subject to enormous intervention by actors -- they were living plays, later pressed into "supposedly authorative print copies". "By this fetishistic approach, Shakespeare was turned into a thing."  
  • Non-random online sample of 1,021 Internet experts
  • The survey results are based on a non-random online sample of 1,021 Internet experts and other Internet users, recruited via email invitation, conference invitation, or link shared on Twitter, Google Plus or Facebook by Elon University's Imagining the Internet Center and the Pew Research Center’s Internet & American Life Project.
  • John Naughton, a columnist for the Observer in London, asks us to imagine we are pollsters in 1472, 17 years after the first printed Bibles (we are only about that far away from the introduction of the commercial web ourselves). On a bridge in Mainz, we ask citizens how likely they think it will be that Gutenberg’s invention could:a. Undermine the authority of the Catholic Churchb. Power the Reformationc. Enable the rise of modern scienced. Create entirely new social classes andprofessionse. Change our conceptions of ‘childhood’as a protected early period in a person’s life“Printing did indeed have all theseeffects,” Naughton states, “but there was no way that anyone in 1472 in Mainz (or anywhere else for that matter) could have known how profound its impact would be.”
  • Revolution Knowledge Presentation - April 3 2013

    1. 1. New Trends in Education:Digital Tools andTechnologies forTodays Learners Deone Zell Deone Zell, Ph.D. CSUN
    2. 2. Something is happening…. Today’s Students • Digital nativesTechnology Trends CSUN Activities• Then and now • Lecture capture• Screens and devices • Flipping the classroom• Horizon Report • eTexts• Down the line • Tablets • Content creation
    3. 3. Who Are Our Students?Baby Boomers - born 1946-64 • Now age 49-67Gen Y - born 1965 - 1981 • Now age 32-48Millennials - born 1982 - 2000 CSUN average 24 • Now age 15-31iGen - born 2001 - 2013 • Now age 14 and under
    4. 4. Digital Natives In a land of Grew up with technology Facebook, YouTube, Hulu, Twitter Smartphones and tablets Retrieve information fast Digital Immigrants (anyone over 30) Parallel process and multi-task  Born before the introduction of Prefer graphics before text digital technology Prefer random access (hypertext)  Use Function best when networked radio, television, newspapers, bo oks, magazines Thrive on instant gratification and frequent rewards  Prefer long-form writing  Prefer email to texting Prefer texting to email  Adopted PCs and laptops  They are adaptingSource: Marc Prensky, Marc Prensky, Digital Natives, Digital Immigrants, On the Horizon, 2001
    5. 5. Digital natives grew up on social media
    6. 6. So what has changed(for us digital immigrants)?
    7. 7. User InterfacesSource: Kleiner Perkins Caufield Byers
    8. 8. Where’s the nearest Thai restaurant?
    9. 9. MagazinesSource: Kleiner Perkins Caufield Byers
    10. 10. DevicesSource: Kleiner Perkins Caufield Byers
    11. 11. Books THEN NOW Paper based / Singular copy Electronic / Syncable / Multiple devicesSource: Kleiner Perkins Caufield Byers
    12. 12. CommunicationsSource: Kleiner Perkins Caufield Byers
    13. 13. PhotographySource: Kleiner Perkins Caufield Byers
    14. 14. NavigatingSource: Kleiner Perkins Caufield Byers
    15. 15. Hearing NewsSource: Kleiner Perkins Caufield Byers
    16. 16. Note TakingSource: Kleiner Perkins Caufield Byers
    17. 17. File Storage Box /Source: Kleiner Perkins Caufield Byers
    18. 18. Cash RegistersSource: Kleiner Perkins Caufield Byers
    19. 19. SignaturesSource: Kleiner Perkins Caufield Byers
    20. 20. Health AwarenessSource: Kleiner Perkins Caufield Byers
    21. 21. Door LocksSource: Kleiner Perkins Caufield Byers
    22. 22. ThermostatsSource: Kleiner Perkins Caufield Byers
    23. 23. KnowledgeSource: Kleiner Perkins Caufield Byers
    24. 24. EducationSource: Kleiner Perkins Caufield Byers
    25. 25. Learning From learning by listening to learning by doing Education could become as fun as videogamesSource: Kleiner Perkins Caufield Byers
    26. 26. What about those screens and devices?
    27. 27. “Young Americans from the ages of 8 to 18 spend more than 7 ½ h a day on average using a smart phone, computer, television or other electronic device.” Source: Market research conducted by Ipsos and Sterling Brands in partnership with Google
    28. 28. Source: Market research conducted by Ipsos and Sterling Brands in partnership with Google
    29. 29. Source: Market research conducted by Ipsos and Sterling Brands in partnership with Google
    30. 30. Advantage of a handy device – Waiting is dead “Found time” = micromoments in which things get done
    31. 31. Horizon Report Short List 2013
    32. 32. Flipped classroomSource:
    33. 33. MOOCs
    34. 34. Source: Sloan Consortium, 2012 Survey of Online Learning
    35. 35. Dig beneath the statistics
    36. 36. Mobile Apps
    37. 37. Apps that call a ride for you
    38. 38. Apps that measures your mood
    39. 39. Learner Analytics
    40. 40. Social Reading
    41. 41. Gamification
    42. 42. Tablet Computing • 36% of US population owns a tablet in 2013 • Up 177% over last year • In 2012, 25% of students owned a tablet • 7 in 10 high school seniors believe tablets will replace textbooks within 5 yrsSource: Deloitte’s 2013 State of the Media and Democracy SurveySource:, March 14, 2012
    43. 43. Smartphone and Tablet Shipments Exceed PCs in Q4 10
    44. 44. Smartphone + Tablet Installed Base Should Exceed PC Installed Base in 2013
    45. 45. iPad = 48% of American Kids want one for Christmas while 36% want a mini
    46. 46. A little further down the road…
    47. 47. Emotional Avatars“Carla” “Zoe”
    48. 48. Google Glass
    49. 49. Google Glass
    50. 50. Faster than gravity
    51. 51. Snapping a picture on the Charlie Rose show mid-interview
    52. 52. What are our faculty doing?
    53. 53. Faculty are capturing their lectures
    54. 54. Faculty are capturing their lectures …even outside the classroom!
    55. 55. Faculty are flipping the classroom
    56. 56. Faculty are adopting eTexts
    57. 57. Faculty are creating born digital textbooks
    58. 58. IMG_0025.jpg
    59. 59. Faculty are creating born digital courses
    60. 60. Faculty are adopting tablets Textbook replacement Internet resources CSUN resources (Moodle, lecture capture) Discipline-specific apps Clicker Digital whiteboard Lecture capture PDF reader and annotater Screensharing and collaboration Mobile data entry Multimedia creation Drawing and taking notes
    61. 61. Faculty are teaching with tablets in journalism
    62. 62. Faculty are teaching with tablets in the sciences
    63. 63. Faculty are teaching students how to edit video on devices
    64. 64. Faculty are using avatars to teach
    65. 65. (each avatar has their own personality)
    66. 66. Faculty are encouraging student-generated content in class
    67. 67. Faculty are creating animations
    68. 68. Faculty are creating multimedia
    69. 69. What can we conclude?
    70. 70. Conclusions• Technology is changing the way we work, play, learn• Students are asking for multimedia and mobility• Advantages of hyperconnectivitiy outweigh drawbacks• New role for higher education – teach digital literacy• Average person can produce, not just consume!• Transformation has just begun….
    71. 71. Experts abound with predictions and explanations“The smartest person in the room is the room itself”(David Weinberger, Too Big to Know, 2012, Basic Books, p. xiii)“It’s not information overload. It’s filter failure.”(Clay Shirky, keynote address at Web2.0 Expo, September 16-19, 2001) “…attention, participation, collaboration, the critical consumption of information (aka “crap detection”), and network smarts.” (Howard Reingold, Net Smart: How to Thrive Online, MIT Press, 2012, p. 5)
    72. 72. The “Gutenberg Parenthesis” 1,400 2,000 “containment”