The document discusses tearing down various walls that separate education from real life and limit 21st century learning. It advocates for:
1) Removing walls between school and the outside world by making learning purposeful and authentic like real life.
2) Democratizing classrooms by allowing student collaboration, participation in their learning, and sharing what they create.
3) Changing the teacher's role from sole expert to facilitator who supports individualized learning plans and 21st century skills.
4) Dismantling imaginary limitations by expecting more of students and realizing desired future changes can start now through ambitious efforts.
BSides Las Vegas: Caroline D. Hardin on Hacking Educationcchardin
What a graduate student of educational technology has learned about what's wrong with schools, why we can't get rid of them, how hackers model expert learning, and ideas on how to disrupt the future of education.
Presented at BSides Las Vegas 2014.
Slide notes are available on the downloaded file.
Video available at https://www.youtube.com/watch?v=bojn0wdUvyE
BSides Las Vegas: Caroline D. Hardin on Hacking Educationcchardin
What a graduate student of educational technology has learned about what's wrong with schools, why we can't get rid of them, how hackers model expert learning, and ideas on how to disrupt the future of education.
Presented at BSides Las Vegas 2014.
Slide notes are available on the downloaded file.
Video available at https://www.youtube.com/watch?v=bojn0wdUvyE
Vinyl is an invaluable material for giving learners experience with the fabrication process - both digital and physical. There is tool use and technique, digital design skills that can go from beginner to much more advanced levels, a wide variety of color choices for customization and personalization, and the overall joy one feels when the put a sticker they made on something! More importantly, vinyl is a great way to get a lot of laps with tinkering and iteration - meaning, its a great way to learn. This workshop will give participants a chance to "learn by doing” through the creation of a scaffolded set vinyl sticker projects, but will also have a heavy emphasize the maker-centered learning practices and constructivist pedagogies necessary to make creating with vinyl - or any material for that matter - a success in their own classrooms.
From determining what news is to deciding the best type of story to write to figuring out how to make your final presentation more visual, this presentation's got you covered.
Who's your teacher? why sharing mattersDean Shareski
How do we define "teacher"? In a world that more connected than ever before, how to leverage this for learning? This keynote will share some powerful examples of how learners and teachers from around the world are benefiting from these connections and challenge you to consider why you might need to share too.
Shared on October 25,2011 for the NorthEast Teachers' Association Convention.
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Interested in working with me? Contact Silvia Rosenthal Tolisano for consulting, coaching, workshops, keynotes in the area of 21st century learning, documenting for learning, blogging as pedagogy and much more... http://www.globallyconnectedlearning.com
Upgrade Curriculum Through Globally Connected Learning
For a complete list of presentation references, check out: http://sites.stedwards.edu/syriasimulation/project-references/
This presentation focused on a pilot-test of a simulation that we are running at St. Edward's University to help students learn about the conflict in Syria. I've been working history faculty members Mity Myhr, Selin Guner, Christopher Mickelwait and Christie Wilson to pull together an experiential workshop for students in Cultural Foundations courses around the topic of the Syria conflict. Our goal for this is to provide an experiential space in which students can learn about the complexities of this conflict by role-playing actors and agencies involved in the conflict. These represent entities such as the Free Syrian Army (FSA) in addition to countries like Turkey in addition to Iran, Russia and the Western Powers.
On April 22, 2013, student groups will role-play these actors and non-actors in a game-like fashion in which they will be given choices of actions to play across a period of 6 game rounds. Each round will be prefaced by a description of one or more critical events, and students will be asked to make decisions about how to respond. Play will be divided into 3 phases–Research, Action and Voting.
Students will be asked to research the event and the actions they can take prior to taking action, and non-actors will be asked to cast votes of Confidence or Contempt for these actions.
Actions will generate scores across dimensions including casualty rates and refugee counts and groups will be presented with a “Win” condition to promote peacemaking in the region.
We successfully pilot-tested this design at a recent World History Association of Texas conference and are looking forward to fleshing out this work for the full event in mid-April.
VoiceThread—Session 2: Advanced
In this session, we'll continue on from Session 1 to give you time to sign up for a VoiceThread account and start building your very own VoiceThread projects. (Note: you will need either a basic understanding of VoiceThread or will have come to VoiceThread—Session 1: Introduction in order to be prepared for this session). You will leave your first VoiceThread created and a better understanding of the ways VoiceThread can connect your classroom to the global community.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
Essential things that should always be in your carEason Chan
A driver can bail out of a lot of sticky situations if he plans ahead. More often than not, things go south on you when you think nothing could go wrong. So it pays to hope for the best and plan for the worst, especially on the road. Here are some things that should always be kept in your car for all those just in case moments.
Deloitte’s ninth annual back-to-school survey reveals the latest trends likely to impact spending in the 2016 school season. With school supplies, clothing, and backpacks at the top the list, find out when and where will consumers shop, how much they will spend and on what products, how digital technologies will influence shopping behavior, and more. http://www2.deloitte.com/us/en/pages/consumer-business/articles/back-to-school-survey.html
Vinyl is an invaluable material for giving learners experience with the fabrication process - both digital and physical. There is tool use and technique, digital design skills that can go from beginner to much more advanced levels, a wide variety of color choices for customization and personalization, and the overall joy one feels when the put a sticker they made on something! More importantly, vinyl is a great way to get a lot of laps with tinkering and iteration - meaning, its a great way to learn. This workshop will give participants a chance to "learn by doing” through the creation of a scaffolded set vinyl sticker projects, but will also have a heavy emphasize the maker-centered learning practices and constructivist pedagogies necessary to make creating with vinyl - or any material for that matter - a success in their own classrooms.
From determining what news is to deciding the best type of story to write to figuring out how to make your final presentation more visual, this presentation's got you covered.
Who's your teacher? why sharing mattersDean Shareski
How do we define "teacher"? In a world that more connected than ever before, how to leverage this for learning? This keynote will share some powerful examples of how learners and teachers from around the world are benefiting from these connections and challenge you to consider why you might need to share too.
Shared on October 25,2011 for the NorthEast Teachers' Association Convention.
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Interested in working with me? Contact Silvia Rosenthal Tolisano for consulting, coaching, workshops, keynotes in the area of 21st century learning, documenting for learning, blogging as pedagogy and much more... http://www.globallyconnectedlearning.com
Upgrade Curriculum Through Globally Connected Learning
For a complete list of presentation references, check out: http://sites.stedwards.edu/syriasimulation/project-references/
This presentation focused on a pilot-test of a simulation that we are running at St. Edward's University to help students learn about the conflict in Syria. I've been working history faculty members Mity Myhr, Selin Guner, Christopher Mickelwait and Christie Wilson to pull together an experiential workshop for students in Cultural Foundations courses around the topic of the Syria conflict. Our goal for this is to provide an experiential space in which students can learn about the complexities of this conflict by role-playing actors and agencies involved in the conflict. These represent entities such as the Free Syrian Army (FSA) in addition to countries like Turkey in addition to Iran, Russia and the Western Powers.
On April 22, 2013, student groups will role-play these actors and non-actors in a game-like fashion in which they will be given choices of actions to play across a period of 6 game rounds. Each round will be prefaced by a description of one or more critical events, and students will be asked to make decisions about how to respond. Play will be divided into 3 phases–Research, Action and Voting.
Students will be asked to research the event and the actions they can take prior to taking action, and non-actors will be asked to cast votes of Confidence or Contempt for these actions.
Actions will generate scores across dimensions including casualty rates and refugee counts and groups will be presented with a “Win” condition to promote peacemaking in the region.
We successfully pilot-tested this design at a recent World History Association of Texas conference and are looking forward to fleshing out this work for the full event in mid-April.
VoiceThread—Session 2: Advanced
In this session, we'll continue on from Session 1 to give you time to sign up for a VoiceThread account and start building your very own VoiceThread projects. (Note: you will need either a basic understanding of VoiceThread or will have come to VoiceThread—Session 1: Introduction in order to be prepared for this session). You will leave your first VoiceThread created and a better understanding of the ways VoiceThread can connect your classroom to the global community.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
Essential things that should always be in your carEason Chan
A driver can bail out of a lot of sticky situations if he plans ahead. More often than not, things go south on you when you think nothing could go wrong. So it pays to hope for the best and plan for the worst, especially on the road. Here are some things that should always be kept in your car for all those just in case moments.
Deloitte’s ninth annual back-to-school survey reveals the latest trends likely to impact spending in the 2016 school season. With school supplies, clothing, and backpacks at the top the list, find out when and where will consumers shop, how much they will spend and on what products, how digital technologies will influence shopping behavior, and more. http://www2.deloitte.com/us/en/pages/consumer-business/articles/back-to-school-survey.html
Keynote presentation Espe/Boyd at CEFPI Conference in Bellevue, WA - June, 2012
Peace River North School District - Journey to the Energetic Learning Campus
My personal learning journey with MaharaMahara Hui
Keynote presentation by Sigi Jakob-Kühn at Mahara Hui UK in Southampton, UK, on 10 November 2015.
Recording: https://www.youtube.com/watch?v=b9YqYb6Yxuo
A presentation given at University of Derby's Virtual Worlds Seminar 2009.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
3 essential characteristics of teacherpreneurs. If we want to innovate and progress in education, we need to level up a little every day, connect with excellence, and personalize learning. Opening presentation at Grand Canyon University.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
11. Open the
Windows...
Open the doors...
Tear down the
walls...
Global Citizens
Global Economy
Global Workforce
Unkown/Unimagined Jobs
21st Century Skills
image: http://www.flickr.com/photos/giara/318018655/
12. Urgency...
The 21st Century is already here...
image: http://www.flickr.com/photos/giara/318018655/
20. For the Future...
For the NOW...
Connect the “Learning Organization” to
Life outside the classroom.
• Purposeful
• Authentic
• Contributions
image: http://www.flickr.com/photos/cattoo/446501329/
21. Walls of the School
“Outside vs Inside” and “Now vs Later”
22. A L L
W
# 1
Walls of the School
“Outside vs Inside” and “Now vs Later”
23. What is it that we want our
students to become?
36. “We look at the present through a
rear-view mirror. We march
backwards into the future.”
—Marshal McLuhan
image: http://www.flickr.com/photos/pauldcocker/1591907314/
37.
38.
39.
40. Not just for the future... but now
Cultural/Societal Shifts are all around us... In the classroom?
41. g is
r itin .
h e w a ll ..
T e w
o n th
Not just for the future... but now
Cultural/Societal Shifts are all around us... In the classroom?
56. • More than Customization
• Designing for Prosumption
• Losing Control
• Becoming a Peer
• Sharing the Fruits
57. • More than Customization •Differentiating
• Designing for Prosumption Making lessons
reconfigurable/editable and
allow for collaboration
• Losing Control
• Becoming a Peer
• Sharing the Fruits
58. • More than Customization •Differentiating
• Designing for Prosumption Making lessons
reconfigurable/editable and
allow for collaboration
• Losing Control •How Do You Want to
Learn?
• Becoming a Peer
• Sharing the Fruits
59. • More than Customization •Differentiating
• Designing for Prosumption Making lessons
reconfigurable/editable and
allow for collaboration
• Losing Control •How Do You Want to
Learn?
•Who should be doing
• Becoming a Peer
the creating? The
work?
• Sharing the Fruits
60. • More than Customization •Differentiating
• Designing for Prosumption Making lessons
reconfigurable/editable and
allow for collaboration
• Losing Control •How Do You Want to
Learn?
•Who should be doing
• Becoming a Peer
the creating? The
work?
•Students really own the
• Sharing the Fruits work/outcomes
Longevity... Not in Isolation
65. Individualized
Learning Plans
“The question now facing
schools is this: Can the system
of schooling design to process
groups of students in
standardized ways in a
monolithic instructional mode
be adapted to handle
differences in the way
individual brains are wired
for learning?”
Christensen, et. al
66. Individualized
Learning Plans
✤ Differentiation
✤ Customization
✤ “All students have Special
Learning Needs”
✤ All teachers are trapped by
their own learning strengths
71. A L L
W
# 4
Walls that aren’t even Real
The “Can’t” Walls
72. I think things are moving
way too slowly. We've
been talking about all this
for so long. Why am I still
seeing traditional schools
stuck in traditional
practices, slipping further
and farther away from the
realities and advances
happening elsewhere
outside the school
building?
74. Expectation
✤ "The main thing is the way
society puts younger people in a
box and nobody expects much of
them. I am struck by how much
people my age can actually
achieve if only they could think
beyond football and high school
and what they are told is
possible... This just shows they
can do a lot more with some
strong ambition and desire. My
[advice] is to get out there and
do your thing with all you got."
Zac Sunderland
77. Yes we can...
• Kristallnacht
• US Holocaust
Museum
• Land of Lincoln
• NOAA Weather
• Sistine Chapel
• Paris 1900
• Museum of
Philosophy
• Stomach Museum
• Dive World
• Smithsonian Latino
Museum
• The Globe Theatre
• Renaissance Island
78.
79. The Future... it’s already here...
“[Our goal is to] shift the focus
of the conversation about the
digital divide from questions of
technological access to those of
opportunities to participate and
to develop the cultural
competencies and social skills
needed for full involvement.”
—Henry Jenkins
80. Let’s Review!
1. Walls of the School =
Make Learning Purposeful and Authentic (like RL)
2. Walls of the Classroom =
Allow for collaboration and participatory culture
3. Walls of the Teacher =
Change to facillitator to support
Individual Learning Plans
4. Walls of the “Imaginary” =
Rattle the Cage... We want Tomorrow, TODAY!
My name is Bob Sprankle... and I haven’t been sleeping well...
I don’t come here in isolation...
PLN
knowledge and thoughts of thousands...
Going to invite U2
learning not in isolation
Wiki
Wiki
What do we do to get our classrooms out of the 20th century?
Been talking about it for a while>>>How do we prepare our students for an unknown future.
CONCEPT of school has to change.
Love the name
want toBELONG TO
suggests that there can be many dif. types to belong to
Singing to the choir
no longer have a choice to "close our doors" to our classrooms.
OPEN UP TO prepare our students FUTURES
I Used to call this...
How many feel an urgency?
That for our students sake... we have to get to this place soon... this transformation/change?
too much Torchwood?
JACK KNOWS
●2005
●Double Entendre play on “computer term”
●didn't want to “freak” anyone out...
●meet folks at their level...
●together, we'll get there
●little piece at a time
Not urgent enough
or BYTE BY BYTE to include the cute computer reference
Or... I don’t know... Maybe I need something a bit more urgent...
Not urgent enough
or BYTE BY BYTE to include the cute computer reference
Or... I don’t know... Maybe I need something a bit more urgent...
Not urgent enough
or BYTE BY BYTE to include the cute computer reference
Or... I don’t know... Maybe I need something a bit more urgent...
Not urgent enough
or BYTE BY BYTE to include the cute computer reference
Or... I don’t know... Maybe I need something a bit more urgent...
Not just about preparing students for Future anymore...
PUT OFF LIKE GLOBAL WARMING
if we don't NOW... let in the 21st Century, then we're also failing our students right now in the present. NOT JUST THEIR FUTURES
If we keep doing things in isolation --20th Century Way/Doors Closed-- and don't allow students to make PURPOSEFUL and AUTHENTIC CONTIBUTIONS
then ILLUSION:
FINITE, ARTIFICIAL, ISOLATED, TEMPORARY
perhaps meaningless.
BECAUSE... no connection to REAL LIFE/OUTS
Do we want our students ENGAGED, MOTIVATED, CONNECTED to the rest of the world (in ways never before possible)...
put all that away when they enter the doors to our classroom?
SO... we've got to tear down some walls.I've broken it down into 4 WALLS... to get out of the box we're in
●focus on “Outside vs Inside” and “Now vs Later”
First off, before we do any knocking down, I want to ask a question...
●When I think of my students... my daughter...
●If we want them to become that, why not make it happen right now...
●Have them contribute to society NOW:
●CREATORS OF MEANINGFUL AND AUTHENTIC WORK NOW
●Have them take LEADERSHIP ROLES NOW
●To the extreme, you can just remove the school altogether
>>Want to teach students about science, turn them into REAL LIFE SCIENTIST... get them out Doing Real Meaningful work
● “Expedition to the Pantanal”
●Doing work for scientists:
●To study resources and population for pecaries and their impact on the biodiversity of the region.
I want my daughter on that trip!
●Not all our students are going to have that opportunity to go out...
●But we can have things COME IN
We live in a dif. time than when most of us we’re in school.
●We we’re the TV generation....
●Passivity... watching
●Perfect for ... or perhaps reinforcing a traditional classroom setting... a “sit and git”
●Teacher disseminating wisdom
●We live in a new time...
●A huge cultural shift has happened
●MUST READ
Jenkins calls for these skills to be included in our classrooms, in our learning organizations
We have the tools for our students to collaborate like never before.
●Is the SHIFT BECAUSE of the tools, or
●are the Tools are a byproduct of some global evolutionary change?
●Regardless... we live in a time where we have the tools that
●allow the classroom to mirror the rest of Student's Reality > PROSUMER SOCIETY/PARTICIPATORY CULTURE
●Moved from TV/Web 1.0 to Web 2.0 world
●Tools will also allow students take control of their own Learning AND even Assessment...
●Shameless Promotion: Tomorrow: VoiceThread as living portfolio.
●It’s more than just technology
●it’s a cultural shift
●Mcluhan: Most of us don’t see the nature of the new technologies during its innovation...
Don’t recognize the technology which is responsible for the shift.
●we are always one step behind...
●“Clinging to the “rear-view mirror view of their world”
●Instead of "looking ahead" society tends to cling to the past.
Maybe these days, we see it when Oprah gets her hands on it...
●Is the “tipping point” coming faster these days?
●Is that “rear-view” understanding of our media having less of a shelf-life?
Oprah= 2million followers
she follows 14
Maybe this shows that Oprah is still rear view
Maybe these days, we see it when Oprah gets her hands on it...
●Is the “tipping point” coming faster these days?
●Is that “rear-view” understanding of our media having less of a shelf-life?
Oprah= 2million followers
she follows 14
Maybe this shows that Oprah is still rear view
●I think it is
●Clearly, we see things transforming --- almost OVERNIGHT, don’t we?
>>>>>But is it staying at the same slow “rear-view pace in our classrooms?
Let’s look at some of the “writing on the wall”
Regular folk
capturing, archiving, writing, commenting, telling the story... like never before.
●FOLKSONOMY... tagging this content... we are all of us writing history.
●created by US... not by the few:
historians
media
People don’t watch... they come together to talk about it, to archive it; comment on it... be a part of it.
●Moonwalker... makes us think of the moon walk
●40th anniv.
●Me= 7yrs old
●Remember... father...
●BORING... why?
I had no connection... nobody even talked to me about this.
On TV, it was something OUT THERE... had nothing to do with me.
I could watch it, but I couldn’t participate.
In order to understand the difference in a Passive culture and a PARTICIPATORY CULTURE...
IMAGINE IF THE MOON WALK HAPPENED NOW
WE WOULDN’T JUST WATCH IT... we’d be a part of it... definitely helping to tell the story, but perhaps even SHAPING THE STORY, as we’ll see with the next Wall I’ll talk about.
●Changing what the classroom has traditionally been
●Tappscott & Williams
●“Democratizing the Media”
●and WORK WILL CHANGE... move to collaboration, and thePROSUMER> be a part of the creationSmart companies are seeing this
●Example of Entertainment Company
●Control vs Inviting them in
●Why shouldn't they listen to their clients: “This is how we want it”
SAME for classrooms? If we live in a participatory culture?
Rather than... you will digest it the way I SAY
●Chapter on things businesses can do to HARNESS/invite in the prosumer... translation for the classroom
1. Reconfigurable for EACH STUDENT
2. Customers will change the use of the tool... How do you want this media> how do you want to learn this? OR WILL THEY GO ELSEWHERE? OTHER OPTIONS right now for this conferenceWill need flexible curriculum
3.Become peer> Business should create an “innovation ecosystem” rather than being concerned about controlling the product• Amazon example... Others plugging in to the environment set up to do their own business
Teacher> role of facilitator... setting up the environment for the students... BUT... who should be doing the creating/the work?
4. With that... sharing the fruit... business giving rights/ or kickback to the prosumers...The “give back” for the students is that we need to provideways for the to really ownthe work/outcomesLongevity... Perhaps across grades
Not in IsolationARCHIVING WORK
>>>providing opportunities for AUTHENTIC/MEANINGFUL WORK that the students want archive.
SAME for classrooms? If we live in a participatory culture?
Rather than... you will digest it the way I SAY
●Chapter on things businesses can do to HARNESS/invite in the prosumer... translation for the classroom
1. Reconfigurable for EACH STUDENT
2. Customers will change the use of the tool... How do you want this media> how do you want to learn this? OR WILL THEY GO ELSEWHERE? OTHER OPTIONS right now for this conferenceWill need flexible curriculum
3.Become peer> Business should create an “innovation ecosystem” rather than being concerned about controlling the product• Amazon example... Others plugging in to the environment set up to do their own business
Teacher> role of facilitator... setting up the environment for the students... BUT... who should be doing the creating/the work?
4. With that... sharing the fruit... business giving rights/ or kickback to the prosumers...The “give back” for the students is that we need to provideways for the to really ownthe work/outcomesLongevity... Perhaps across grades
Not in IsolationARCHIVING WORK
>>>providing opportunities for AUTHENTIC/MEANINGFUL WORK that the students want archive.
SAME for classrooms? If we live in a participatory culture?
Rather than... you will digest it the way I SAY
●Chapter on things businesses can do to HARNESS/invite in the prosumer... translation for the classroom
1. Reconfigurable for EACH STUDENT
2. Customers will change the use of the tool... How do you want this media> how do you want to learn this? OR WILL THEY GO ELSEWHERE? OTHER OPTIONS right now for this conferenceWill need flexible curriculum
3.Become peer> Business should create an “innovation ecosystem” rather than being concerned about controlling the product• Amazon example... Others plugging in to the environment set up to do their own business
Teacher> role of facilitator... setting up the environment for the students... BUT... who should be doing the creating/the work?
4. With that... sharing the fruit... business giving rights/ or kickback to the prosumers...The “give back” for the students is that we need to provideways for the to really ownthe work/outcomesLongevity... Perhaps across grades
Not in IsolationARCHIVING WORK
>>>providing opportunities for AUTHENTIC/MEANINGFUL WORK that the students want archive.
SAME for classrooms? If we live in a participatory culture?
Rather than... you will digest it the way I SAY
●Chapter on things businesses can do to HARNESS/invite in the prosumer... translation for the classroom
1. Reconfigurable for EACH STUDENT
2. Customers will change the use of the tool... How do you want this media> how do you want to learn this? OR WILL THEY GO ELSEWHERE? OTHER OPTIONS right now for this conferenceWill need flexible curriculum
3.Become peer> Business should create an “innovation ecosystem” rather than being concerned about controlling the product• Amazon example... Others plugging in to the environment set up to do their own business
Teacher> role of facilitator... setting up the environment for the students... BUT... who should be doing the creating/the work?
4. With that... sharing the fruit... business giving rights/ or kickback to the prosumers...The “give back” for the students is that we need to provideways for the to really ownthe work/outcomesLongevity... Perhaps across grades
Not in IsolationARCHIVING WORK
>>>providing opportunities for AUTHENTIC/MEANINGFUL WORK that the students want archive.
●First step is admitting that you have a problem.
●My job needs to be:
a facilitator helping you find your path through the knowledge
supporting you with resources,
modeling what it means to be a learner,
explicitly teaching 21st Cent skills:
●like how to gather information,
●how to access its worth,
●how to organize it,
●how to express ideas compellingly,
• how to use information and how to use it ethically...
How to change the paradigm? Losing control...
●the minute you bring in Blog, Podcast, Digital Storytelling, etc., you’re giving up some control as the teacher... it forces you to do this.
THAT’S WHAT TECH is all about to me=
AFFORDS US THE OPPORTUNITY TO CHANGE THE PARADIGM
>>most teachers say not comfortable... excellent!
●We know we need to differentiate; we know about the dif. learning modalities, yet we put everyone through the same process.
●Interesting findings... teacher's trapped...
●Christensen says because of a bunch of factors... this will happen:
○retirement
○economics
○advancement in software
1.People want to create.
2.People want their work to have purpose.
3.They want to own their learning.
Here's what it looked like with Podcasting in my class
●Students deciding direction
●Students working together
●Students connecting with other learners and teachers globally
●Learning more than one teacher could give____________
I go into this more in past presentations, but in short,
●writing and literacy improved and transformed in ways never seen before.
●The students couldn’t wait to get to school to work on their show... They said it no longer felt like school...
And it wasn’t... it was their job.
Scratch
●Great way to get out of the TEACHER as In-Charge (can’t anticipate)
●Algebraic Reasoning (Greg Tang: applying knowledge generally... in unknown, new situations)
I’ll provide link to my reflection
●Viral Learning
The CAN’T wall
NOT JUST URGENCY >>> FRUSTRATION
START WITH WHY IT SHOULD HAPPEN, NOT WHY IT CAN’T
●Have to open up the networks... we can't just always approach with "that can't happen".
●Yes, >>many things that need to be considered (beyond this presentation)
... SAFETY above all...
>>we know safety!
Frustration with waiting for TOMORROW... when it's already here today.
Expectations need to change
We all need to expect more...
—parents and students will... or go elsewhere●we have to look beyond our previous experiences...
○for instance... we still see cellphones (which are usually banned) as something different than the computers we allow
THIS IS THAT REAR VIEW MIRROR cling...
>HOT WATER EXPECTATION
>Audio for this conf (hard to get out of mindset)
Time to start “rattling the cages” demanding ... and to let us in...
Frustration is also felt by the students...
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
• We go on field trips because it’s REAL
“Tell me again... why can’t I go in there?”
●Why can’t I use my cellphone/computer in school?
●Why can’t I use my laptop in my college class?
●Why do I have to put away all the tools I use outside when I come inside the school?
●
Teachers are always trying to “duct-tape” solutions... trying to find ways around the “barriers”
Let's face it... it's easier to just let it go... not fight for it, not try to fix the holes...
RATTLE THE CAGES! LET US IN!
Jenkins talks about the Digital Divide that really exists:
not between Have/Not have
but between having guidance and not having guidance.
Can’t just leave out these tools, and expect students to know how to use them later on...
HAVE TO BE WITH THEM... NOW
For:
ENGAGMENT NOW
INSTRUCTION NOW
PREPARED NOW.
NOT JUST FOR THE FUTURE
Could have done this whole thing in 2 min
In a couple of Twitter Posts
The paradigm of the presentation needs to change as well
It feels a little wrong to say all this and then... be up here
Really, this isn’t a presentation... that’s finite... “Now We’re Done”Hopefully it’s more of a preview... like a movie trailer... then we all go out and make the movies
I look forward to seeing your movies.