The document discusses the evolution of television and education from passive consumption to active participation. It traces how television viewers progressed from passive viewers to actively engaging with shows by voting, posting online, and creating derivative works. Similarly, education evolved from passive learning where students took notes to a vision of active participation where students research topics, present findings, and provide feedback to peers. The document advocates facilitating student participation through project-based and collaborative learning, and addresses challenges like ensuring equal access to resources and maintaining student safety online.

1. A Culture of Participation*
*on an educator’s budget

2. 1970s Television
Tube
Viewer Viewer Viewer

3. 1980s Television
Telly
Viewer Viewer Viewer
buys a
t-shirt
buys a soundtrack buys a
magazine

4. 1990s Television
TV
UK Viewer US Viewer AU Viewer
watches
Baywatch
HK Viewer BR Viewer

5. 2000s Television
TV
UK Viewer US Viewer AU Viewer
HK Viewer BR Viewer
texts the word
VOTE for his
favorite singer
posts to message
boards about
favorite actor
downloads music from
show
phones in to vote for
favorite dancer
buys a magazine
with actor on the
cover

6. 2010s Television
Flat-Screen
UK Viewer US Viewer AU Viewer
HK Viewer BR Viewer
blogs about show
and responds to
friends’ posts
creates multiple
facebook posts about
show and monitors
feedback
comments on the blogs
of show contestants
and receives feedback
from those contestants
creates a mini-show
spoofing the original
work which creates
buzz among other
grassroots fans
creates a website
about show

7. 1970s Education
Teacher
Student Student Student
takes notes takes notes takes notes
writes
information on
chalkboard

8. 1980s Education
Teacher
Student Student Student
takes notes takes notes takes notes
writes
information on
chalkboard

9. 1990s Education
Teacher
Student Student Student
takes notes takes notes takes notes
writes information on
whiteboard and
shows a VHS movie

10. 2000s Education
Teacher
Student Student Student
Takes notes Takes notes Takes notes
writes information on Smartboard,
shows clips about material, directs
students to use the single computer
in the corner or to computer lab
takes notes takes notes takes notes

11. 2010s Education
Teacher
Student Student Student
takes notes takes notes takes notes
writes information on Smartboard,
shows clips about material, directs
students to use the single computer
in the corner or to computer lab

12. directs student learning
with a constantly-updated
e-book so that all
information is current.
2010 Educators’ Fantasy
Facilitator
Student Student
Student
creates own
experiment and
analyzes results and
distributes
information to others.
accesses current
information, creates
and uploads you-tube
videos about current
events and receives
feedback from public.
responds to peers’
issues and posts own
issues for others to
respond; creates a
kind of collective
intelligence by giving
and taking information
from classmates
guides
students to be
scientists
through
project-based
learning
creates a social
network for students
so that they can
receive immediate
feedback

13. From Education Consumers to
Education Participants
Students as Consumers
• Teacher gives definitions of
angles.
• Students take notes.
• Students take test on angles.
Students as Participants
• Facilitator gives types of
angles students should
research.
• Students research angles,
present meanings and
importance to other
classmates using any available
media source.
• Students receive and
synthesize feedback from
peers to more clearly
understand each type of angle.
• x

14. From Education Consumers to
Education Participants
Students as Consumers
• Teacher directs students to
write an essay about dogs
based on textbook techniques.
• Students submit essay.
Students as Participants
• Facilitator allows students to
choose essay topic and
secondary delivery method.
• Students write essay to verify
mechanics.
• Students present essay
content via youtube video and
receive feedback from others.

15. From Education Consumers to
Education Participants
Students as Consumers
• Teacher gives homework
problems 1 – 20 from page
197.
• Students do homework, and a
few students nervously ask for
questions to be answered in
class.
Students as Participants
• Facilitator gives practice
problems in class and directs
students who have problems to
post them on facebook.
• Students who have issues with
homework, post problems on
facebook.
• Facilitator and fellow students
respond to issues even
allowing some students to take
the role of teacher or facilitator.

16. From Education Consumers to
Education Participants
Students as Consumers
• Teacher directs students to
write research paper.
• Students do research and
submit paper.
Students as Participants
• Facilitator directs students to
create a research website
which contains the research
paper and sources that were
reviewed.
• Students create website that
includes links to their paper
and sources, message boards
for feedback and discussion
from others, and a blog that
allows them to write about their
setbacks and progress.

17. Issues and Solutions
Issue
• Participation Gap: Some
students are ready and able to
do participatory projects, some
lack the ability and the
resources.
Solution
• School District makes
resources available to all
students.
• Facilitator allows technology-
savvy students to coach those
who are lacking skills.

18. Issues and Solutions
Issue
• Facilitators lack time to create
curriculum that supports
participation among students.
Solution
• Schools provide technology
coaches to help teachers
create such participatory
curriculum.
• Facilitators form teams to
share the burden of curriculum
creation.

19. More Issues
Issues
• Schools must have current
multi-media resources
available.
• Classrooms need high-speed
wireless internet connections.
• Schools need adequate
network drive space.
• Schools must maintain student
safety while allowing access to
all useful websites and social
networks.
Solutions
?

20. After centuries of taking notes,
we should have learned something. . .
Questions or comments, email Dianna Hayden at diannachayden@ufl.edu