Derek Wenmoth

Director, eLearning

Core Education Ltd

derek@core-ed.net

Thinking digitally…Thinking digitally…

• Phone (obviously)Phone (obviously)• Appointments CalendarAppointments Calendar• Alarm ClockAlarm Clock• Game deviceGame device• Music playerMusic player• Still CameraStill Camera• Video CameraVideo Camera• Video playerVideo player• Address BookAddress Book• To Do List ReminderTo Do List Reminder• Voice RecorderVoice Recorder• CalculatorCalculator• Email ToolEmail Tool• Text MessengerText Messenger• Satellite Navigation System Satellite Navigation System (ref: (ref: GPSXCGPSXC.).)

The Digital WorldThe Digital World

Think of the communications technologies that are Think of the communications technologies that are “taken for granted” now that weren’t around when you “taken for granted” now that weren’t around when you were at school….were at school….

New ToolsNew Tools

• PenPen• Chalkboard/Chalkboard/

WhiteboardWhiteboard• BandaBanda• GestetnerGestetner• 16mm projector16mm projector• Slide showsSlide shows• TelephoneTelephone• FaxFax• LibraryLibrary

Then Now Next?

• Txting/PxtingTxting/Pxting• Blogs/WikisBlogs/Wikis• Pod/Vod-castingPod/Vod-casting• Data projectorData projector• LMSLMS• IM/SMSIM/SMS• Digital camerasDigital cameras• iMovieiMovie• GoogleGoogle• Peer2peer Peer2peer

networksnetworks

• Virtual realityVirtual reality• Wearable Wearable

computerscomputers• Ubiquitous identityUbiquitous identity• Voice recognitionVoice recognition• Agents and avitarsAgents and avitars• VisualisationVisualisation• MiniaturisationMiniaturisation• Reusable paperReusable paper• Semantic webSemantic web• PLEsPLEs

Analog

Digital

Connected

Ubiquitous

21st Century Skills21st Century Skills

Digital-Age Literacy * Basic, scientific, economic, and technological literacies* Basic, scientific, economic, and technological literacies

* Visual and information literacies* Visual and information literacies * Multicultural literacy and global awareness* Multicultural literacy and global awareness

Inventive ThinkingInventive Thinking * Adaptability and managing complexity* Adaptability and managing complexity * Self-direction* Self-direction * Curiosity, creativity, and risk taking* Curiosity, creativity, and risk taking * Higher-order thinking and sound reasoning* Higher-order thinking and sound reasoning

Effective Communication * Teaming, collaboration, and interpersonal skills* Teaming, collaboration, and interpersonal skills

* Personal, social, and civic responsibility* Personal, social, and civic responsibility * Interactive communication* Interactive communication

High Productivity * Prioritizing, planning, and managing for results* Prioritizing, planning, and managing for results * Effective use of real-world tools* Effective use of real-world tools * Ability to produce relevant, high-quality products* Ability to produce relevant, high-quality products

http://www.ncrel.org/engauge/skills/skill21.htm

What the US public thinksWhat the US public thinks

http://www.21stcenturyskills.org/

NZ Key CompetenciesNZ Key Competencies

Thinking:Thinking: Intellectual curiosity is at the heart of this competency.Intellectual curiosity is at the heart of this competency.

Using language, symbols, and texts:Using language, symbols, and texts: confidently use ICT to access and provide confidently use ICT to access and provide information and to communicate with othersinformation and to communicate with others

Managing self:Managing self: know when to lead, when to follow, and when and how to act know when to lead, when to follow, and when and how to act independently.independently.

Relating to others:Relating to others: includes the ability to listen actively, recognise different points includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.of view, negotiate, and share ideas.

Participating and contributing:Participating and contributing: includes a capacity to contribute appropriately as includes a capacity to contribute appropriately as a group member, to make connections with others, and to create a group member, to make connections with others, and to create opportunities for others in the group.opportunities for others in the group.

http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum/key_competencies

What do learners do online?What do learners do online?

Once they were…Once they were…• ConsumersConsumers

Now they are…Now they are…• CreatorsCreators• ContributorsContributors• CommunicatorsCommunicators• Collaborators Collaborators • CoordinatorsCoordinators

In an “architecture of In an “architecture of participation”participation”

ConsumersConsumers

• EncyclopediasEncyclopedias• How Stuff WorksHow Stuff Works• GoogleGoogle

CreatorsCreators

• TextText - - NeoOffice, OpenOfficeNeoOffice, OpenOffice

• GraphicsGraphics - - ArtRage, GIMP, GBModelproArtRage, GIMP, GBModelpro

• SoundSound - - Audacity, GarageBandAudacity, GarageBand

• VideoVideo - - iMovie, MovieMakeriMovie, MovieMaker

• GamesGames - - ScratchScratch Alice Alice

• Web pages/sitesWeb pages/sites - - Nvu, iWebNvu, iWeb

ContributorsContributors

• Blog CommentsBlog Comments• WikipediaWikipedia• FlickrFlickr• YouTubeYouTube

CommunicatorsCommunicators

• BlogsBlogs• PodcastsPodcasts• EmailEmail• SMSSMS• TwitterTwitter• Skype - AC, VC, chatSkype - AC, VC, chat• MySpace, BeboMySpace, Bebo

CollaboratorsCollaborators

• WikisWikis• GoogleDocsGoogleDocs• FrapprFrappr• 43 things43 things

CoordinatorsCoordinators

• NetVibesNetVibes• PageFlakesPageFlakes• MySpace, BeboMySpace, Bebo• FlockFlock• Del.icio.usDel.icio.us• BloglinesBloglines• TaggingTagging

2020 & Beyond…2020 & Beyond…

• To what extent are we prepared, To what extent are we prepared, as a society and as educators, for as a society and as educators, for the massive changes in human the massive changes in human capabilities that digital capabilities that digital technologies are likely to enable in technologies are likely to enable in the next 13 years?the next 13 years?

• To what extent are our future To what extent are our future visions for education based upon visions for education based upon assumptions about humanity, assumptions about humanity, society and technology that are no society and technology that are no longer valid?longer valid?

• To what extent can we, as To what extent can we, as educators, help to shape the educators, help to shape the developments of technology in developments of technology in order to enhance human order to enhance human development?development?

Future School SiteFuture School Site

• What would kids learn?What would kids learn?

• How would they learn?How would they learn?

• When would they learn?When would they learn?

• Who would they learn with?Who would they learn with?

• When would they learn?When would they learn?

• What would they learn on or What would they learn on or with?with?

• Where would they learn?Where would they learn?

• How will they/we know what How will they/we know what they’ve learned?they’ve learned?

• Who decides?Who decides?

Two key questions…Two key questions…

Education Education inin the Future: the Future:

• What will our schools What will our schools be like?be like?

• Where will learning Where will learning occur?occur?

• What will be the role of What will be the role of teachers?teachers?

• What technology will be What technology will be used?used?

Education Education inin the Future: the Future:

• What will our schools What will our schools be like?be like?

• Where will learning Where will learning occur?occur?

• What will be the role of What will be the role of teachers?teachers?

• What technology will be What technology will be used?used?

Education Education forfor the Future: the Future:

What must we be doing What must we be doing todaytoday to ensure that our to ensure that our students are equipped students are equipped with the skills and with the skills and knowledge required to knowledge required to function in the world of function in the world of tomorrow?tomorrow?

Education Education forfor the Future: the Future:

What must we be doing What must we be doing todaytoday to ensure that our to ensure that our students are equipped students are equipped with the skills and with the skills and knowledge required to knowledge required to function in the world of function in the world of tomorrow?tomorrow?

Future SkillsFuture Skills

From the US…From the US…

• The top ten in-demand jobs in 2010 did not exist in The top ten in-demand jobs in 2010 did not exist in 20042004

• We are preparing students for jobs that don’t yet existWe are preparing students for jobs that don’t yet exist

• Using technologies that haven’t been inventedUsing technologies that haven’t been invented

• In order to solve problems we don’t even know are In order to solve problems we don’t even know are problems yet.problems yet.

Tech FuturesTech Futures

• Advanced networksAdvanced networks

• Interoperability/connectivityInteroperability/connectivity

• Personalisation/customizationPersonalisation/customization

• MiniaturizationMiniaturization

• Mobile devicesMobile devices

• Convergence/MashupsConvergence/Mashups

• LMS/SMS/OLELMS/SMS/OLE

• Web2.0 - social networkingWeb2.0 - social networking

• Semantic webSemantic web

• VisualisationVisualisation

• 3D Immersive environments3D Immersive environments

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

3D immersive environments3D immersive environments

• ““Spore”Spore”- game based on procedural - game based on procedural methodsmethods

• MellaniuM” - 3D graphical MellaniuM” - 3D graphical environments generated environments generated ‘on-the-fly”.‘on-the-fly”.

New forms of interfaceNew forms of interface

““Touch” technology Touch” technology - the Apple iPhone- the Apple iPhone

““Multi-touch” technologyMulti-touch” technology- Microsoft’s ‘table’, surface - Microsoft’s ‘table’, surface computing.computing.

QuickTime™ and a decompressor

are needed to see this picture.

Think about it…Think about it…

“ “The only people who call technology “technology”, are The only people who call technology “technology”, are those who were born before it was invented”those who were born before it was invented”

(Source unknown)(Source unknown)

New ThinkingNew Thinking

What are the ideas about What are the ideas about knowledge, mind, and knowledge, mind, and learning that inform your learning that inform your current thinking about how current thinking about how you teach and how schools you teach and how schools should be organised?should be organised?

Ref: Jane Gilbert (2005) Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCERCatching the Knowledge Wave - NZCER

KnowledgeKnowledge

• Knowledge is “stuff”Knowledge is “stuff”

• It can be stored - in minds, books or other kinds of It can be stored - in minds, books or other kinds of databasesdatabases

• Knowledge is true, correct, “the facts”Knowledge is true, correct, “the facts”

• It is something stable that accumulates slowly over time; new It is something stable that accumulates slowly over time; new knowledge builds on older knowledgeknowledge builds on older knowledge

• It is built up by people, and people can “have” it, however, it It is built up by people, and people can “have” it, however, it exists objectively, independently of peopleexists objectively, independently of people

• There are different branches of knowledge called disciplines There are different branches of knowledge called disciplines or subjectsor subjects

• Each discipline has its own way of doing thingsEach discipline has its own way of doing things

MindsMinds

• Minds are like containers (filing cabinets or Minds are like containers (filing cabinets or databases), they store knowledgedatabases), they store knowledge

• Minds also process knowledge; they take it in, Minds also process knowledge; they take it in, organise it and represent itorganise it and represent it

• Minds are the places where thinking and learning Minds are the places where thinking and learning happenhappen

• Some minds have more capacity than other minds Some minds have more capacity than other minds for storing and processing knowledgefor storing and processing knowledge

• The mind is located in the brain, but its activities are The mind is located in the brain, but its activities are distinct from the brain’s other functionsdistinct from the brain’s other functions

LearningLearning

• Learning is the process by which knowledge gets stored in Learning is the process by which knowledge gets stored in mindsminds

• Learning is an individual activity: it takes place in individual Learning is an individual activity: it takes place in individual mindsminds

• Learning is an activity that happens in more or less the Learning is an activity that happens in more or less the same way in all individualssame way in all individuals

• Learners of the same age (or stage of development) will be Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same timeready for the same kinds of knowledge at the same time

• Learning is easier if the knowledge to be learned is broken Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.down into parts and introduced as a series of steps.

ThankyouThankyou

Derek WenmothDerek Wenmoth

Director, eLearningDirector, eLearning

CORE Education LtdCORE Education Ltdderek@core-ed.netderek@core-ed.net

http://blog.core-ed.net/derekhttp://blog.core-ed.net/derek