Learning in a Networked World
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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
Learning in a Networked World
- 1. Learning in a Networked World Schooling in an Era of Abundance Will Richardson will@willrichardson.com willrichardson.com @willrich45 bit.ly/KyQb6E
- 3. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness...” Charles Dickens
- 4. “It was the best of times, it was the age of wisdom, Charles Dickens
- 8. Jacob Arnott 14-year old Editor in Chief
- 9. it was the worst of times, it was the age of foolishness...” Charles Dickens
- 10. Which geographic factor affected the development of the Gupta Empire?
- 11. Which geographic factor affected the development of the Gupta Empire? a) island location b) volcanoes c) monsoons d) permafrost
- 12. Which geographic factor affected the development of the Gupta Empire? a) island location b) volcanoes c) monsoons d) permafrost
- 13. 2011 NY State Regents Exam for World Geography: Which geographic factor affected the development of the Gupta Empire? a) island location b) volcanoes c) monsoons d) permafrost
- 15. CHANGE
- 16. “The change we are in the middle of isn’t minor and it isn’t optional.” Clay Shirky
- 17. Scarcity
- 19. ABUNDANCE OF... Information Tools Opinions People Data Resources Media More...
- 20. ABUNDANCE OF... (Kids’ Version) Games Videos Networks Texts Hangouts (...and all sorts of other interesting stuff they don’t have access to at school.)
- 21. ...WHICH IS CHANGING Media Politics Journalism Medicine Books Business Music...
- 22. ...WHICH IS CHANGING ...Education
- 23. ...A world marked by “ubiquitous computing, ubiquitous information, ubiquitous networks, at unlimited speed, about everything, everywhere, from anywhere, on all kinds of devices that make it ridiculously easy to connect, organize, share, collect, collaborate and publish.” Michael Wesch
- 24. ...WHICH IS CHANGING Examples
- 29. ABUNDANCE Will Change Us. Is Changing Us.
- 30. bit.ly/MZmNDy
- 34. carcity S bit.ly/MZmNDy
- 35. carcity S bit.ly/MZmNDy
- 36. carcity S Abu ndan ce bit.ly/MZmNDy
- 37. carcity S Information ≠ Education Abu ndan ce bit.ly/MZmNDy
- 38. carcity S Abu ndan ce bit.ly/MZmNDy
- 40. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins, Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U. of Toronto, Princeton, U. of Penn.
- 41. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins, Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U. of Toronto, Princeton, U. of Penn. “This is the tsunami.” --Richard DeMillo, Ga. Tech
- 45. ABUNDANCE Is changing: How we define an education.
- 46. ABUNDANCE Is changing: How we define an education. How we get an education.
- 47. ABUNDANCE Is changing: How we define an education. How we get an education. Where we get an education.
- 48. ABUNDANCE Is changing: How we define an education. How we get an education. Where we get an education. When we get an education.
- 49. ABUNDANCE Is changing: How we define an education. How we get an education. Where we get an education. When we get an education. From whom we get an education.
- 50. “We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves.” Stephen Downes
- 56. 2020?
- 58. “There’s no competitive advantage today in knowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you can do with what you know.” Tony Wagner
- 59. change
- 60. CHANGE
- 61. NEW REALITIES 1. Content and Knowledge are Everywhere
- 67. NEW REALITIES 1. Content and Knowledge are Everywhere 2. Teachers are Everywhere
- 73. NEW REALITIES 1. Content and Knowledge are Everywhere 2. Teachers are Everywhere 3. Data is Everywhere
- 76. NEW REALITIES 1. Content and Knowledge are Everywhere 2. Teachers are Everywhere 3. Data is Everywhere 4. Networks are the New Classrooms
- 77. NEW REALITIES Individuals (Apprenticeships)
- 78. NEW REALITIES Individuals (Apprenticeships) Groups (Classrooms)
- 79. NEW REALITIES Individuals (Apprenticeships) Groups (Classrooms) Networks (VLEs)
- 85. NEW REALITIES 1. Content and Knowledge are Everywhere 2. Teachers are Everywhere 3. Data is Everywhere 4. Networks are the New Classrooms 5. Learning is On Demand
- 86. bit.ly/MrjYw2
- 87. bit.ly/LQ85go
- 90. change
- 91. CHANGE
- 92. KEY QUESTIONS Does the primary value of school change when these “New Realities” exist?
- 93. KEY QUESTIONS Do our roles as educators change when these “New Realities” exist?
- 94. KEY QUESTIONS The answer to that question starts with: “What do we want our students to learn?”
- 95. KEY QUESTIONS “And what do you mean by ‘learning’?”
- 96. KEY QUESTIONS “Higher student achievement?” “Improved student performance?” “Better student outcomes?” “College readiness?”
- 97. KEY QUESTIONS “And what do you mean by ‘learning’?” Discuss.
- 98. LEARNING IS creativity passion to know application of knowledge inquiry seeing patterns posing and answering questions understanding the world acquiring knowledge curiosity finding and solving problems making something understanding something you previously didn’t understand making connections changing your perspective on something synthesizing ideas adding new knowledge
- 99. "Productive learning is the learning process which engenders and reinforces wanting to learn more. Absent wanting to learn, the learning context is unproductive or counterproductive." Seymour Sarason
- 100. LEARNING IS creativity passion to know application of knowledge inquiry seeing patterns posing and answering questions Which of These do we Assess? understanding the world acquiring knowledge curiosity finding and solving problems making something understanding something you previously didn’t understand making connections changing your perspective on something synthesizing ideas adding new knowledge
- 101. LEARNING IS creativity passion to know application of knowledge inquiry seeing patterns posing and answering questions understanding the world acquiring knowledge curiosity finding and solving problems making something understanding something you previously didn’t understand making connections changing your perspective on something synthesizing ideas adding new knowledge
- 102. REMEMBER: “School” is where we get an “education,” and an “education” is defined by what we assess.
- 103. REMEMBER: And, if we don’t assess what we value, we will value what we assess.
- 104. Harder Difficulty Problem to Solving Assess Critical Thinking Basic Skills Content Knowledge Easier Less Important More Important Learning in a Time of Abundance
- 106. Curiosity Resilience Courage Passion Harder Initiative to Learn Entrepreneurial Thinking Empathy Inquiry Synthesis Networking Creativity Difficulty Problem Collaboration Problem Connecting Finding to Solving Creating Assess Critical Thinking Participation Solutions Basic Skills Sharing Content Knowledge Easier Less Important More Important Learning in a Time of Abundance
- 107. “We are ‘optimizing the measurable at the risk of neglecting the immeasurable.’” Justin Reich
- 108. The “Immeasurable” Curiosity Resilience Courage Passion Harder Initiative to Learn Entrepreneurial Thinking Empathy Inquiry Synthesis Networking Creativity Difficulty Problem Collaboration Problem Connecting Finding to Solving Creating Assess Critical Thinking Participation Solutions Basic Skills Sharing Content Knowledge Easier Less Important More Important Learning in a Time of Abundance
- 109. KEY QUESTION How do we react in the face of rapid, radical changes in the world?
- 110. BE BOLD
- 111. “The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler
- 112. NEW REALITIES 1. Content and Knowledge are Everywhere 2. Teachers are Everywhere 3. Data is Everywhere 4. Networks are the New Classrooms 5. Learning is On Demand
- 113. UNLEARNING So, given these new realities, what do we have to “unlearn”?
- 115. UNLEARNING Three “Unlearning” Ideas 1. Delivery
- 116. UNLEARNING UnDelivery Idea: Produce knowledge instead of simply consuming knowledge.
- 117. UNLEARNING UnDelivery Idea: Let students create their own paths to the standards.
- 118. UNLEARNING Three “Unlearning” Ideas 1. Delivery 2. Competition
- 120. UNLEARNING UnCompetiton Idea: Share Everything
- 121. UNLEARNING Three “Unlearning” Ideas 1. Delivery 2. Competition 3. Assessment
- 122. UNLEARNING UnAssessment Idea Not Open Book Test Not Open Phone...
- 123. UNLEARNING UnAssessment Idea Not Open Book Test, Not Open Phone... ...Open Network
- 124. “The change we are in the middle of isn’t minor and it isn’t optional EASY.” Clay Shirky
- 127. CHANGE 1. Understand: The contexts for change
- 129. CHANGE 1. Understand: The contexts for change 2. Feel: Anger, grief, excitement
- 132. “Today, instead of teaching them information, I was teaching them how to learn. And yet, I’m not sure what my new role in this is. I’m not sure how to connect to my students and their learning process while doing this. I’m not sure how to laugh and enjoy them. And I was not expecting the profound sense of loss and the pain accompanying it.”
- 133. CHANGE 1. Understand: The contexts for change 2. Feel: Anger, grief, excitement 3. Reflect: Examine your own learning practice
- 134. ARE YOU LITERATE? • Develop proficiency with the tools of technology • Build relationships with others to pose and solve problems collaboratively and cross-culturally • Design and share information for global communities to meet a variety of purposes • Manage, analyze and synthesize multiple streams of simultaneous information • Create, critique, analyze, and evaluate multi-media texts • Attend to the ethical responsibilities required by these complex environments bit.ly/nctelit
- 135. CHANGE 1. Understand: The contexts for change 2. Feel: Anger, grief, excitement 3. Reflect: Examine your own learning practice 4. Act: Innovate, Change, Connect, ReLearn
- 138. CHANGE 1. Understand: The contexts for change 2. Feel: Anger, grief, excitement 3. Reflect: Examine your own learning practice 4. Act: Innovate, Change, Connect 5. Provoke: Engage others, Advocate
- 141. “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness...” Charles Dickens
- 142. “It was the best of times, it was the age of wisdom, Charles Dickens
- 143. BE BOLD
- 145. “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer
- 146. THE END Thanks! will@willrichardson.com @willrich45 willrichardson.com
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