#FOMO
UNA Distance Learning Conference 2014
MISSING OUT
on the moon
INNOVATION
I am a digital native
I HAD NO
IDEA
doesn’t everyone have a color TV?
TECHNOLOGY
everywhere in my life
HOW MUCH
is too much?
#FOMO
according to JWT
“The uneasy and sometimes
all-consuming feeling that you’re
missing out – that your peers are
doing, in the know about, or...
72% of participants
surveyed aged 18-33
say they completely
relate to this
expression.
This same group have
been labeled as
“infatuated with a
shared awareness of
how others are living
their lives”.
VALIDATION
how am I projected and seen by others online?
Four out of ten college
students can’t go ten
minutes without
checking their phones.
THIS SCARES
ME
Is all of this new, or is
it “an age old problem
exacerbated by
technology”?
Caterina Fake
It is impossible to think
about squeezing
anything else into our
days, our lives, our
teaching and learning.
13-17 18-33 34-46 47-66
I often think I can squeeze more than
is really possible into my day 61% 71% 65% 61%
I often sprea...
MAN MADE FIRE
keeps us warm and toasty
Where are our
technology alarms,
brigades, and
extinguishers?
How do we
select, opt
in/out, pare
down, become
alarmed, turn
off, extinguish?
What are we so
afraid of missing
out on?
BEEP
call waiting?
SOMETHING
BETTER
no wonder we are overwhelmed
How do we get our
students to notice
that there’s
something better
in our classrooms?
IN THE
BEGINNING
something new for baby
Too much time on
screens for children
under the age of
three can lead to
impaired focus and
social skills.
The screen is only a
delivery mechanism
and what parents
should be focused
on is content.
WHAT MATTERS
the difference between passive and active
What does that
translate into
regarding
technology-based
learning?
How does our brain
actively
consume, actively
learn?
THE BRAIN
SXSWEdu 2013
4 COGNITIVE
PROCESSES
every educator should be aware of
ATTENTION
ENCODING
STORAGE
RETRIEVAL
ATTENTION
the filter through
which we experience
the world
ENCODING
how we process
what our attention
admits into the mind
STORAGE
what happens once
information enters
the brain
RETRIEVAL
the recall of
that information
or behavior
ATTENTION
taking notice of sensory information
ENCODING
adding to what we already know
STORAGE
consolidation and rehearsal
RETRIEVAL
reinforcement and renewal
How do we use
technology to
enhance this
learning process?
How do we choose
to integrate any new
(or old) technology
into what we are
doing?
THE HYPE
CYCLE
seeing is believing
TECHNOLOGY
TRIGGER
launch of a new
technology tool that
generates significant
publicity and interest
PEAK OF
INFLATED
EXPECTATIONS
advertising and
promotion incite public
enthusiasm and foster
unrealistic
expectations
TROUGH OF
DISILLUSIONME
NT
technology fails to
meet user expectations
and quickly falls out
of favor and public
opinion
SLOPE OF
ENLIGHTENMEN
T
continued use shows
benefits along with
models for practical
and successful
application
PLATEAU OF
PRODUCTIVITY
benefits and stability
become widely
publicized and
recognized
HOW MUCH
is too much?
ENGAGEMENT
without going overboard
INNOVATION
has been around for a long time
“today’s student does not
think they have to remember
anything you tell them, all
they think they have to
remember is how ...
PLATO
writing damages the ability to remember
“If men learn this, it will
implant forgetfulness in their
souls; they will cease to
exercise memory because
they rely on ...
1835
american annals of education
“Perpetual reading of novels
inevitable operates to exclude
thought, and in the youthful
mind to stint the opening
mental ...
INNOVATION
the book changed our minds
“Every new technology
has been demonized
upon arrival by those
convinced it is harming
their children.”
Ben Popper, the Ve...
EVOLUTION
we choose our own evolution
The learning
process has been
shaped by
innovation since
the humans drew
on cave walls.
THE SHALLOWS
what the internet is doing to our brains
THE PRINTED
BOOK
focuses our attention
THE INTERNET
encourages distracted sampling
THE LIBRARY
why aren’t the stacks overwhelming?
How do we distract
our students?
How do we get our
students to notice
that there’s
something better
in our classrooms?
We keep using
methods that
assume our
students are
distracted and
won’t focus.
“Our assumption
that students are
brain dead leads
to pedagogies that
deaden their brains.”
Parker Palmer, The Courage to ...
AN EPIPHANY
active learning
It is not the device
that matters, it is
the content.
LOOKING BACK
who was your favorite teacher?
“The power of our mentors
is not necessarily in the
good teaching they gave
us, … their power is in
their capacity to awak...
THE SAGE
on the stage
THE GUIDE
on the side
“True community, in any
context requires a
transcendent third thing
that holds both me and
thee accountable to
something b...
THE CONTENT
and the designed experience
THE CONTENT
and your apparent passion
THE CONTENT
and the way you focus
THE CONTENT
and the way you play
FREEDOMS:
FAILURE
EXPERIMENTATION
IDENTITY
CREATION
INTERPRETATION
THE GEM
CUTTER
explore these facets
KALEIDOSCOPE
crafter of context
MINDFULNESS
staying centered . capturing attention
technology is
NOT
a distraction
having
NOTHING TO DO
is not a bad thing
STOP
multitasking
TURN OFF
call waiting
SHARPEN
your focus
teach others to
MEDITATE
and reflect
ADMIRE
your content
HONE
your craft
LABEL
accordingly
remember to
PLAY
take
PRIDE
in your
EVOLUTION
THANK YOU
pbanner@gmail.com
Fomo una2014
Fomo una2014
Fomo una2014
Fomo una2014
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Fomo una2014

  1. 1. #FOMO UNA Distance Learning Conference 2014
  2. 2. MISSING OUT on the moon
  3. 3. INNOVATION I am a digital native
  4. 4. I HAD NO IDEA doesn’t everyone have a color TV?
  5. 5. TECHNOLOGY everywhere in my life
  6. 6. HOW MUCH is too much?
  7. 7. #FOMO according to JWT
  8. 8. “The uneasy and sometimes all-consuming feeling that you’re missing out – that your peers are doing, in the know about, or in possession of something better than you. FOMO may be a social angst that has always existed, but it’s going into overdrive thanks to real-time digital updates and to our constant companion, the smart phone.”
  9. 9. 72% of participants surveyed aged 18-33 say they completely relate to this expression.
  10. 10. This same group have been labeled as “infatuated with a shared awareness of how others are living their lives”.
  11. 11. VALIDATION how am I projected and seen by others online?
  12. 12. Four out of ten college students can’t go ten minutes without checking their phones.
  13. 13. THIS SCARES ME
  14. 14. Is all of this new, or is it “an age old problem exacerbated by technology”? Caterina Fake
  15. 15. It is impossible to think about squeezing anything else into our days, our lives, our teaching and learning.
  16. 16. 13-17 18-33 34-46 47-66 I often think I can squeeze more than is really possible into my day 61% 71% 65% 61% I often spread myself too thin, for fear of missing out 49% 56% 43% 33% It seems like every minute of my day is scheduled or planned out 54% 64% 49% 32% I often only get to skim the surface of new interests, never having ample time or energy to truly delve into the given topic or endeavor 60% 72% 57% 53% I am overwhelmed by the amount of information I need to digest to stay up to speed 55% 62% 49% 44%
  17. 17. MAN MADE FIRE keeps us warm and toasty
  18. 18. Where are our technology alarms, brigades, and extinguishers?
  19. 19. How do we select, opt in/out, pare down, become alarmed, turn off, extinguish?
  20. 20. What are we so afraid of missing out on?
  21. 21. BEEP call waiting?
  22. 22. SOMETHING BETTER no wonder we are overwhelmed
  23. 23. How do we get our students to notice that there’s something better in our classrooms?
  24. 24. IN THE BEGINNING something new for baby
  25. 25. Too much time on screens for children under the age of three can lead to impaired focus and social skills.
  26. 26. The screen is only a delivery mechanism and what parents should be focused on is content.
  27. 27. WHAT MATTERS the difference between passive and active
  28. 28. What does that translate into regarding technology-based learning?
  29. 29. How does our brain actively consume, actively learn?
  30. 30. THE BRAIN SXSWEdu 2013
  31. 31. 4 COGNITIVE PROCESSES every educator should be aware of
  32. 32. ATTENTION ENCODING STORAGE RETRIEVAL
  33. 33. ATTENTION the filter through which we experience the world
  34. 34. ENCODING how we process what our attention admits into the mind
  35. 35. STORAGE what happens once information enters the brain
  36. 36. RETRIEVAL the recall of that information or behavior
  37. 37. ATTENTION taking notice of sensory information
  38. 38. ENCODING adding to what we already know
  39. 39. STORAGE consolidation and rehearsal
  40. 40. RETRIEVAL reinforcement and renewal
  41. 41. How do we use technology to enhance this learning process?
  42. 42. How do we choose to integrate any new (or old) technology into what we are doing?
  43. 43. THE HYPE CYCLE seeing is believing
  44. 44. TECHNOLOGY TRIGGER launch of a new technology tool that generates significant publicity and interest
  45. 45. PEAK OF INFLATED EXPECTATIONS advertising and promotion incite public enthusiasm and foster unrealistic expectations
  46. 46. TROUGH OF DISILLUSIONME NT technology fails to meet user expectations and quickly falls out of favor and public opinion
  47. 47. SLOPE OF ENLIGHTENMEN T continued use shows benefits along with models for practical and successful application
  48. 48. PLATEAU OF PRODUCTIVITY benefits and stability become widely publicized and recognized
  49. 49. HOW MUCH is too much?
  50. 50. ENGAGEMENT without going overboard
  51. 51. INNOVATION has been around for a long time
  52. 52. “today’s student does not think they have to remember anything you tell them, all they think they have to remember is how to access that information through their smartphones should they ever need it for anything other than to complete the task at hand.”
  53. 53. PLATO writing damages the ability to remember
  54. 54. “If men learn this, it will implant forgetfulness in their souls; they will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks.” Plato, Phaedrus
  55. 55. 1835 american annals of education
  56. 56. “Perpetual reading of novels inevitable operates to exclude thought, and in the youthful mind to stint the opening mental faculties, by favoring unequal development. No one can have time for reflection, who reads at this rapid rate.”
  57. 57. INNOVATION the book changed our minds
  58. 58. “Every new technology has been demonized upon arrival by those convinced it is harming their children.” Ben Popper, the Verge
  59. 59. EVOLUTION we choose our own evolution
  60. 60. The learning process has been shaped by innovation since the humans drew on cave walls.
  61. 61. THE SHALLOWS what the internet is doing to our brains
  62. 62. THE PRINTED BOOK focuses our attention
  63. 63. THE INTERNET encourages distracted sampling
  64. 64. THE LIBRARY why aren’t the stacks overwhelming?
  65. 65. How do we distract our students?
  66. 66. How do we get our students to notice that there’s something better in our classrooms?
  67. 67. We keep using methods that assume our students are distracted and won’t focus.
  68. 68. “Our assumption that students are brain dead leads to pedagogies that deaden their brains.” Parker Palmer, The Courage to Teach
  69. 69. AN EPIPHANY active learning
  70. 70. It is not the device that matters, it is the content.
  71. 71. LOOKING BACK who was your favorite teacher?
  72. 72. “The power of our mentors is not necessarily in the good teaching they gave us, … their power is in their capacity to awaken the truth within us, a truth we can reclaim years later by recalling their impact on our lives.” Parker Palmer
  73. 73. THE SAGE on the stage
  74. 74. THE GUIDE on the side
  75. 75. “True community, in any context requires a transcendent third thing that holds both me and thee accountable to something beyond ourselves.” Parker Palmer
  76. 76. THE CONTENT and the designed experience
  77. 77. THE CONTENT and your apparent passion
  78. 78. THE CONTENT and the way you focus
  79. 79. THE CONTENT and the way you play
  80. 80. FREEDOMS: FAILURE EXPERIMENTATION IDENTITY CREATION INTERPRETATION
  81. 81. THE GEM CUTTER explore these facets
  82. 82. KALEIDOSCOPE crafter of context
  83. 83. MINDFULNESS staying centered . capturing attention
  84. 84. technology is NOT a distraction
  85. 85. having NOTHING TO DO is not a bad thing
  86. 86. STOP multitasking
  87. 87. TURN OFF call waiting
  88. 88. SHARPEN your focus
  89. 89. teach others to MEDITATE and reflect
  90. 90. ADMIRE your content
  91. 91. HONE your craft
  92. 92. LABEL accordingly
  93. 93. remember to PLAY
  94. 94. take PRIDE in your EVOLUTION
  95. 95. THANK YOU pbanner@gmail.com
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