This document discusses the changing landscape of education in the 21st century networked world. It notes that expertise and knowledge are increasingly acquired through open online resources like MOOCs, and that technology now permeates human relationships and the classroom. However, simply having access to information does not enable students to effectively deal with an abundant information environment. The document advocates developing new forms of literacy and assessment focused on inquiry, collaboration, real work for real audiences, and lifelong learning. It draws on the ideas of thinkers like Martín-Barbero, Acaso and Moravec to argue that schools must change to help students thrive in this new context.

1. Schooling in the
21st Century World
Mariana Ferrarelli
mariana.ferrarelli@gmail.com
@FerrarelliM
SAC Conference 2014

3. ROAD MAP
 Networked World
 Abundance
 Some Connections
 J. Martín-Barbero: Descentramiento
 M. Acaso: rEDUvolution
 J. Moravec: Education 3.0
 Assessment & Lifelong Learning
 6 Key Points
 Conclusions

4. Initial Diagnosis
 Knowledge
 Skills
 Dispositions
 Literacy
The world has changed

5. Networked World

6. Expertise & knowledge are acquired through
more infl means:
 Open Badges,
 MOOCs,
 Cousera,
 MITx,
 Khan Academy
Networked World & Learning

7. Technology
pervades human
relationships and
enters the
classroom… like
this…
Threat or opportunity?

8. “It’s NOT optional”
(C. Shirky)

9. Abundance

10. Abundance differs from…
 Infoxication, Overload, hyperinformation

11.  “Abundance captures the moment more
optimistically, I think. There are challenges,
no doubt, but abundance brings huge
opportunities which we might ignore when
we name only the challenges. There are
new, powerful ways to learn and connect
and create now. That should be the focus.”
Abundance
Will Richardson, March 2014

12. Abundance evokes…

13.  ABUNDANCE
 MUCHO
 OPORTUNIDADES
 INFOXICATION
 DEMASIADO
 RIESGOS

14. Access does not imply the ability to deal with this
abundant world effectively.
We are not naturally:
 Self-directed
 Organized
 Literate to connect and process so much info
Hitch

15. Three Reflections
(& connections)

16.  Jesús Martín-Barbero
 María Acaso
 John Moravec

17. Jesús Martín-Barbero
 Descentramiento: el libro y la escuela se
corren como centros de construcción del
saber
 Deslocalización: el saber circula, fluye:
“News is everywhere”
 Destemporalización: aprendemos a lo largo
de la vida: We become lifelong learners

18. SCHOOL HAS TO
CHANGE TOO

19. María Acaso
 Educación disruptiva
 Pedagogía de la sospecha
 Aprendizaje = Certificación
 Evaluación = Proceso bulímico
 Hackear el aula y mentir: rEDUvolution

20. John Moravec
 Education 3.0: School is everywhere
 Knowmad Society
A creative, imaginative, innovative
person who can work with almost anybody,
anytime & anywhere.

22. Students need to develop new forms of
literacy to:
 Be technologically proficient
 Collaborate in crosscultural relations
 Create & share info
 Manage multiple info streams
 Be ethical in their use of tech
(NCTE, 21st century literacies)

24.  How does our vision of teaching & learning
change now?
Assessment & teaching should be
reformulated
New Questions

25. Assessment
 “Our most important assessments in life are
our self-assessments, yet we give kids very
little in the way of direction of how to do that
well. The bigger point on assessment,
however, is that it can't be focused on
knowledge any longer. It has to based on
the doing.”
Will Richardson, March 2014

26.  Ask questions
 Work with others
 Do real work for real audiences
 Add info to the body of human knowledge
We should help our stds become lifelong
learners
Instead of consuming info stds
should…

27. Lifelong Learning
 “Becoming a lifelong learner starts with
letting students pursue deeply the things
they are interested in, not just the things we
think they should know. So it starts with
inquiry, with having students do real work
for real audiences, with teachers
themselves answering big questions and
creating authentic responses that are
shared beyond the classroom.”
Will Richardson, March 2014

28. 6 Key Points
1. Share everything.
2. Discover, don’t deliver, the curriculum.
3. Talk to strangers
4. Be a model learner
5. Do real work for real audiences
6. Transfer the power

29. Points for further discussion &
research
 Transmedia storytelling texts
 Flipped Classroom experiences
 Remix for teacher-created materials
 Aulas Heterogéneas – R. Anijovich
 Paperless classroom experiences
 Mobile Learning experiences
 Viralización – Gamificación - Wearables

30. rEDUvolution – María Acaso

31. Sources & Credits
blog.mozilla.org, www.mitxawards.org, talenttools.es,
jessepmclean.com, www.essarp.org.ar, commons.wikimedia.org
, www.youtube.com/watch?v=upJ6XXLj-Fw,
http://www.youtube.com/watch?v=lBQdr5zzemc,
redclarise.coursesites.com
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en Educación a Distancia y Tecnología Educativa (PROED)
Grossmont – Cuyamaca Community College District: Tips for
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Martín-Barbero, J. (2003) “Saberes hoy: diseminaciones, competencias y
transversalidades”. Revista Iberoamericana de educación No. 32.
Disponible en: http://www.rieoei.org/rie32.htm
Moravec, J. (2013) Knowmad Society, Minneapolis, Education Futures,
Available at:
http://www.knowmadsociety.com/download/KnowmadSociety.pdf
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33. Richardson, W. (2012) Why School? TED Books. Kindle Version.
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34. mariana.frerrarelli@gmail.com
@FerrarelliM
http://social-studies-ferrarelli.blogspot.com.ar/
http://www.slideshare.net/marianaferrarelli