The document discusses the challenges and opportunities of learning with technology. It notes that we are in a time of great change driven by abundance of information and connectivity. This represents both a crisis in traditional education models but also opportunities to rethink what and how we teach. Specifically, it suggests schools should focus less on content and more on developing skills like curiosity, creativity and collaboration that can't be taught through online education alone. The goal is moving to a model of "connected learning" where students pursue personal interests with support from peers and mentors.
This document discusses the changing landscape of learning in a world of abundant information and networked connectivity. It makes three main points:
1. The traditional definitions and systems of learning, education, and work are being disrupted by technological changes and the abundance of information. Skills like creativity, collaboration, and problem-solving are becoming more important than traditional content knowledge.
2. Schools, colleges, and jobs are shifting from institutionally organized models to ones driven more by self-organized and lifelong learning. Learners will need to develop skills to direct their own education and careers.
3. For learning to be effective in this new environment, it should be more connected to students' interests and passions. Teachers will
This document discusses how the abundance of information available online is redefining education. It notes that while traditional schooling focused on content delivery, modern learning happens anywhere through connected learners. The document argues that schools need to shift their focus from content to developing skills like curiosity, collaboration, and critical thinking that cannot be easily learned online. It suggests schools should emphasize authentic, student-directed projects and preparing students to be self-directed, literate learners who can navigate networks to continuously learn new things.
The document discusses how the abundance of information and connectivity due to technology is changing the contexts of education and work. It argues that we now live in an age of abundance rather than scarcity, and that this requires rethinking traditional models of learning that are institutionally organized in favor of self-organized learning. Some key points made include: learning is becoming self-directed rather than delivered by others; skills like curiosity, creativity and collaboration are becoming more important than just content knowledge; and networks will become the new classrooms as knowledge moves from individuals to individuals and their connections. The document advocates for putting learners first and teachers second in this new context.
This document discusses how the future of work and education is changing due to abundance, connectivity, and a shift to self-organized learning. Traditional schools focus on delivering content but modern learning is driven by discovery. The roles of teachers and classrooms are expanding beyond school walls. Skills like creativity and collaboration are increasingly important for students to develop. Schools must focus less on content and more on cultivating passion, inquiry, and entrepreneurship to prepare students for continuous self-directed learning.
This document discusses the shift from an institutionally organized model of education to a self-organized model due to the abundance of information, knowledge, and teachers available online. It argues that the role of schools and teachers needs to change as learning becomes less about acquiring content, which is ubiquitous, and more about developing skills like problem solving, creativity, and making connections. The role of higher education is also disrupted as online learning proliferates and the value of a college degree is reevaluated in a world with abundant information.
50 Days of ideas to use with theUltranet Message Boardsdmgregg
The document provides 50 discussion topics that could be used on an Ultranet message board to stimulate discussion in a class. Some example topics include catching ideas from a spider's web, choosing a historical figure to be, and sharing songs on a playlist. Students are encouraged to add their own activities to extend the list to 50 topics total.
Science classrooms in 2020 and 2030 will likely see changes in technology use and teaching strategies. Students will be more engaged through problem-based and collaborative learning using technologies. Digital textbooks will become more common, featuring interactive elements, videos, and online assessments. However, some argue that an over-emphasis on entertainment over engagement could hinder learning. Predicting the future is difficult, as past predictions of leisure time and limited technological change have proven inaccurate. The role of teachers will be to focus on developing skills like critical thinking over simple content delivery.
The document discusses the use of technology in education from the perspective of both teachers and students. It presents statistics showing high levels of technology use by students outside of school, but lower levels of use within the classroom. It also notes that many students report learning technology skills on their own rather than being taught in school. The document advocates for increased technology integration in the classroom in order to make learning more relevant to students' lives and to address the gap between how students live and learn. It argues that both teachers and school leaders need to make technology a priority and examine how it can be used to transform teaching and learning.
This document discusses the changing landscape of learning in a world of abundant information and networked connectivity. It makes three main points:
1. The traditional definitions and systems of learning, education, and work are being disrupted by technological changes and the abundance of information. Skills like creativity, collaboration, and problem-solving are becoming more important than traditional content knowledge.
2. Schools, colleges, and jobs are shifting from institutionally organized models to ones driven more by self-organized and lifelong learning. Learners will need to develop skills to direct their own education and careers.
3. For learning to be effective in this new environment, it should be more connected to students' interests and passions. Teachers will
This document discusses how the abundance of information available online is redefining education. It notes that while traditional schooling focused on content delivery, modern learning happens anywhere through connected learners. The document argues that schools need to shift their focus from content to developing skills like curiosity, collaboration, and critical thinking that cannot be easily learned online. It suggests schools should emphasize authentic, student-directed projects and preparing students to be self-directed, literate learners who can navigate networks to continuously learn new things.
The document discusses how the abundance of information and connectivity due to technology is changing the contexts of education and work. It argues that we now live in an age of abundance rather than scarcity, and that this requires rethinking traditional models of learning that are institutionally organized in favor of self-organized learning. Some key points made include: learning is becoming self-directed rather than delivered by others; skills like curiosity, creativity and collaboration are becoming more important than just content knowledge; and networks will become the new classrooms as knowledge moves from individuals to individuals and their connections. The document advocates for putting learners first and teachers second in this new context.
This document discusses how the future of work and education is changing due to abundance, connectivity, and a shift to self-organized learning. Traditional schools focus on delivering content but modern learning is driven by discovery. The roles of teachers and classrooms are expanding beyond school walls. Skills like creativity and collaboration are increasingly important for students to develop. Schools must focus less on content and more on cultivating passion, inquiry, and entrepreneurship to prepare students for continuous self-directed learning.
This document discusses the shift from an institutionally organized model of education to a self-organized model due to the abundance of information, knowledge, and teachers available online. It argues that the role of schools and teachers needs to change as learning becomes less about acquiring content, which is ubiquitous, and more about developing skills like problem solving, creativity, and making connections. The role of higher education is also disrupted as online learning proliferates and the value of a college degree is reevaluated in a world with abundant information.
50 Days of ideas to use with theUltranet Message Boardsdmgregg
The document provides 50 discussion topics that could be used on an Ultranet message board to stimulate discussion in a class. Some example topics include catching ideas from a spider's web, choosing a historical figure to be, and sharing songs on a playlist. Students are encouraged to add their own activities to extend the list to 50 topics total.
Science classrooms in 2020 and 2030 will likely see changes in technology use and teaching strategies. Students will be more engaged through problem-based and collaborative learning using technologies. Digital textbooks will become more common, featuring interactive elements, videos, and online assessments. However, some argue that an over-emphasis on entertainment over engagement could hinder learning. Predicting the future is difficult, as past predictions of leisure time and limited technological change have proven inaccurate. The role of teachers will be to focus on developing skills like critical thinking over simple content delivery.
The document discusses the use of technology in education from the perspective of both teachers and students. It presents statistics showing high levels of technology use by students outside of school, but lower levels of use within the classroom. It also notes that many students report learning technology skills on their own rather than being taught in school. The document advocates for increased technology integration in the classroom in order to make learning more relevant to students' lives and to address the gap between how students live and learn. It argues that both teachers and school leaders need to make technology a priority and examine how it can be used to transform teaching and learning.
The document discusses how the modern era of information abundance enabled by the internet and digital technologies has created a "crisis of contexts" for traditional education. It argues that education must shift from "delivering" information to helping students learn how to access and create information on their own. Key skills like curiosity, creativity, collaboration, and problem solving are becoming more important than basic skills and content knowledge that can now easily be accessed online. New approaches to assessment are also needed to evaluate these harder to measure skills and dispositions. The role of schools, teachers, and classrooms is changing to focus on nurturing these skills and providing new contexts for entrepreneurial, self-directed learning.
The document discusses the need for schools to transition from traditional, institutionally organized learning models to modern, self-organized models in light of today's abundance of information and connectivity. It argues that schools should focus on developing skills like curiosity, resilience, passion, creativity and collaboration rather than prioritizing content delivery. Nine qualities of "bold schools" are presented that emphasize learner-centeredness, inquiry-driven learning, authentic work, digital fluency, connectivity, literacy, transparency, innovation and provocation. Challenges to this transition are also acknowledged.
a Tech guy’s take on Big Data business cases (@pavlobaron)Pavlo Baron
The document discusses big data, describing what it is and is not. It argues that big data is about gaining useful information from various data sources to increase a company's value through faster and better decisions and predictions. It asserts that big data is a necessity and that any company can and should leverage it by knowing their customers, business, competitors and offers to make and save money.
The document summarizes a presentation about hacking the learner experience through techniques and strategies for connecting with instructional ecosystems. It discusses using technology to improve people's lives, testing the boundaries of what can be done, focusing on learner taxonomies and models of learning like Bloom's taxonomy, Perry's model of intellectual development, and Kolb's experiential learning cycle. It emphasizes the importance of inquiry-based learning and acknowledging difficulty as part of learning.
The document summarizes key points from a conference presentation about hacking the learner experience. It discusses how the term "hacker" has unfair negative connotations but really means testing boundaries. It also shares quotes from Mark Zuckerberg and Larry Page about using technology to improve lives. Various learner taxonomies are presented, including Bloom's and Perry's, as well as Kolb's experiential learning model. Strategies are suggested for engaging different learner types.
This document discusses a class about emerging technologies and distributed work. The class will focus on team collaboration, working with remote collaborators, and writing in digital environments. Students will learn how to work remotely and effectively in teams using social media, text, chat and other tools. They will collaboratively build a wiki website to showcase local businesses and community resources with the goal of enhancing local pride and participation. The 65 students are split between 2 classes that will decide the focus of the project and collaboratively write public, professional and multimodal texts.
The document discusses why people pursue their passions and careers. It presents quotes from Martin Luther King Jr., Ralph Waldo Emerson, and Marian Wright Edelman about finding purpose and meaning in one's work. The document argues that passion, not money or fame, is what drives success and allows people to make a meaningful impact. It encourages the reader to see the world with curiosity, keep learning, share their motivation with others, and love what they do in order to find fulfillment.
- The document discusses how the world of education is undergoing significant disruption due to technological changes and the shift to a self-organized model of learning.
- Key points made include that information and knowledge are now abundant and ubiquitous, the supply is expanding rapidly, and schools were not designed for this new reality.
- A wide range of new skills will be needed to navigate the future, where learning is global, continual, creative, and authentic rather than confined to institutions. The nature of work is also changing in fundamental ways.
- Educators need to experience learning as it exists in the connected world in order to make informed decisions, and should prioritize learners' needs over institutional preferences.
SVDevops Meetup - April 16, 2013 - Devops SoTUJohn Willis
This document discusses the state of DevOps culture and practices. It identifies three main tribes related to culture change: those who try to actively change culture, those who believe culture cannot be changed, and those who believe the best approach is to understand the existing culture and work within it. The document also examines high-performance cultures at companies like GitHub and Etsy that emphasize collaboration, automation, and sharing. Key aspects of DevOps discussed include automation, measurement, and sharing knowledge across teams.
Clay Johnson's Information Diet Slides from SXSWClay Johnson
The document discusses developing a healthy "information diet" by consciously consuming relevant information, subtracting junk information like clickbait and advertising, and becoming a producer by writing about important topics. It also suggests enabling a whole news movement by supporting independent media and using data to get closer to the truth of what actually happens.
The document discusses how the modern world of ubiquitous computing and connectivity demands a new narrative for learning and schooling. Traditional models of education focused on content delivery are increasingly mismatched with the skills needed for today's abundant, networked world. Educators must become learners themselves in order to help students develop skills like creativity, problem solving, collaboration and continual learning. Schools need to shift from standardized models to personalized approaches that foster curiosity, passion and authentic learning experiences.
The document discusses how abundance of information and connectivity is changing education. It notes that information, knowledge, and teachers are now ubiquitous. The supply of these resources is expanding rapidly. This poses challenges around how to navigate new skills and unknown impacts on learning and work. A key shift is from an institutionally organized education system to one that is more self-organized around abundant resources. In this new model, learning is personal, global, continual, creative and authentic rather than confined by time and place. Literacy is also changing in this environment.
Information, knowledge and teachers are in abundant supply and ubiquitous. The supply of knowledge and information and teachers 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.
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.
This document contains the notes from a presentation on July 22, 2013 about preparing students for a world of self-directed, self-organized learning. It discusses how access to online content and networks is shifting power over learning from schools to learners. Key skills for the future include skills like critical thinking, creativity, collaboration and learning how to learn. It also examines how this impacts K-12 schools, higher education and the future of work. Educators must help students develop skills beyond just content knowledge to successfully navigate an increasingly complex world.
The document discusses the shift towards more self-organized learning as access to information and teachers expands dramatically. It argues that schools need to become different by embracing ideas like knowmadic learning, where students leverage knowledge to solve problems; design thinking, where students design solutions to real-world problems; and the maker movement, where students make and create things. The focus needs to shift from content delivery to skills like collaboration, knowledge sharing, and lifelong learning as students will increasingly direct their own education.
Information, knowledge, and teachers are now abundantly available and accessible everywhere due to technological advances. This new context of abundance is changing the nature of learning at a rapid pace. Traditional models of institutionally organized learning are shifting to a new reality of self-organized learning where students can access information anywhere and learn what interests them through their networks. This document discusses how learning, schools, higher education, and work will need to be reimagined and relearned in this new context of ubiquitous information and connectivity.
The document discusses how learning is changing in a networked world. It argues that we now live in a world of abundance rather than scarcity when it comes to information, and that learning is becoming more self-organized as classrooms and teachers can exist anywhere. It suggests that traditional models of schooling and higher education will need to adapt to this new reality where learners can follow their own passions and interests.
This document discusses the need for "Bold Schools" that embrace modern learning practices in response to a changing world with increasing abundance of information and connectivity. It argues that traditional schools focus too much on content while Bold Schools prioritize developing skills like curiosity, collaboration, communication and critical thinking. Bold Schools are learner-centered, inquiry-driven, involve authentic work, leverage digital tools and connections, develop new literacies, are transparent, innovative and provocative. The most challenging aspects for schools to adopt are being learner-centered, transparent and innovative. Teachers and schools must start the transition by focusing on learners first and changing themselves.
This document discusses how the context of learning has changed in the 21st century due to abundance of information, tools, and connectivity. It argues that schools need to focus less on content delivery and more on developing skills like creativity, collaboration, communication and critical thinking. An example is given of a school project where students designed water purification devices for people in Haiti. The document suggests new requirements for schools, teachers, and students that focus on authentic work, transparency, self-direction, literacy and networks. It emphasizes starting by focusing on learners rather than teachers in times of rapid change.
The document discusses how education is changing in an era of abundance of information and knowledge. It argues that the traditional model of schools needs to change to focus on learning centered approaches, inquiry-driven learning, authentic work for real audiences, digital fluency, connected learning beyond the classroom, and 21st century literacy skills. Some universities are beginning to offer free online courses that could challenge traditional higher education models. The key question is how educators should react to rapid changes in a world with more access to information and knowledge than ever before.
The document discusses how the modern era of information abundance enabled by the internet and digital technologies has created a "crisis of contexts" for traditional education. It argues that education must shift from "delivering" information to helping students learn how to access and create information on their own. Key skills like curiosity, creativity, collaboration, and problem solving are becoming more important than basic skills and content knowledge that can now easily be accessed online. New approaches to assessment are also needed to evaluate these harder to measure skills and dispositions. The role of schools, teachers, and classrooms is changing to focus on nurturing these skills and providing new contexts for entrepreneurial, self-directed learning.
The document discusses the need for schools to transition from traditional, institutionally organized learning models to modern, self-organized models in light of today's abundance of information and connectivity. It argues that schools should focus on developing skills like curiosity, resilience, passion, creativity and collaboration rather than prioritizing content delivery. Nine qualities of "bold schools" are presented that emphasize learner-centeredness, inquiry-driven learning, authentic work, digital fluency, connectivity, literacy, transparency, innovation and provocation. Challenges to this transition are also acknowledged.
a Tech guy’s take on Big Data business cases (@pavlobaron)Pavlo Baron
The document discusses big data, describing what it is and is not. It argues that big data is about gaining useful information from various data sources to increase a company's value through faster and better decisions and predictions. It asserts that big data is a necessity and that any company can and should leverage it by knowing their customers, business, competitors and offers to make and save money.
The document summarizes a presentation about hacking the learner experience through techniques and strategies for connecting with instructional ecosystems. It discusses using technology to improve people's lives, testing the boundaries of what can be done, focusing on learner taxonomies and models of learning like Bloom's taxonomy, Perry's model of intellectual development, and Kolb's experiential learning cycle. It emphasizes the importance of inquiry-based learning and acknowledging difficulty as part of learning.
The document summarizes key points from a conference presentation about hacking the learner experience. It discusses how the term "hacker" has unfair negative connotations but really means testing boundaries. It also shares quotes from Mark Zuckerberg and Larry Page about using technology to improve lives. Various learner taxonomies are presented, including Bloom's and Perry's, as well as Kolb's experiential learning model. Strategies are suggested for engaging different learner types.
This document discusses a class about emerging technologies and distributed work. The class will focus on team collaboration, working with remote collaborators, and writing in digital environments. Students will learn how to work remotely and effectively in teams using social media, text, chat and other tools. They will collaboratively build a wiki website to showcase local businesses and community resources with the goal of enhancing local pride and participation. The 65 students are split between 2 classes that will decide the focus of the project and collaboratively write public, professional and multimodal texts.
The document discusses why people pursue their passions and careers. It presents quotes from Martin Luther King Jr., Ralph Waldo Emerson, and Marian Wright Edelman about finding purpose and meaning in one's work. The document argues that passion, not money or fame, is what drives success and allows people to make a meaningful impact. It encourages the reader to see the world with curiosity, keep learning, share their motivation with others, and love what they do in order to find fulfillment.
- The document discusses how the world of education is undergoing significant disruption due to technological changes and the shift to a self-organized model of learning.
- Key points made include that information and knowledge are now abundant and ubiquitous, the supply is expanding rapidly, and schools were not designed for this new reality.
- A wide range of new skills will be needed to navigate the future, where learning is global, continual, creative, and authentic rather than confined to institutions. The nature of work is also changing in fundamental ways.
- Educators need to experience learning as it exists in the connected world in order to make informed decisions, and should prioritize learners' needs over institutional preferences.
SVDevops Meetup - April 16, 2013 - Devops SoTUJohn Willis
This document discusses the state of DevOps culture and practices. It identifies three main tribes related to culture change: those who try to actively change culture, those who believe culture cannot be changed, and those who believe the best approach is to understand the existing culture and work within it. The document also examines high-performance cultures at companies like GitHub and Etsy that emphasize collaboration, automation, and sharing. Key aspects of DevOps discussed include automation, measurement, and sharing knowledge across teams.
Clay Johnson's Information Diet Slides from SXSWClay Johnson
The document discusses developing a healthy "information diet" by consciously consuming relevant information, subtracting junk information like clickbait and advertising, and becoming a producer by writing about important topics. It also suggests enabling a whole news movement by supporting independent media and using data to get closer to the truth of what actually happens.
The document discusses how the modern world of ubiquitous computing and connectivity demands a new narrative for learning and schooling. Traditional models of education focused on content delivery are increasingly mismatched with the skills needed for today's abundant, networked world. Educators must become learners themselves in order to help students develop skills like creativity, problem solving, collaboration and continual learning. Schools need to shift from standardized models to personalized approaches that foster curiosity, passion and authentic learning experiences.
The document discusses how abundance of information and connectivity is changing education. It notes that information, knowledge, and teachers are now ubiquitous. The supply of these resources is expanding rapidly. This poses challenges around how to navigate new skills and unknown impacts on learning and work. A key shift is from an institutionally organized education system to one that is more self-organized around abundant resources. In this new model, learning is personal, global, continual, creative and authentic rather than confined by time and place. Literacy is also changing in this environment.
Information, knowledge and teachers are in abundant supply and ubiquitous. The supply of knowledge and information and teachers 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.
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.
This document contains the notes from a presentation on July 22, 2013 about preparing students for a world of self-directed, self-organized learning. It discusses how access to online content and networks is shifting power over learning from schools to learners. Key skills for the future include skills like critical thinking, creativity, collaboration and learning how to learn. It also examines how this impacts K-12 schools, higher education and the future of work. Educators must help students develop skills beyond just content knowledge to successfully navigate an increasingly complex world.
The document discusses the shift towards more self-organized learning as access to information and teachers expands dramatically. It argues that schools need to become different by embracing ideas like knowmadic learning, where students leverage knowledge to solve problems; design thinking, where students design solutions to real-world problems; and the maker movement, where students make and create things. The focus needs to shift from content delivery to skills like collaboration, knowledge sharing, and lifelong learning as students will increasingly direct their own education.
Information, knowledge, and teachers are now abundantly available and accessible everywhere due to technological advances. This new context of abundance is changing the nature of learning at a rapid pace. Traditional models of institutionally organized learning are shifting to a new reality of self-organized learning where students can access information anywhere and learn what interests them through their networks. This document discusses how learning, schools, higher education, and work will need to be reimagined and relearned in this new context of ubiquitous information and connectivity.
The document discusses how learning is changing in a networked world. It argues that we now live in a world of abundance rather than scarcity when it comes to information, and that learning is becoming more self-organized as classrooms and teachers can exist anywhere. It suggests that traditional models of schooling and higher education will need to adapt to this new reality where learners can follow their own passions and interests.
This document discusses the need for "Bold Schools" that embrace modern learning practices in response to a changing world with increasing abundance of information and connectivity. It argues that traditional schools focus too much on content while Bold Schools prioritize developing skills like curiosity, collaboration, communication and critical thinking. Bold Schools are learner-centered, inquiry-driven, involve authentic work, leverage digital tools and connections, develop new literacies, are transparent, innovative and provocative. The most challenging aspects for schools to adopt are being learner-centered, transparent and innovative. Teachers and schools must start the transition by focusing on learners first and changing themselves.
This document discusses how the context of learning has changed in the 21st century due to abundance of information, tools, and connectivity. It argues that schools need to focus less on content delivery and more on developing skills like creativity, collaboration, communication and critical thinking. An example is given of a school project where students designed water purification devices for people in Haiti. The document suggests new requirements for schools, teachers, and students that focus on authentic work, transparency, self-direction, literacy and networks. It emphasizes starting by focusing on learners rather than teachers in times of rapid change.
The document discusses how education is changing in an era of abundance of information and knowledge. It argues that the traditional model of schools needs to change to focus on learning centered approaches, inquiry-driven learning, authentic work for real audiences, digital fluency, connected learning beyond the classroom, and 21st century literacy skills. Some universities are beginning to offer free online courses that could challenge traditional higher education models. The key question is how educators should react to rapid changes in a world with more access to information and knowledge than ever before.
The document discusses the importance of personal learning networks (PLNs) for both students and teachers in the digital age. It notes that networks are replacing traditional classrooms as the new learning environment, with abundant online resources and connections replacing scarcity. It emphasizes that developing network literacy skills like creating, navigating, and growing PLNs is now essential for all learners to develop proficiency with technology tools, build collaborative relationships online, and manage many information streams.
This document discusses how writing is changing in a networked world. Writers are now everywhere and connected through online networks. While some aspects of writing like being clear, concise and engaging remain important, writing must now be designed for real purposes and real audiences. It also needs to be transparent and connected by being shareable, commentable, and potentially collaborative. The future of writing will require preparing students to write effectively for environments that may not yet exist.
This document discusses how technological abundance is changing education. It argues that traditional schools focus on assessing basic skills and content knowledge, which are now widely available, rather than more important skills like problem solving, critical thinking, collaboration and creativity. It presents nine qualities of "bold schools" that are centered around learning, use inquiry-driven approaches, support authentic work, integrate technology, foster connections, teach 21st century literacies, share best practices, encourage innovation and provoke discussion about educational change. The document advocates understanding contexts, having an emotional response, reflecting on one's practice, taking action to innovate and connect, and engaging others in order to effectively manage educational change in a world of abundance.
The document discusses the need for "bold learning" and "bold schools" in response to rapid changes in technology and information abundance. It advocates for schools that are learning-centered, inquiry-driven, support authentic work, are digital, connected, literate, transparent, innovative, and provocative. The document outlines nine qualities of bold schools and discusses challenges and strategies for change. It argues that educators must unlearn practices focused on delivery, competition, and traditional assessment and instead focus on student-directed learning, cooperation, and new forms of evaluation.
This document discusses the need to transform professional development (PD) programs for teachers in light of changes brought about by new technologies and increased access to information. It argues that PD must shift its focus from content delivery to supporting teachers as learners who can develop skills like collaboration, creativity, and problem-solving. School policies and measures of success need to change to encourage risk-taking with technology and personal discovery. The goal is to promote lifelong learning and help teachers prepare students for a world of abundance rather than scarcity.
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
1. The document discusses how abundance of information, tools, and connectivity due to technology is changing education and what schools need to do to adapt.
2. Some of the "new realities" highlighted include content and teachers being everywhere, data being ubiquitous, and networks becoming the new classrooms.
3. The document calls for schools to be "bold" by becoming more learning-centered, inquiry-driven, using authentic and digital work, being better connected and transparent.
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
This document discusses how abundance of information, tools, and connectivity enabled by new technologies is changing education. It argues that schools need to shift focus from content delivery to developing skills like learning, collaboration, problem solving, and digital literacy. Key questions are raised around the purpose of schools given that learning is now on-demand via networks. The concept of "unlearning" traditional models is introduced, advocating letting students design curriculum, sharing all resources, and assessing via open networks rather than tests. The talk encourages educators to be bold and help students learn how to learn.
1. Learning With Technology
Challenges and Opportunities
Will Richardson
will@willrichardson.com
willrichardson.com
@willrich45
bit.ly/KyQb6E
Thursday, January 17, 13
22. “The change we are in the
middle of isn’t minor,
and it isn’t optional.”
Clay Shirky
Thursday, January 17, 13
23. ABUNDANCE
600,000 Apps
2.5 Billion People
2 Trillion Webpages
4.5 Years of YouTube video per minute
16,000 Tweets per second*
5 Billion Internet Connected Devices
Etc...
*Japan’s 2012 New Years Celebration
Thursday, January 17, 13
25. ...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
Thursday, January 17, 13
26. Which is Changing:
Media
Politics
Journalism
Medicine
Books
Business
Music...
Thursday, January 17, 13
27. ABUNDANCE
And the future of work
Thursday, January 17, 13
34. “Looking to the future 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
Thursday, January 17, 13
35. ABUNDANCE
And the future of “an education”
Thursday, January 17, 13
49. 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.
Thursday, January 17, 13
50. 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
Thursday, January 17, 13
66. “What does a middle school algebra teacher do
if kindergarteners can start learning to solve equations
within a couple of hours?”
Thursday, January 17, 13
68. New Question:
What do students need to learn in
school at a moment when they can
learn so much without us?
Thursday, January 17, 13
69. New Question:
And:
What is the value of school (and
classrooms and teachers) at a
moment where we don’t need
school to do school?
Thursday, January 17, 13
80. Our New Value
New Contexts for Learning
Thursday, January 17, 13
81. Our New Value
New Contexts for Learning
New Literacies
Thursday, January 17, 13
82. Our New Value
New Contexts for Learning
New Literacies
New Futures
Thursday, January 17, 13
83. Our New Value
“Connected Learning”
Thursday, January 17, 13
84. “Connected learning is realized 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
Thursday, January 17, 13
85. Our New Value
“Entrepreneurial Learners”
Thursday, January 17, 13
86. “Constantly looking around you,
all the time, for new ways
and new resources
to learn new things.”
John Seely Brown
Thursday, January 17, 13
88. “Dots in Blue Water”
South Adams HS, Berne, IN
Thursday, January 17, 13
89. “Dots in Blue Water”
1. Authentic Problem/Question
“How can we purify water for people in Haiti?”
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90. “Dots in Blue Water”
2. Student Directed Teams
Research, Development, Marketing, Community “Investment"
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91. “Dots in Blue Water”
3. Real Product/Real Audience
Teachers and students travelled to Haiti to install their devices.
5 systems = clean water for 8,000
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92. “Dots in Blue Water”
Notes:
-Aligned to standards
-Interdisciplinary
-Student-centered
-Technology-rich
-Innovative thinking
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107. New Requirements
• 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
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113. “What can you do has been replaced by what
can you and your network connections do.
Knowledge itself is moving from the individual
to the individual and his contacts.”
Jay Cross
Thursday, January 17, 13
114. Where Do We Start?
With Us.
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116. LEARNERS FIRST Teachers Second
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117. “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
Thursday, January 17, 13
124. “What can you do has been replaced by
what can you and your network
connections do. Knowledge itself is moving
from the individual to the individual and his
contacts.”
Jay Cross
Informal Learning
Thursday, January 17, 13