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Castle rock
This document discusses the changing landscape of education due to increased access to information online. It argues that we are moving from an institutionally organized system of education to one that is self-organized by learners. This shift changes the roles of both students and teachers. Students now have more control over what and how they learn, while teachers must help students learn how to direct their own learning in this new environment of abundant information. The document suggests educators focus on empowering students to be self-organized, lifelong learners who can navigate this changing world.
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Castle rock
- 1. Will Richardson will@willrichardson.com willrichardson.com @willrich45 bit.ly/11MFaUW Preparing Studentsfor a Self-Directed, Self-Organized Learning World Friday, July 26, 13
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- 3. “We can’t becreative if we refuse to be confused. Change always starts with confusion.” Margaret Wheatley Friday, July 26, 13
- 4. Turn to someonenext to you and share your confusion about education. What questions are you asking? DISCUSSION Friday, July 26, 13
- 5. I THINK... Friday, July26, 13
- 6. This is themost disruptive moment in education ever. Starting Points/Beliefs Friday, July 26, 13
- 7. This is alsothe most amazing time to be a learner. Starting Points/Beliefs Friday, July 26, 13
- 8. Schools need tobe different, not better. Starting Points/Beliefs Friday, July 26, 13
- 9. Educators need tobe different, not better. Starting Points/Beliefs Friday, July 26, 13
- 10. Computers should beused to “amplify human potential.” Starting Points/Beliefs Friday, July 26, 13
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- 21. 5 Billion AppDownloads 2.5 Billion People 2 Trillion Webpages 5Years ofYouTube video per minute Est. 1 billion photos uploaded each day 2014 5Years of all IP video per second 100,000 Tweets per minute 12 Billion Internet Connected Devices by 2015 ABUNDANCE Friday, July 26, 13
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- 27. Games Videos Networks Texts Hangouts (...and all sortsof other interesting stuff they don’t have access to at school.) ABUNDANCEKids’Version Friday, July 26, 13
- 28. ...A world markedby “ubiquitous computing, ubiquitous information, ubiquitous networks, at unlimited speed, about everything, everywhere, from anywhere, on all kinds of devices that make it ridiculously easy to connect, organize, share, collect, collaborate and publish.” Michael Wesch Friday, July 26, 13
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- 33. “The change weare in the middle of isn’t minor, and it isn’t optional.” Clay Shirky Friday, July 26, 13
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- 35. In Education: A Clashof Contexts Friday, July 26, 13
- 36. Traditional Learning (Politicians, Parents,Communities, Educators) Friday, July 26, 13
- 37. Traditional Learning (Politicians, Parents,Communities, Educators) Modern Learning (Kids with Access, Connected, Networked Learners) Vs Friday, July 26, 13
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- 40. Traditional Learning What youwant me to learn. Modern Learning Vs Friday, July 26, 13
- 41. Traditional Learning What youwant me to learn. Modern Learning What I want to learn Vs Friday, July 26, 13
- 42. Traditional Learning Just incase. Modern Learning Vs Friday, July 26, 13
- 43. Traditional Learning Just incase. Modern Learning Just in time. Vs Friday, July 26, 13
- 44. New reality Friday, July26, 13
- 45. Information, knowledge andteachers are in abundant supply and ubiquitous. NEW REALITIES Friday, July 26, 13
- 46. Information, knowledge andteachers are in abundant supply and ubiquitous. That supply of knowledge and information is expanding and changing at a rate like never before. ABUNDANCENEW REALITIES Friday, July 26, 13
- 47. Information, knowledge andteachers are in abundant supply and ubiquitous. That supply of knowledge and information is expanding and changing at a rate like never before. We cannot predict the impacts of technological advances on the future of learning and work. ABUNDANCENEW REALITIES Friday, July 26, 13
- 48. Information, knowledge andteachers are in abundant supply and ubiquitous. That supply of knowledge and information is expanding and changing at a rate like never before. We cannot predict the impacts of technological advances on the future of learning and work. A wide range of new skills and literacies will be required to navigate the future. ABUNDANCENEW REALITIES Friday, July 26, 13
- 49. THE Key Shift: NEWREALITY Friday, July 26, 13
- 50. Institutionally Organized World ABUNDANCENEWREALITY Friday, July 26, 13
- 51. Institutionally Organized World Self-OrganizedWorld ABUNDANCENEW REALITY Friday, July 26, 13
- 52. ...a travel agentto book our flights? ...an agent to get a record deal? ...a broker to buy stock? ...a publisher to write a book? ...a journalist to report the news? Remember when we needed... Friday, July 26, 13
- 53. ...a travel agentto book our flights? ...an agent to get a record deal? ...a broker to buy stock? ...a publisher to write a book? ...a journalist to report the news? ...a school to learn Algebra? Remember when we needed... Friday, July 26, 13
- 54. Institutionally Organized Learning Self-OrganizedLearning ABUNDANCENEW ED REALITY Friday, July 26, 13
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- 56. Access to anabundance of content, knowledge, information, teachers, and technologies shifts the balance of power for learning from the school to the learner... Friday, July 26, 13
- 57. Access to anabundance of content, knowledge, information, teachers, and technologies shifts the balance of power for learning from the school to the learner... ...whether we like it or not. Friday, July 26, 13
- 58. It. Changes. Us. Friday,July 26, 13
- 59. “What you oughtto be learning at school is that you don’t need to be taught in order to learn.” Seymour Papert bit.ly/ZTTvji Friday, July 26, 13
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- 61. “The illiterate ofthe 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ” Alvin Toffler Friday, July 26, 13
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- 63. Learning is Connected NewReality Friday, July 26, 13
- 64. Networks are thenew classrooms. Friday, July 26, 13
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- 66. “Connected learning isrealized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.” Mimi Ito Friday, July 26, 13
- 67. Learning is Continual NewReality Friday, July 26, 13
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- 69. Top “Learning” Tools2012 582 votes http://c4lpt.co.uk/top100tools/ Friday, July 26, 13
- 70. Top “Learning” Tools2012 582 votes http://c4lpt.co.uk/top100tools/ Self-organized learning Friday, July 26, 13
- 71. Learning is “Create-ive” NewReality Friday, July 26, 13
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- 74. “We are ata turning point in human history–a rising tide of a culture of participation in global networks that open doors of which we humans have never dreamed. We must remember,“making” at its core, is about “teaching” kids to view the world (not just school) in a completely different way. It’s about empowerment and ownership of destiny. The ability to wonder and dream is great but realizing that one can “make something happen” is a very powerful thing.” Pam Moran Friday, July 26, 13
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- 80. New Reality Teachers areeverywhere Classrooms are everywhere “School” is everywhere Friday, July 26, 13
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- 82. 215,284,446 Lots ofLessons Delivered Friday, July 26, 13
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- 86. What if he’sright? Friday, July 26, 13
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- 92. “What does amiddle school algebra teacher do if kindergarteners can start learning to solve equations within a couple of hours?” Friday, July 26, 13
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- 97. New Question: If thisis what our students now have access to... ...what is our new role? Friday, July 26, 13
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- 99. New Answer: That whichcannot be “Khanified.” Friday, July 26, 13
- 100. Part 3: Relearning HigherEducation RELEARNING Friday, July 26, 13
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- 113. Cal Tech, GeorgiaTech, U. ofVa, Duke, Rice, Johns Hopkins, Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U. of Toronto, Princeton, U. of Penn. Friday, July 26, 13
- 114. Cal Tech, GeorgiaTech, U. ofVa, Duke, Rice, Johns Hopkins, Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U. of Toronto, Princeton, U. of Penn. “This is the tsunami.” --Richard DeMillo, Ga.Tech Friday, July 26, 13
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- 124. Part 4: Relearning TheFuture of Work RELEARNING Friday, July 26, 13
- 125. “If you’re talking100 years, there’s no doubt in my mind that all jobs will be gone, including creative ones. And 100 years is not far in the future — some of our children will be alive in 100 years.” Hod Lipson, Cornell U. Friday, July 26, 13
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- 134. “Looking to thefuture of work, one could sum up the anticipated impacts in a single word: More. More intensity. More pressure. More change. More risk. But also, more opportunity. More engagement. More transparency. More impact.” Yvette Cameron Friday, July 26, 13
- 135. To Sum itUp: ABUNDANCE Friday, July 26, 13
- 136. Means that weare now the central, organizing force in our own learning, our own education, and, increasingly our own careers. ABUNDANCE Friday, July 26, 13
- 137. Means that wenow need the skills and dispositions to “design”our own learning and careers. ABUNDANCE Friday, July 26, 13
- 138. Means we mustdevelop a new context for modern learning. ABUNDANCE Friday, July 26, 13
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- 140. Traditional Learning Modern Learning Vs(?) Friday, July 26, 13
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- 142. “We have todo both.” Friday, July 26, 13
- 143. New Reality Schools needto be “different”... not just “better.” Friday, July 26, 13
- 144. Moral of theStory “‘Better’ matters little if what people need and want is something else.“ -Lewis Perleman Friday, July 26, 13
- 145. Where Do WeStart? With us. Friday, July 26, 13
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- 147. LEARNERS FIRSTTeachers Second Friday,July 26, 13
- 148. What if professionaldevelopment looked less like this... Friday, July 26, 13
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- 150. ...and more likethis instead: Friday, July 26, 13
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- 154. Where Do WeStart? Be confused. Friday, July 26, 13
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