Leading Change in the Digital Age Presented by Warren HallINNOVATION THROUGH TECHNOLOGY BY CHERYL LEMKE
There is no turning back.The internet has become integral to life in the 21st Century – a place for work, play, communication and learning. Cheryl Lemke
In 2009, the mobile world celebrated; Its four billionth connection Over one trillion unique URLs have been registered in Google’s index There have been nearly sixty-one million views to date of the YouTube most-watched video, Guitar On average, nine hundred thousand blogs are posted every twenty-four hours Over 2.5 billion tweets have been sent YouTube was sold to Google in 2006 for $1.65 billion Over one hundred million users are logging onto Facebook every day and Approximately 2.6 billion minutes globally are dedicated to using Facebook daily, in thirty-five difference languages (page 244)
Outside of school, 96 percent of nine to seventeen-year-olds embrace the Web 2.0 culture of social networking,blogging, twittering, GPS mapping or interactive gaming atsome level.These youth communicate in real time through texting,instant messaging and sharing of media files.They spend about nine hours per week outside of schoolusing social networking and ten hours watching television (page 244)
A June 2009 Nielsen publication reported that, whilechildren and youth do use electronic media in excess of sixhours per day, using more than one mediumsimultaneously 23 percent of that time, they also enjoyreading books, magazines and newspapers. Nielsen foundthat 77 percent of US teens have their own mobile phone,83 percent text message, and 56 percent use picturemessaging. Teens average 2,899 text messages per month,which is fifteen times the average number of voice calls(191) they log each month. (page 244)
While school district administrators clearly acknowledgethe potential of Web 2.0 tools of learning, the majority ofschool districts have yet to turn that potential to theirstudents’ advantage.According to administrators who responded to the CoSNsurvey, the top three reasons for using Web 2.0 in school1.Keep students interested and engaged in school2.Meet the needs of different kinds of learners3.Develop the critical-thinking skills of students TO DATE, THAT POTENTIAL REMAINS UNTAPPED (page 245)
Innovation: The Fuel for aKnowledge-Based EconomyEconomists claim that innovation is the fuel for today’sglobal, knowledge-based economy and for its recovery.To build upon the ideas of author Malcolm Gladwell(2000), an innovation is an idea that has tipped and isviral, influencing the system within which it spreads. (page 245)
21st Century Learning and StudentEngagementThere are three innovations rippling through our societythat must inform America’s bold new vision for 21st centurylearning.A key driver for this new vision is the current lack ofstudent engagement in American schools that hascontributed to an extremely high dropout rate nationally;Nearly 30 percent of students who begin their ninth-gradeyear of high school do not graduate (page 246)
In order to engage students fully in deep learning, they need to bemotivated, curious learners who are in classrooms that scaffold the engagement through visualisation, democratisation of knowledge and participatory learning.
Innovation One:VisualisationThe link between visualisation and learning can best bedescribed as sense making.It is important to acknowledge that people learn better fromcombining visuals with text and sound than through using eitherprocess alone, provided the design of learning resources followscertain multiledia principles (Mayer & Moreno, 2003) (page 247)
Students engaged in learning that incorporates high-quality multi-modal designs outperform, on average,students who learn using traditional approaches withsingle modes.A recent meta-analysis found that, with noninteractivemultimodal learning, such as text with illustrations orlectures with graphics, a student performing at the 50thpercentile would, on average, increase performance tothe 71st percentile (a gain of 21 percentiles). Withinteractive multimodal activities, such as simulations,modeling and real-world experiences, a student at the 50thpercentile would, on average, increase performance tothe 82nd percentile (a gain of 32 percentiles) (Lemke, 2008) (page 249)
Students need to learn to become informed viewers, critics, thinkers and producers of multimedia. Just as there is grammar and syntax for text literacy, so there is for visual/multimodal literacy. The use of visualisation is yet another way in whichteachers can scaffold their student’s learning. (page 250)
Three strategies teachers might consider in usingtechnology to capitalise on the power of visualisation andbuild students’ visual literacy are as follows:1. Develop students as informed consumers of information2. Engage students in thinking critically and creatively using visuals3. Engage students in communicating using visuals (page 251)
A key strategy for scaffolding learning through visualisation isthe establishment and use of a set of guidelines that set highstandards for the visual quality of student work.Many designers use a minimum of four key standards for design:•Contrast,•Repitition,•Alignment and•Proximity (page 255)
Innovation Two:Democratization of KnowledgeThe Internet has opened up a new opportunity for people tolearn throughout their lives in both formal and informalenvironments, individually and in groups. (page 259)
The very ecology of learning is evolving. People areinformally learning based on personal, professional,family, work and community needs, interests orresponsibilities.The implications for schools are significant. School is justone node among the learning contexts available tostudents; educators should e actively considering how toextend the formal learning launched in schools into othernodes.
Democratization of Knowledge TaxonomyBrowsing the NetLearning objectsSimulationsUniversity courses available to the publicOnline courses for K-12 students and teachersOnline course units (pp 260-263)
Democratization of Knowledge TaxonomyThe democratization of knowledge provides theopportunity for lifelong individual and group learning.For students to leverage that opportunity fully requirescritical thinking, information literacy, and a measure ofself-direction, all of which need to be developed in partby our school systems. (page 263)
Innovation Three:Participatory LearningToday’s schools are focused on individual acquisition ofknowledge, student by student, despite the fact that,increasingly, society, community and work emphasize teaming,collaboration and participatory learning.New social patterns are emerging at unprecedented rates.People now expect to be active participants in these virtualcommunities, not just passive observers. (page 264)
Implications of the ThreeInnovationsStudents who are learning in schools influences by the innovations of visualisation, democratization of knowledge and participatory cultures need different skills than prior generations.Tremendously important to these students are the skills including; Critical and creative thinking Self-direction Collaboration Multimodal learning and Adaptability
Getting There From HereVisionSystems thinking/leadership21st century skills/learning21st centrury learning environmentsProfessional competenciesAccess and infrastructureAccountability (page 268)
Getting There From HereFor educators, this framework translates into a need for leadership that 1. Establishes a culture of openness to new ideas in and outside of education 2. Encourages calculated risk taking and 3. Is sufficiently insightful to establish a process that accelerates the spread of powerful, creative ideas that have the potential to “tip and ripple”.
Discussion questions1. “Students engaged in learning that incorporates high- quality multimodal designs outperform, on average, students who learn using traditional approaches to single modes” Do you agree or disagree with this statement? Discuss2. Looking at the framework “Getting There from Here” (page 268), is one more important than the other? Can these be prioritised? Discuss