This document discusses how abundance in the digital age is changing education. It argues that with information, tools, opinions, people, data, resources, and media now abundantly available, education must change how it defines, delivers, and assesses learning. Specifically, it says abundance changes the rules by making content, teachers, data, and networks available anywhere, allowing learning to happen on demand. This changes core aspects of education like what is learned, how, where, when, and from whom. It questions whether schools should still be the primary site of learning and discusses new models like networked individualism. It emphasizes important skills like problem solving, critical thinking, and entrepreneurial thinking that are harder to assess than basic skills and content knowledge
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
A look at the my understanding of the beliefs and philosophy of the school I teach at. There are as many views of what teaching and learning as there are stakeholders. Everyone has their own understanding based upon their experiences
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
We know that learning is a process, beyond the knowledge itself. A book by itself isn’t much learning, but discussing it, applying it, arguing with it, and writing your own definitely is. In other words, ‘playing with it.’
In this slidedeck, we will gather some definitions and examples of playful learning and then we’ll ask some challenging questions of them, and how we can start thinking about corporate eLearning from the position of ‘play.’ Be prepared to discuss eLearning projects you've seen, and ideas you have to share on learning by playing.
Key takeaways:
-How gamified eLearning appeals to broader learner types.
-The relationship between playful learning and fostering creativity.
-Questions to ask yourself when designing eLearning to make it more playful.
-What techniques you can apply to make eLearning more playful.
Find out how to bring gamification into your corporate elearning programme - join our free webinar here.
About The Presenter:
Richard Durham, is a Senior Instructional Designed based out of Kineo Pacific's Auckland office. Richard spent 10 years teaching in schools across the United States, and eventually translated his skills into an instructional design role, and found himself moving from New York state to New Zealand in 2013. Richard enjoys instructional around driving behaviours, and combining play theory with learning. His passion has always been in games design, which he brings to his instructional techniques. Read more about Richard's passion for games in his recent blog post, What's Killing Your Gamification and How to Heal it.
Want to know more? Visit www.kineo.com
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
We know that learning is a process, beyond the knowledge itself. A book by itself isn’t much learning, but discussing it, applying it, arguing with it, and writing your own definitely is. In other words, ‘playing with it.’
In this slidedeck, we will gather some definitions and examples of playful learning and then we’ll ask some challenging questions of them, and how we can start thinking about corporate eLearning from the position of ‘play.’ Be prepared to discuss eLearning projects you've seen, and ideas you have to share on learning by playing.
Key takeaways:
-How gamified eLearning appeals to broader learner types.
-The relationship between playful learning and fostering creativity.
-Questions to ask yourself when designing eLearning to make it more playful.
-What techniques you can apply to make eLearning more playful.
Find out how to bring gamification into your corporate elearning programme - join our free webinar here.
About The Presenter:
Richard Durham, is a Senior Instructional Designed based out of Kineo Pacific's Auckland office. Richard spent 10 years teaching in schools across the United States, and eventually translated his skills into an instructional design role, and found himself moving from New York state to New Zealand in 2013. Richard enjoys instructional around driving behaviours, and combining play theory with learning. His passion has always been in games design, which he brings to his instructional techniques. Read more about Richard's passion for games in his recent blog post, What's Killing Your Gamification and How to Heal it.
Want to know more? Visit www.kineo.com
MAK MItchell keynote address at Fusion 2012, the NWEA summer conference in Portland, Oregon.
"Finding Ground Truth in Data:
Consensus Rules!"
MAK leads a consensus governance model for 900 principals of public schools and charters co-located on 380 campuses in New York City. In this keynote, she will tell the story of how her powerful learnings from campus consensus work became the source of a unique consensus turnaround model.
After detailing best practice consensus strategies from her governance work with campus principals, she poses the question: Can consensus become a lever for producing achievement results that last? MAK will be offering a workshop session later in the agenda that unpacks the turnaround consensus model in greater detail for those who are interested in implementation.
MAK Mitchell is the Executive Director of School Governance for the New York City Public Schools and President of ARMAK Associates. Previously, MAK served in Washington State as a professor and consultant of organizational change, superintendent and founder of numerous small high schools in Alaska. MAK earned both her master’s and doctoral degrees from the Harvard Graduate School of Education, and is a founding member of the Society for Organizational Learning.
This presentation was created with the purpose of informing BOT and staff of learning gained and thinking transformed through the opportunity to attend the International Conference on Thinking, 2009.
A two-hour workshop presented at the STEM Preconference workshop at the National Afterschool Association's 2013 conference. Discusses high quality STEM programming using the five principles of the Learning in Afterschool and Summer project.
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
11. Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
12. Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
13. 2011 NY State Regents Exam for World Geography:
Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
19. ABUNDANCE OF...
Information
Tools
Opinions
People
Data
Resources
Media
More...
20. ABUNDANCE OF...
(Kids’ Version)
Games
Videos
Networks
Texts
Hangouts
(...and all sorts of other interesting stuff
they don’t have access to at school.)
23. ...A world marked by “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
40. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
41. Cal Tech, Georgia Tech, U. of Va, 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
45. ABUNDANCE
Is changing:
How we define an education.
46. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
47. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
48. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
When we get an education.
49. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
When we get an education.
From whom we get an education.
50. “We need to move beyond the idea
that an education is something that
is provided for us, and toward the
idea that an education is something
that we create for ourselves.”
Stephen Downes
58. “There’s no competitive advantage today
in knowing more than the person next to
you. The world doesn’t care what you
know. What the world cares about is
what you can do with what you know.”
Tony Wagner
85. NEW REALITIES
1. Content and Knowledge are Everywhere
2. Teachers are Everywhere
3. Data is Everywhere
4. Networks are the New Classrooms
5. Learning is On Demand
98. LEARNING IS
creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
99. "Productive learning is the learning
process which engenders and reinforces
wanting to learn more. Absent wanting
to learn, the learning context is
unproductive or counterproductive."
Seymour Sarason
100. LEARNING IS
creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
Which of These do we Assess?
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
101. LEARNING IS
creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
104. Harder
Difficulty Problem
to Solving
Assess Critical
Thinking
Basic Skills
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
105.
106. Curiosity
Resilience
Courage
Passion
Harder Initiative to Learn
Entrepreneurial
Thinking Empathy
Inquiry Synthesis
Networking Creativity
Difficulty Problem
Collaboration
Problem
Connecting Finding
to Solving
Creating
Assess Critical
Thinking Participation
Solutions
Basic Skills
Sharing
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
107. “We are ‘optimizing the
measurable at the risk of
neglecting the immeasurable.’”
Justin Reich
108. The “Immeasurable” Curiosity
Resilience
Courage
Passion
Harder Initiative to Learn
Entrepreneurial
Thinking Empathy
Inquiry Synthesis
Networking Creativity
Difficulty Problem
Collaboration
Problem
Connecting Finding
to Solving
Creating
Assess Critical
Thinking Participation
Solutions
Basic Skills
Sharing
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
109. KEY QUESTION
How do we react in the face of rapid, radical
changes in the world?
111. “The illiterate of the
21st Century will not be those
who cannot read and write,
but those who cannot
learn, unlearn, and relearn.”
Alvin Toffler
112. NEW REALITIES
1. Content and Knowledge are Everywhere
2. Teachers are Everywhere
3. Data is Everywhere
4. Networks are the New Classrooms
5. Learning is On Demand
132. “Today, instead of teaching them information, I was
teaching them how to learn. And yet, I’m not sure
what my new role in this is. I’m not sure how to
connect to my students and their learning process
while doing this. I’m not sure how to laugh and
enjoy them. And I was not expecting the profound
sense of loss and the pain accompanying it.”
133. CHANGE
1. Understand: The contexts for change
2. Feel: Anger, grief, excitement
3. Reflect: Examine your own learning practice
134. ARE YOU LITERATE?
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve
problems collaboratively and cross-culturally
• Design and share information for global communities
to meet a variety of purposes
• Manage, analyze and synthesize multiple streams of
simultaneous information
• Create, critique, analyze, and evaluate multi-media texts
• Attend to the ethical responsibilities required by these
complex environments
bit.ly/nctelit
135. CHANGE
1. Understand: The contexts for change
2. Feel: Anger, grief, excitement
3. Reflect: Examine your own learning practice
4. Act: Innovate, Change, Connect, ReLearn
136.
137.
138. CHANGE
1. Understand: The contexts for change
2. Feel: Anger, grief, excitement
3. Reflect: Examine your own learning practice
4. Act: Innovate, Change, Connect
5. Provoke: Engage others, Advocate
139.
140.
141. “It was the best of times,
it was the worst of times,
it was the age of wisdom,
it was the age of foolishness...”
Charles Dickens
142. “It was the best of times,
it was the age of wisdom,
Charles Dickens
145. “In times of change, learners
inherit the Earth, while the learned
find themselves beautifully
equipped to deal with a world that
no longer exists.”
Eric Hoffer
146. THE END
Thanks!
will@willrichardson.com
@willrich45
willrichardson.com
Editor's Notes
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It’s so crappy right now because we are unlearning. HUGE.\n
It’s so crappy right now because we are unlearning. HUGE.\n
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It’s so crappy right now because we are unlearning. HUGE.\n
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We’ve changed the way we get news, music, do business and politics...\n
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Assuming we have access.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
All in 20 years time. Think how different this moment is.\n
We’re asking kids questions that they can answer with their cell phones.\n
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We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
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We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
We’re asking kids questions that they can answer with their cell phones.\n
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We’re asking kids questions that they can answer with their cell phones.\n
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Anyone want a doctor or lawyer or mechanic that isn’t an unlearner? Why wouldn’t we expect that in teachers?\n\n\n
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Anyone want a doctor or lawyer or mechanic that isn’t an unlearner? Why wouldn’t we expect that in teachers?\n\n\n
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It’s so crappy right now because we are unlearning. HUGE.\n
It’s so crappy right now because we are unlearning. HUGE.\n
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We’re asking kids questions that they can answer with their cell phones.\n