Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
14. RECONCILING
The Language of School & Youth
MEDIA
LITERA
CY
RESEAR
CH
SKILLS
DECISIV
E
LITERA
CY
INFORMAT
ION
ETHICS
Open
Access
Using
Digital
Media
Open
Source
Remixing
Digital
Media
Information
Accessing
Aggregation
Curation
Knowledge
Strategies
Learning
Behaviors
Copyright
Security
Privacy
17. What
information
am I looking for?
How good is the
Information? Where will I find
the information?
How will I
get there?
How will I
ethically use
the information?
RESEARCH SKILLS
18. Web 2.0 Internet Information Has Changed
RESEARCH SKILLS
ABILITY TO SEARCH
for correct information
KNOWING HOW TO ACCESS& REDUCEDIGITAL INFORMATION
19. ResearchSkills
Critical Thinking Problem Solving
Analysis Dissemination
RESEARCH SKILLS
Imagination
Creativity
Logical Reasoning
Reflection
Data
Collection
Analysis
Imagination
Creativity
Conceptual
Providing Evidence
Application
New Models
24. MEDIA LITERACYMEDIALITERACY
The VALUE of
DISTINGUISHES THE INDIVIDUAL
as a self motivated learner
who is capable in organizing his or her own learning
PERSONAL LEARNING
ENVIRONMENTS
26. LEARNING
asset communities
built around shared experiences
MEDIA LITERACYOPEN ACCESSUSING DIGITAL MEDIA
Selecting tools for content delivery,
discussion, & the integration of shared
learning experiences.
27. MEDIA LITERACY
OPEN SOURCEREMIXING DIGITAL MEDIA
LEARNING
communities
built around CREATIVE CHANGES
and RE-USE of digital resources.
Using CREATIVE TOOLS to develop RESOURCES
28.
29.
30. Collective Intelligence
new ways of understanding
ideas, knowledge, people, &
perspectives.
Collective OPEN
AUTHORSHIP
Need for New Skills Emerge
MEDIA LITERACY
32. INFORMATION ETHICSOPYRIGHT
FAIR USE
BEST PRACTICES
interpreting
the copyright
doctrine
UNDERSTANDING RESPONSIBILITIES
use, & build
upon a work
created
CREATIVE
COMMONS
RIGHT TO SHARE
34. THE DIGITAL FOOTPRINT
INFORMATION ETHICSSECURITY
PRIVACY
a digital reputation starts the 1ST day you publish digital content
Security & privacy should be
taught & practiced
in every connected classroom.
37. 21ST CENTURY SKILLS DECISIVE LITERACY
infusing 21st century skills into education
Master Core Content
Think Critically
Learn How to Learn
PARTNERSHIP FOR
DEEPER LEARNING COMPETENCIES
Work Collaboratively
Communicate Effectively
Academic Mindset
39. LEARNINGSTRATAGIES
TEST knowledge through EXPERIENCE
EXPEDITION FOR LEARNING
CLARIFY EXPERIENCE
MAKING A CHOICE between ALTERNATIVES
Development of LOGIC & IMAGINATION
APPRECIATION FOR CONNECTEDNESS
DECISIVE LITERACY
52. Effect Size
Feedback 0.73
Teacher-Student Relationships 0.72
Mastery Learning 0.58
Challenge of Goals 0.56
Peer Tutoring 0.55
Expectations 0.43
Homework 0.29
Aims & Policies of the School 0.24
Ability Grouping 0.12
INFLUENCESon student learning
John Hattie 1999-2009 – research from 180,000 studies
covering almost every method of innovation
53. SINGLE most INFLUENCE on
ACHIEVEMENT is FEEDBACK
• Quality feedback is needed
• Feedback is to be valued
• Growth Mindsets welcome feedback
• Oral feedback is more effective
POWERFUL FEEDBACK is from
the STUDENT to the TEACHER
59. ASSESSMENT & LEARNING ANALYTICS
the driver of the teaching and learning process
MEASURESprogress
of individual goals
forces important questions
about individual learning
with reflective statements being applied
THE HOW ABOUT KNOWLEDGE
60. ZONE PROXIMAL DEVELOPMENTLEVELOFCHALLENGE
LEVEL OF COMPETENCE
What the learner can currently
achieve independently
What the learner
will be able
to achieve
independently
Scaffolding occurs
through the support
of the more knowing
other.
61. META COGNITIVE
Synthesizing learning data
ALLOWS teachers to make
COMPLEX DECISIONS on HOW TO
CONSTRUCT meta cognitive
INTERVENTIONS before the term
of a goal expires
into new knowledge
INTERVENTIONS
purpose in COLLECTING DATA, information,
and knowledge
There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. The first agent is Transliteracy, the ability to understand and communicate—to be "literate"—across all communications platforms, from sign language and speaking, to reading and writing, to the mass media, to digital communication and social networking. Unfortunately until those dialogues become reality in practice their will be a continued friction between the participatory culture and traditional education institutions. Mimi Ito, in Living and Learning with New Media (2009) summarizes these dialogue by stating that, "Participation in the digital age means more than being able to access serious online information and culture. Youth could benefit from educators being more open to forms of experimentation and social exploration that are generally not characteristic of educational institutions." (p2). These statements support the importance of Transliteracy
http://education-2020.wikispaces.com/Disruptive+Innovation
Transliteracy can be a bridge between teachers and students because it doesn’t pit one medium against another. It is also a necessary strategy for developing young adults who can participate in a broader civic and economic society that “talks” in more languages than the written word. Additionally, use of the term digital native often neglects class differences associated with the digital divide and the participation gap associated with the social and cultural participatory practices afforded in new digital media.
The new challenge for education is in information consumption as literacy is redefined through connected learning experiences and in ways that students access the vast warehouses of digital content. This process is what defines transliteracy: the set of skills needed to collaboratively collect information from multiple sources, decipher and reduce shared information into segments of exactness, and reshape information into multimedia products that become new ideas with deeper meaning.
Transliteracy focuses specifically on “social skills and cultural competencies”39 associated with various media and how they change as one moves across media. Thomas explains transliteracy, that it is important to reach across history to include pre-digital media as part of a dynamic media ecology, thus offering a way to bring the generations together.
Deeper learning requires a broader range of conscious learning behaviors from students than traditional schoolwork. They must accept responsibility for expending the time and energy necessary to think about a task, select the proper learning strategies, and judge how well those strategies are working. When students encounter difficulty or setbacks, deeper learning requires that they diagnose the type of difficulty they are facing, select appropriate strategies to resolve the difficulty, and continue forward toward their learning goal. In addition, deeper learning expects students to be able to meet shared goals with others as well as to engage in the self-reflection necessary to continue learning throughout their lives.
Life and Career Skills
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
Deeper learning requires students to develop positive attitudes and beliefs about themselves in relation to academic work. Academic mindsets are the motivational components that influence students’ engagement in learning. In turn, engagement in deeper learning reinforces positive academic mindsets. Students with strong academic mindsets readily put in effort to learn and persist in the face of difficulty. They make use of cognitive, metacognitive, and self-regulatory strategies because they care about learning and are purposeful in doing what is required to succeed.
There are differences in schools where teachers aim to select talent for different pathways (such as schools with tracking) compared with those where achievement cultures aim to develop talent in each child.
The biggest effects on student learning occurs when teachers become learners of their own learning and when students become their own teachers.
A Structure for Distributed Learning: Social capital platform design is essential for keeping large decentralized learning communities connected and active. As education leaves institutions
and locates in exstitutions and becomes integrated in online spaces, social capital will be an important form of trust and reputation holding learning systems and communities together.
There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. Deep learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities.
http://education-2020.wikispaces.com/Disruptive+Innovation
Digital learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities.
The new standards require that students read more challenging texts and engage in close reading lessons, which rereading is a feature to literacy. In other words content may not be as important in coverage thinking as the need to help students obtain the deep learning skill sets needed for independent literacy and application. The shift toward complex text requires practice, support through purposeful close reading. The complexity of a text is determined by a number of factors, including syntax and vocabulary. To understand complex materials, students need support in developing literacy skills in key academic vocabulary and purposeful reading.
Self-directed learning (which i s often the bulk of our learning—we are constantly pursuing subject matter and knowledge which is of personal interest or related to our competence in our work places) is viewed as being too
loose.44
Transmission Learning is based on traditional views. The learner i s brought into a system, and through lectures and courses, i s exposed to structured knowledge. This domain i s useful for building core knowledge
elements of a field or discipline. The model, however, i s expensive to implement (one instructor, twenty students) and i s at odds with how much of our learning happens (social, two-way, ongoing).