SlideShare une entreprise Scribd logo
1  sur  61
the digital landscape
implications for teaching and learning
Our values and norms in
education are being
challenged by a shifting
landscape of media and
communications in which
youth are central actors.
buzzwords



     Social Media


 gather, communicate,
share, collaborate, play


       Web 2.0


  social media tools
key words in the internet landscape
key words in the internet landscape


                     media
key words in the internet landscape


                     media

                     social
key words in the internet landscape


                     media

                     social

                     mobile
key words in the internet landscape


                     media

                     social

                     mobile

                   real time
key words in the internet landscape


                     media

                     social

                     mobile

                   real time

                 convergence
digital life
digital life
digital life
digital life
digital life
digital life
digital life
digital life
digital life
virtual spaces
MUVEs: multi-user virtual environments
Narrative environments : game style worlds
Virtual worlds
Social & professional networks
Sharing & collaborative spaces
Aggregation & storage
Products & services [e-commerce]
Information sources

In these spaces, people:
// run businesses & engage in e-commerce
// live, love & learn
// create & construct
// play, trade & socialise
// make their voices heard
web as participatory platform
‘us-ness’ | community | participation
what does this mean for us?
what does this mean for us?
what does this mean for us?
what does this mean for us?
what does this mean for us?
what does this mean for us?
so plugged in,
	 	 	 	 	 	 	 	 	 	 	 	 	 	 yet so disconnected



  “We [need to] use social media in the classroom not
  because our students use it, but because we are afraid that
  social media might be using them – that they are using
  social media blindly, without recognition of the new
  challenges and opportunities they might create.”
  M. Wesch
awash with stuff
what would education look like if it resembled the culture?
current technology demands a totally different approach to
instructional design and teaching methodology
it requires new skills from both teacher and student
social media matters in education




 What’s important: the properties and dynamics of social
  media – not the tools – and how to evolve with them.
‘traditional’ literacy




      “.... being able to read and write in the
      shared language of a culture.”




      Futurelab: Digital participation, digital literacy and school subjects 2009
digital literacy




      Being able to access the internet; find,
      manage and edit digital information; join in
      communications; and engage with an
      online information and communications
      network impact on a person’s potential to
      communicate and learn.
21st Century Education
21st Century Education   Rethinking the who, what,
                         where & when of learning.
21st Century Education   Rethinking the who, what,
                         where & when of learning.
                         The delivery & distribution
                         of learning.
21st Century Education   Rethinking the who, what,
                         where & when of learning.
                         The delivery & distribution
                         of learning.
                         From prescriptive to
                         connective practices.
21st Century Education   Rethinking the who, what,
                         where & when of learning.
                         The delivery & distribution
                         of learning.
                         From prescriptive to
                         connective practices.
                         Who participates in the
                         learning process.
21st Century Education   Rethinking the who, what,
                         where & when of learning.
                         The delivery & distribution
                         of learning.
                         From prescriptive to
                         connective practices.
                         Who participates in the
                         learning process.
                         Learning spaces.
21st century competencies
21st century competencies
2009 horizon report




                        Horizon Report: 2009 K-12 Edition
                      http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS




                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS


              • collaborative environments
              • online communication tools




                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS


              • collaborative environments
              • online communication tools

                  MID TERM HORIZON 2-3 YRS




                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS


              • collaborative environments
              • online communication tools

                  MID TERM HORIZON 2-3 YRS


              • mobiles
              • cloud computing




                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS


              • collaborative environments
              • online communication tools

                  MID TERM HORIZON 2-3 YRS


              • mobiles
              • cloud computing

                 LONG TERM HORIZON 4-5 YRS




                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
2009 horizon report
                SHORT TERM HORIZON 1-2 YRS


              • collaborative environments
              • online communication tools

                  MID TERM HORIZON 2-3 YRS


              • mobiles
              • cloud computing

                 LONG TERM HORIZON 4-5 YRS


              • smart objects
              • the personal web

                                               Horizon Report: 2009 K-12 Edition
                                             http://wp.nmc.org/horizon-k12-2009/
responding to opportunities & challenges
responding to opportunities & challenges




 Trying to protect students and instructional time by
 banning Web 2.0 or setting policies to keep it “safe.”
responding to opportunities & challenges
responding to opportunities & challenges




 Preserving existing programs and practices by using
 technology in a way that “fits” into what is already in
 place.
responding to opportunities & challenges
responding to opportunities & challenges




 Taking a progressive approach by allowing technology to
 transform the organisation rather than moving it faster
 and further on its existing path.
responding to opportunities & challenges
Teachers are the learning professionals and catalysts.
 When you put them in the mix with new technology,
            you get powerful outcomes.

Contenu connexe

En vedette

Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying MResource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
chiragwarty
 
Digital jewellery ppt
Digital jewellery pptDigital jewellery ppt
Digital jewellery ppt
Nida Khan
 

En vedette (11)

Achieve business agility with Cloud APIs, Cloud-aware Apps, and Cloud DevOps ...
Achieve business agility with Cloud APIs, Cloud-aware Apps, and Cloud DevOps ...Achieve business agility with Cloud APIs, Cloud-aware Apps, and Cloud DevOps ...
Achieve business agility with Cloud APIs, Cloud-aware Apps, and Cloud DevOps ...
 
Re Defining The Learning Architecture In Your School Tony Carrucan
Re Defining The Learning Architecture In Your School Tony CarrucanRe Defining The Learning Architecture In Your School Tony Carrucan
Re Defining The Learning Architecture In Your School Tony Carrucan
 
Digital jewellery final report
Digital jewellery final reportDigital jewellery final report
Digital jewellery final report
 
Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying MResource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
Resource Allocation using ASK, FSK and PSK Modulation Techniques with varying M
 
Scientific methods in computer science
Scientific methods in computer scienceScientific methods in computer science
Scientific methods in computer science
 
Final digital jewelry report
Final digital jewelry  reportFinal digital jewelry  report
Final digital jewelry report
 
Digital jewellery by SH
Digital jewellery by SHDigital jewellery by SH
Digital jewellery by SH
 
Digital jewellery ppt
Digital jewellery pptDigital jewellery ppt
Digital jewellery ppt
 
Digital jewellery ppt
Digital jewellery pptDigital jewellery ppt
Digital jewellery ppt
 
Digital jewellery
Digital jewelleryDigital jewellery
Digital jewellery
 
RESOURCE ALLOCATION AND STORAGE IN MOBILE USING CLOUD COMPUTING
RESOURCE ALLOCATION AND STORAGE IN MOBILE USING CLOUD COMPUTINGRESOURCE ALLOCATION AND STORAGE IN MOBILE USING CLOUD COMPUTING
RESOURCE ALLOCATION AND STORAGE IN MOBILE USING CLOUD COMPUTING
 

Similaire à Sacre Coeur Keynote Dec 10 2009

Bialik Workshop July16 2010
Bialik Workshop July16 2010Bialik Workshop July16 2010
Bialik Workshop July16 2010
digimuve
 
CSE SEMINAR: Introduction to Blended Learning
CSE SEMINAR: Introduction to Blended LearningCSE SEMINAR: Introduction to Blended Learning
CSE SEMINAR: Introduction to Blended Learning
digimuve
 
thefinalreport
thefinalreportthefinalreport
thefinalreport
s06283
 
Statewide CIRC Forum March 12 2010
Statewide CIRC Forum March 12 2010Statewide CIRC Forum March 12 2010
Statewide CIRC Forum March 12 2010
digimuve
 
Chapter 4 open, social and participatory media v2
Chapter 4 open, social and participatory media v2Chapter 4 open, social and participatory media v2
Chapter 4 open, social and participatory media v2
grainne
 
Report Of Web2 Application
Report Of Web2 ApplicationReport Of Web2 Application
Report Of Web2 Application
alebdaa
 

Similaire à Sacre Coeur Keynote Dec 10 2009 (20)

Bialik Workshop July16 2010
Bialik Workshop July16 2010Bialik Workshop July16 2010
Bialik Workshop July16 2010
 
MIL-week-1-2nd-quarter.pptx
MIL-week-1-2nd-quarter.pptxMIL-week-1-2nd-quarter.pptx
MIL-week-1-2nd-quarter.pptx
 
connecting education to the Cloud
connecting education to the Cloudconnecting education to the Cloud
connecting education to the Cloud
 
Learning 2.0 with Web 2.0
Learning 2.0 with Web 2.0Learning 2.0 with Web 2.0
Learning 2.0 with Web 2.0
 
Engaging Digital Natives With Web 2.0 Jcd
Engaging Digital Natives With Web 2.0 JcdEngaging Digital Natives With Web 2.0 Jcd
Engaging Digital Natives With Web 2.0 Jcd
 
Technology outlook: Higher Education in Iberoamerica 2012-2017
Technology outlook: Higher Education in Iberoamerica 2012-2017Technology outlook: Higher Education in Iberoamerica 2012-2017
Technology outlook: Higher Education in Iberoamerica 2012-2017
 
Digital Literacy: An NMC Horizon Project Strategic Brief Slide Deck
Digital Literacy: An NMC Horizon Project Strategic Brief Slide DeckDigital Literacy: An NMC Horizon Project Strategic Brief Slide Deck
Digital Literacy: An NMC Horizon Project Strategic Brief Slide Deck
 
Digital Age Education – Creating Texts
Digital Age Education – Creating TextsDigital Age Education – Creating Texts
Digital Age Education – Creating Texts
 
Future Learning Landscapes
Future Learning LandscapesFuture Learning Landscapes
Future Learning Landscapes
 
CSE SEMINAR: Introduction to Blended Learning
CSE SEMINAR: Introduction to Blended LearningCSE SEMINAR: Introduction to Blended Learning
CSE SEMINAR: Introduction to Blended Learning
 
thefinalreport
thefinalreportthefinalreport
thefinalreport
 
Statewide CIRC Forum March 12 2010
Statewide CIRC Forum March 12 2010Statewide CIRC Forum March 12 2010
Statewide CIRC Forum March 12 2010
 
2009 Horizon Report K12
2009 Horizon Report K122009 Horizon Report K12
2009 Horizon Report K12
 
Web-enhanced teaching and learning environment
Web-enhanced teaching and learning environmentWeb-enhanced teaching and learning environment
Web-enhanced teaching and learning environment
 
Chapter 4 open, social and participatory media v2
Chapter 4 open, social and participatory media v2Chapter 4 open, social and participatory media v2
Chapter 4 open, social and participatory media v2
 
NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE Shared Academics: An Open Discussion of the 2014 Horizon Report
NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report
 
2009 Horizon Report K12
2009 Horizon Report K122009 Horizon Report K12
2009 Horizon Report K12
 
Virtual Worlds: Social Networking, Social Learning and Pedagogy
Virtual Worlds: Social Networking, Social Learning and PedagogyVirtual Worlds: Social Networking, Social Learning and Pedagogy
Virtual Worlds: Social Networking, Social Learning and Pedagogy
 
Report Of Web2 Application
Report Of Web2 ApplicationReport Of Web2 Application
Report Of Web2 Application
 
Web2 Seminar
Web2 SeminarWeb2 Seminar
Web2 Seminar
 

Plus de digimuve

Flipped learning, a brief introduction
Flipped learning, a brief introductionFlipped learning, a brief introduction
Flipped learning, a brief introduction
digimuve
 
Introduction
IntroductionIntroduction
Introduction
digimuve
 
Vision development
Vision developmentVision development
Vision development
digimuve
 
the digital landscape and its relationship to teaching and learning
    the digital landscape and its relationship to teaching and learning    the digital landscape and its relationship to teaching and learning
the digital landscape and its relationship to teaching and learning
digimuve
 
Australian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT CompetenceAustralian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT Competence
digimuve
 
Melb Uni Masters in Ed Presentation October 2011
Melb Uni Masters in Ed Presentation October 2011Melb Uni Masters in Ed Presentation October 2011
Melb Uni Masters in Ed Presentation October 2011
digimuve
 
Blended Learning Models: Scotch PL 27.04.2011
Blended Learning Models: Scotch PL 27.04.2011Blended Learning Models: Scotch PL 27.04.2011
Blended Learning Models: Scotch PL 27.04.2011
digimuve
 
CSE SEMINAR: Blended Leaning Models
CSE SEMINAR: Blended Leaning ModelsCSE SEMINAR: Blended Leaning Models
CSE SEMINAR: Blended Leaning Models
digimuve
 

Plus de digimuve (20)

Flipped learning, a brief introduction
Flipped learning, a brief introductionFlipped learning, a brief introduction
Flipped learning, a brief introduction
 
Introduction
IntroductionIntroduction
Introduction
 
ACT Education and Training Directorate Leadership Conference 2012
ACT Education and Training Directorate Leadership Conference 2012ACT Education and Training Directorate Leadership Conference 2012
ACT Education and Training Directorate Leadership Conference 2012
 
ACT Education and Training Directorate Leadership Conference 2012
ACT Education and Training Directorate Leadership Conference 2012ACT Education and Training Directorate Leadership Conference 2012
ACT Education and Training Directorate Leadership Conference 2012
 
Vision development
Vision developmentVision development
Vision development
 
the digital landscape and its relationship to teaching and learning
    the digital landscape and its relationship to teaching and learning    the digital landscape and its relationship to teaching and learning
the digital landscape and its relationship to teaching and learning
 
Australian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT CompetenceAustralian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT Competence
 
Change Management Leadership in Digital Age Education
Change Management Leadership in Digital Age EducationChange Management Leadership in Digital Age Education
Change Management Leadership in Digital Age Education
 
Uni Bridges Workshop: Virtual Learning Environments
Uni Bridges Workshop: Virtual Learning EnvironmentsUni Bridges Workshop: Virtual Learning Environments
Uni Bridges Workshop: Virtual Learning Environments
 
Uni Bridges Introduction to Digital Learning
Uni Bridges Introduction to Digital LearningUni Bridges Introduction to Digital Learning
Uni Bridges Introduction to Digital Learning
 
21st Century Learning
21st Century Learning21st Century Learning
21st Century Learning
 
Change Management: Leadership in Digital Age Education
Change Management: Leadership in Digital Age EducationChange Management: Leadership in Digital Age Education
Change Management: Leadership in Digital Age Education
 
Melb Uni Masters in Ed Presentation October 2011
Melb Uni Masters in Ed Presentation October 2011Melb Uni Masters in Ed Presentation October 2011
Melb Uni Masters in Ed Presentation October 2011
 
Wks 4–5 Introduction
Wks 4–5 IntroductionWks 4–5 Introduction
Wks 4–5 Introduction
 
Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08...
Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08...Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08...
Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08...
 
Blended Learning Models
Blended Learning ModelsBlended Learning Models
Blended Learning Models
 
Blended Learning Models: Scotch PL 27.04.2011
Blended Learning Models: Scotch PL 27.04.2011Blended Learning Models: Scotch PL 27.04.2011
Blended Learning Models: Scotch PL 27.04.2011
 
CSE SEMINAR: Blended Leaning Models
CSE SEMINAR: Blended Leaning ModelsCSE SEMINAR: Blended Leaning Models
CSE SEMINAR: Blended Leaning Models
 
BSSC PART 1 Professional Learning Morning
BSSC PART 1 Professional Learning MorningBSSC PART 1 Professional Learning Morning
BSSC PART 1 Professional Learning Morning
 
BSSC PART 2 Professional Learning Morning
BSSC PART 2 Professional Learning MorningBSSC PART 2 Professional Learning Morning
BSSC PART 2 Professional Learning Morning
 

Dernier

1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
kauryashika82
 

Dernier (20)

On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-IIFood Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptxRole Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptx
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptxINDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural ResourcesEnergy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 

Sacre Coeur Keynote Dec 10 2009

  • 1. the digital landscape implications for teaching and learning
  • 2. Our values and norms in education are being challenged by a shifting landscape of media and communications in which youth are central actors.
  • 3. buzzwords Social Media gather, communicate, share, collaborate, play Web 2.0 social media tools
  • 4. key words in the internet landscape
  • 5. key words in the internet landscape media
  • 6. key words in the internet landscape media social
  • 7. key words in the internet landscape media social mobile
  • 8. key words in the internet landscape media social mobile real time
  • 9. key words in the internet landscape media social mobile real time convergence
  • 19. virtual spaces MUVEs: multi-user virtual environments Narrative environments : game style worlds Virtual worlds Social & professional networks Sharing & collaborative spaces Aggregation & storage Products & services [e-commerce] Information sources In these spaces, people: // run businesses & engage in e-commerce // live, love & learn // create & construct // play, trade & socialise // make their voices heard
  • 20. web as participatory platform ‘us-ness’ | community | participation
  • 21. what does this mean for us?
  • 22. what does this mean for us?
  • 23. what does this mean for us?
  • 24. what does this mean for us?
  • 25. what does this mean for us?
  • 26. what does this mean for us?
  • 27. so plugged in, yet so disconnected “We [need to] use social media in the classroom not because our students use it, but because we are afraid that social media might be using them – that they are using social media blindly, without recognition of the new challenges and opportunities they might create.” M. Wesch
  • 29. what would education look like if it resembled the culture?
  • 30. current technology demands a totally different approach to instructional design and teaching methodology it requires new skills from both teacher and student
  • 31. social media matters in education What’s important: the properties and dynamics of social media – not the tools – and how to evolve with them.
  • 32. ‘traditional’ literacy “.... being able to read and write in the shared language of a culture.” Futurelab: Digital participation, digital literacy and school subjects 2009
  • 33. digital literacy Being able to access the internet; find, manage and edit digital information; join in communications; and engage with an online information and communications network impact on a person’s potential to communicate and learn.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 40. 21st Century Education Rethinking the who, what, where & when of learning.
  • 41. 21st Century Education Rethinking the who, what, where & when of learning. The delivery & distribution of learning.
  • 42. 21st Century Education Rethinking the who, what, where & when of learning. The delivery & distribution of learning. From prescriptive to connective practices.
  • 43. 21st Century Education Rethinking the who, what, where & when of learning. The delivery & distribution of learning. From prescriptive to connective practices. Who participates in the learning process.
  • 44. 21st Century Education Rethinking the who, what, where & when of learning. The delivery & distribution of learning. From prescriptive to connective practices. Who participates in the learning process. Learning spaces.
  • 47. 2009 horizon report Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 48. 2009 horizon report SHORT TERM HORIZON 1-2 YRS Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 49. 2009 horizon report SHORT TERM HORIZON 1-2 YRS • collaborative environments • online communication tools Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 50. 2009 horizon report SHORT TERM HORIZON 1-2 YRS • collaborative environments • online communication tools MID TERM HORIZON 2-3 YRS Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 51. 2009 horizon report SHORT TERM HORIZON 1-2 YRS • collaborative environments • online communication tools MID TERM HORIZON 2-3 YRS • mobiles • cloud computing Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 52. 2009 horizon report SHORT TERM HORIZON 1-2 YRS • collaborative environments • online communication tools MID TERM HORIZON 2-3 YRS • mobiles • cloud computing LONG TERM HORIZON 4-5 YRS Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 53. 2009 horizon report SHORT TERM HORIZON 1-2 YRS • collaborative environments • online communication tools MID TERM HORIZON 2-3 YRS • mobiles • cloud computing LONG TERM HORIZON 4-5 YRS • smart objects • the personal web Horizon Report: 2009 K-12 Edition http://wp.nmc.org/horizon-k12-2009/
  • 55. responding to opportunities & challenges Trying to protect students and instructional time by banning Web 2.0 or setting policies to keep it “safe.”
  • 57. responding to opportunities & challenges Preserving existing programs and practices by using technology in a way that “fits” into what is already in place.
  • 59. responding to opportunities & challenges Taking a progressive approach by allowing technology to transform the organisation rather than moving it faster and further on its existing path.
  • 61. Teachers are the learning professionals and catalysts. When you put them in the mix with new technology, you get powerful outcomes.

Notes de l'éditeur

  1. The new world we live in - things we thought were stable and safe are rather less. What does all this mean for learning? We are entering a new age of learning.
  2. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  3. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  4. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  5. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  6. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  7. Web 2.0 refers to second generation Internet-based services that emphasise online collaboration and sharing among users. Participation is a key feature of Web 2.0. The strengthening role of the user in digital media offers possibilities that are changing not only the Internet, but our society.
  8. What's important here, is that Web 2.0 transforms the us from users who used to just be a part of “the audience” who watched those conversations taking place between trusted authorities or authors before in a world of broadcast media, where we are often now immersed in them ourselves. We are able to participate in them - and this is slightly different to interacting or collaborating with them - it's an important distinction. ᅠ
  9. Students need the help of teachers who understand all of this on some personal and practical level. They need teachers who can help them navigate these complex spaces and relationships online that require, at the very least, a different application of traditional skills and literacies.
  10. The world is awash with ‘stuff’ and your ability to critique it, make judgements about it, depends on your ability to construct some of that stuff. If you can construct, you can move towards deconstructing and critiquing it. If you don’t you can’t and yet many teachers will deconstruct tech apps without having constructed it. Content is no longer King - mutuality and exchange matters now, not the ownership of knowledge - that sense of us and others is turning out to be very important as is sharing and participating - no surprises really, it’s something humans have been doing for eons...but now it’s happening online.
  11. The big change in the ‘real’ world: cultural, not technological What would education look like if it resembled the culture in which young people live outside the 8.30-3.30 routine of schooling? There is not one education leader who would deny the impact of the Internet, social networking, gaming on the lives of the young people in their charge,yet one is hard pushed to find systemic changes where "their culture" is actively incorporated into "our schools".
  12. We need to rethink the delivery and distribution of learning, and do more than use technology to do what we currently do in a different way. Moreover, new technologies are changing how people process information and what they expect to be able to do with that information. Instructional content and supporting information must now be seen as "connective" rather than prescriptive, with students getting info from various sources, places and creating more content and connecting with their peers more in the learning process. For many teachers, this seems "diminishing" or less rigorous, however, the reality is that it can promote a real sense of inquiry in students. The use of wikis, blogs and social networking in young learners leisure time is described as ‘prolific’ but their use in the classroom is still limited. We need to help learners develop more sophisticated uses of Web 2.0 tech and to give them the skills to navigate this space.
  13. Dynamics that have been reconfigured as a result of social media. 1. Invisible Audiences. There are lurkers who are present but whom we cannot see, visitors who access our content at a later date or in a different environment than where we first produced them. Not fully understanding the potential or actual audience. 2. Collapsed Contexts. Some behaviors are appropriate in one context but not another, in front of one audience but not others. Social media brings all of these contexts crashing into one. 3. Blurring of Public and Private. Focus on the properties and dynamics of social media – not the tools. Specific genres of social media may come and go, but these underlying properties are here to stay. Technology will continue to leverage social networks as we go forward. One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. We are all implicated in it. Social media is here to stay. Now we just have to evolve with it.
  14. While discussions around ICT in learning are often reduced to focusing on tools, we tend to miss more critical aspects of 21st century technologies and Web 2.0 applications in relation to learning – and in particular, their relationship to literacy.
  15. While discussions around ICT in learning are often reduced to focusing on tools, we tend to miss more critical aspects of 21st century technologies and Web 2.0 applications in relation to learning – and in particular, their relationship to literacy.
  16. For some teachers, this seems diminishing or less rigorous, however, the reality is that it can promote a real sense of inquiry in students.
  17. For some teachers, this seems diminishing or less rigorous, however, the reality is that it can promote a real sense of inquiry in students.
  18. For some teachers, this seems diminishing or less rigorous, however, the reality is that it can promote a real sense of inquiry in students.
  19. For some teachers, this seems diminishing or less rigorous, however, the reality is that it can promote a real sense of inquiry in students.
  20. For some teachers, this seems diminishing or less rigorous, however, the reality is that it can promote a real sense of inquiry in students.
  21. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.
  22. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.
  23. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.
  24. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.
  25. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.
  26. Social media and participatory culture are an integral part of life today and can enrich learning. The majority of young people report using Web 2.0 to communicate about education-related topics. What’s standing in the way of more widespread implementation? Despite the case that can be made for the use of Web 2.0 in education at a philosophical level, the issue of if and how Web 2.0 should actually be deployed in schools is problematic. The way in which schools respond to the opportunities and challenges of implementing Web 2.0 in classrooms falls into three categories. The challenge is no longer what we can make the technology do. But what do we want - and this is very different to what we wanted last century in factory schools and economies of scale and wisdom being delivered and a curriculum being received.