Cracking the 'Native' Information Experience

An Avenue to
21st Century Learning
Cracking the
‘Native’
Information
Experience
In times of change,
Learners inherit the earth,
While the learned,
Find themselves beautifully equipped,
to work in a world,
That no longer exists.
Eric Hoffer, Reﬂections on the
Human Condition, aph. 32 (1973)
1Tuesday, February 8, 2011

Harnessing the
Perfect Storm
Cracking the
‘Native’
Information
Experience
In times of change,
While the learned,
to work in a world,

Harnessing the
Perfect StormCracking the
‘Native’
Information
Experience
In times of change,
While the learned,
to work in a world,
Ancillaries - http://davidwarlick.com/handouts

Harnessing the
Perfect Storm
native
information
experience
warlick
Blogging
Tags

Harnessing the
Perfect Storm
Backchannel
http://knitterchat.com
Event Code: ABSS0208
Twitter Hash Tag: #abss0208
http://bit.ly/9Brf15http://knitterchat.com

Harnessing the
Perfect Storm
Backchannel
http://knitterchat.com
Event Code: ABSS0208
Twitter Hash Tag: #abss0208
Slide Tweets:
http://twitter.com/colearners
http://bit.ly/9Brf15http://knitterchat.com

‣ New Learners

‣ New Learners
‣ New Information

‣ New Learners
‣ New Information
‣ Unpredictable Future

While I was still teaching history, my grandparents moved from the house they'd lived in for more than 50 years. Because I was the only teacher in
the family, they gave me all of their (ancient) National Geographic Magazines.
I am ashamed to admit that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces -- because I wanted to
bring those pictures, maps, and diagrams into my classroom, put them on the wall, and give my learners a chance to learn from them.
You see, I taught in an information-scarce learning environment. The methods I used in the classroom were based on information scarcity. The
pedagogies I learned in university were based on information scarcity.
Today, Flickr, the social photo album site, is receiving more than three million new photos every day. We are now teaching in information-
abundant learning environments.
One of the most interesting questions in the education ﬁeld today is, "What are the pedagogies of information-abundant learning environments.

Information
Scarcity
While I was still teaching history, my grandparents moved from the house they'd lived in for more than 50 years. Because I was the only teacher in
the family, they gave me all of their (ancient) National Geographic Magazines.
I am ashamed to admit that as I leafed through those magazines, I had scissors in my hands. I cut those things to pieces -- because I wanted to
bring those pictures, maps, and diagrams into my classroom, put them on the wall, and give my learners a chance to learn from them.
You see, I taught in an information-scarce learning environment. The methods I used in the classroom were based on information scarcity. The
pedagogies I learned in university were based on information scarcity.
Today, Flickr, the social photo album site, is receiving more than three million new photos every day. We are now teaching in information-
abundant learning environments.
One of the most interesting questions in the education ﬁeld today is, "What are the pedagogies of information-abundant learning environments.

http://ﬂickr.com/
2.5 million photos uploaded a day.
170 million of them are posted under a creative commons (cc) license
[twitter]What are the pedagogies of “Information-Abundant learning environments...[/twitter]

2.5 million photos uploaded a day.
170 million of them are posted under a creative commons (cc) license

What are the
pedagogies of
Information-Abundant
Learning
environments?

The ‘Native’
Information
Experience
Digital Natives
Vs
Digital Immigrants

[twitter]Do today’s child have no ceiling? ..and is this important?[/twitter]

So what’s the
difference
between
him
&
me?

Is it that he’s
smarter than I
was?

Is it because he
lives in Silicon
Valley?

Is it because his
brain is wired
differently?

Or is it
because he
has no
ceiling?

It is an information
experience that...
‣ Ignores Barriers
‣ Empowers
Accomplishment
Our students play, learn & work within an information environment that
Ignores barriers & Empowers accomplishment

Networked

Networked
Digital

Networked
Digital
Abundant

Networked
Digital
Abundant
Difﬁcult to
Contain

[twitter]Trying this KeynoteTweet again...[/twitter]

..and if their information
experience,
can’t be walled in,
then what does,
a school look like to them,
When it tries to?
[twitter]Trying this KeynoteTweet again...[/twitter]

Culture
..with customs,modes of
expression and social institutions.
..a millennial culture.

Can we harness this
culture for learning
Without turning our
classrooms, libraries and
campuses
..into video arcades?

The ‘Native’ information experience

Responsive..is

Responsive
Provokes Conversation
..is
..it

Responsive
Demands Personal Investment
..is
..it
..it

Responsive
Demands Personal Investment
Guided by Safely-Made Mistakes
..is
..it
..it
..it is

Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes

Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes•
•
• •

Responsive Provokes Conversation Demands Personal Investment Guided by Safely-Made Mistakes• • •
The
foundation
Responsive
Our learners’ outside-the-classroom information experiences are responsive. They are accustomed to receiving feedback on their actions, decisions, and ideas. Video
games are an obvious example of how they play and work in an environment that responds to them. If you send your player down the wrong road or through the wrong
door, he dies and you have to start again. But there has to be a logical and contextual reason for it. There has to be a basis that the player reasons through to rationalize
the death and plan better for the next time through.But it would be a mistake to believe that all of the responsiveness that our learners are accustomed to is immediate – or
that immediacy is even the most important element of responsiveness. Many video games fail the player out, not because of a single mistake, but for committing a cascade
of mistakes, some of which may have been committed minutes, hours, or days earlier. Even their social networking is responsive, and the comments they receive back are
often extended across hours or days.The key to responsiveness is not time-based as much as it is relevance- based. If the response is authentic to what the learner is
doing, then the influence on learning is greater.
Classroom Examples:
Instructional software that provides feedback within a learner identified context
Writing assignments submitted as blog entries or wiki pages to be read and responded to by classmates or readers outside the classroome
Portfolios, accessible from outside the school environment and available for comment/feedback
Various academic (and physical) competitions (website creation, robotics, field day, competitive quizzes)
Collaborative work that involves group planning, individual specialization, and a valued deliverableStudent produced learning resources (study guides or even student
produced textbooks)
There is very little that millennials do alone, and it is, to some peoples reckoning, counter intuitive that today’s youngsters are actually more sociable and skilled socially
than previous generations. They are together at school, at the ball game, at band camp, at the mall, and at home, through their IM, text messaging, and social networks.
They are more like room mates than mere friends. They are constantly engaged with each other and they never say goodbye – because the conversation continues, even
when they are no longer physically together or even in the same state.
Beyond the availability that they have with each other, through the information and communication technologies (ICT) that they assume to be a part of their experience,
many of their activities demand communication. The very nature of Facebook, Beebo, and MySpace is conversation. You are posting your updates to be read and responded
to. They comment on their digital walls, upload photos and videos for comment, and discuss their homework through their social networks.
Many video games also require conversation. Operated over the Internet, players are encouraged to form themselves into teams or guilds, plan and implement campaigns,
form economic cartels, and even push the games into unintended functionality, such as machinima (http://bit.ly/o5lm7).
Classroom Examples:
Online collaborations across classrooms and even age groupings
Ask students to read separate parts of a chapter and then sequence and outline the context as a team
Arrange guest speakers either in-class or virtually, but, after a short introduction, have students interview the speaker rather than ask for an extended formal presentation
Assign homework that asks students to collaborate through theirsocial networksAsk students from geographically different places to plan, together, virtual field trips
through
Skype or other video conferencing software
Google and what it represents has turned us into a question-asking culture. We love to ask questions at a rate of more than a hundred billion a month, through the top ten
search engines.3We ask questions, because we know that the answers are available and often no further away than our pockets. Our demand for high speed access to the
answers has increased, even during recession years and among previously reluctant demographics.4
But, for our students, it goes much deeper than posing questions out of curiosity. Consider that many of the video games that they play come without user guides. With a
sense of context that they receive from introductory videos and conversations with friends, they find themselves thrust into an alien world with almost no guidance. How
do you approach an experience like this? You approach it by asking questions:•What are the goals of this game? •What are the rules? •How can I use the rules to
accomplish the goals?
The game constantly presents barriers to accomplishment that the player has to question his way around.
Classroom Examples:

The
foundation

The
foundation
Content is becoming increasingly responsive to our needs. The phone book (left) and digital
Sports Illustrated (right) are examples.
Each hints at possibilities of fully interactive learning resources -- what follows the textbook
as we know it...
This relationship becomes even more pronounced when the reader is empowered to create
the content and its behavior.

The
foundation
But, when the author or programmers work is published and its users can "respond" back, the
relationship between author and reader return -- except that it is...
Two way
and
Highly instructive
Scratch is a programming language that enables children to write video games and other
applications. The process involves math and it immediately assesses, because if there is a
mistake, then it doesn't "work."

The
foundation
We've known the power of responsiveness for a long time. We've long tried to capture the
immediate gratiﬁcation of many video games to improve achievement.

The
foundation

The
foundation
Traction

The
foundation
What are the
new traction
points?
Learning happens when we push off of something or pull toward it. We need a hard place to
test our knowledge and ideas against. In the past it was the textbook, teacher, technology,
and the bell schedule.
[twitter]It takes traction to do anything. It takes traction to learn![/twitter]

The
foundation
Hyperconnected
learners find each
other for hard
places to test and
grow their
knowledge, ideas,
and skills.
What are the
new traction
points?
Learning happens when we push off of something or pull toward it. We need a hard place to
test our knowledge and ideas against. In the past it was the textbook, teacher, technology,
and the bell schedule.
[twitter]It takes traction to do anything. It takes traction to learn![/twitter]

The
foundation
Students love to write in their blogs, not because of instant gratification, but because of deferred response that is both dependable and relevant. They know that someone is
going to "read" their writing, not just "measure" it.
Even when they’re out sick, students work on their blogs.
- Carol Barsotti
I’ve got 6th graders coming in during their lunch and after school to add articles to their blog and respond to their classmates’ articles.
- Al Gonzalez
My students are floored when, as they say,
“Some random person from Texas commented on my blog.”
- Brian McLaughlin
In 15 years of teaching, I have never seen anything come even CLOSE to motivating students to write - like blogging does.
- Mark Alness
[twitter]The responsiveness in blogging is not immediate. It is relevant.[/twitter]

The
foundation
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness
[twitter]I usually recommend EduBlogs (http://edublogs.org), 21 Classes (http://21classes.com/), ePals (http://epals.com) & Gaggle (http://gaggle.net)[/twitter]

The
foundation
Even when they’re out
sick, students work on
their blogs.
- Carol Barsotti
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness

The
foundation
I’ve got 6th graders
coming in during their
lunch and after school to
add articles to their blog
and respond to their
classmates’ articles.
- Al Gonzalez
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness

The
foundation
My students are floored
when, as they say,
“Some random person
from Texas commented
on my blog.”
- Brian McLaughlin
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness

The
foundation
In 15 years of teaching, I
have never seen anything
come even CLOSE to
motivating students to
write - like blogging does.
- Mark Ahlness
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness

The
foundation
Lisa Parisi
- Carol Barsotti
- Al Gonzalez
- Brian McLaughlin
- Mark Alness
[twitter]The responsiveness in blogging is not immediate. It is relevant.[/twitter]

Responsiveness is not
new!
However it is an explicit
part of the engine that
drives the ‘Native’
information experience.

Forces learners to exchange knowledge
In one year
Horrigan, John. "Home Broadband Adoption 2009." Pew Internet & American Life Project. Pew Charitable Trusts, 17 Jun 2009. Web. 7 Apr 2010. <http://bit.ly/hrEiX >.
We all want information in all of its forms -- not just e-mail but we want information that
moves, ﬂows, and glows.

The percentage of households
earning $20K - $30K with high
speed Internet
42% to 53%
In one year

Households earning < $20K with
high speed Internet
25% to 35%
speed Internet
42% to 53%
In one year

Households earning < $20K with
high speed Internet
25% to 35%
Senior citizen households with
high speed Internet
19% to 30%
speed Internet
42% to 53%
In one year

Finland is the first
country to make
Broadband Internet
A
Legal Right
Ahmed, Saeed. "Fast Internet Access becomes a Legal Right in Finland." CNN Tech 15 Oct 2009: n. pag. Web. 17 Dec 2010. <http://bit.ly/hWiRcq>.
Finland has become the first country in the world to declare broadband Internet access a legal right.
Starting in July, telecommunication companies in the northern European nation will be required to provide all 5.2 million citizens with Internet
connection...
The country is aiming for ... 100 megabit per second -- for all by 2015.

http://personalizemedia.com/the-count/
How much are people actually talking online?
5 sec - 50 new members of Facebook
10 sec - 100 blog articles & 100,500 Tweets
15 sec - 350,000 Videos watched on YouTube & 6 hrs worth uploaded
[twitter]You can see this little counter at... http://personalizemedia.com/the-count/[/twitter]

http://personalizemedia.com/the-count/
How much are people actually talking online?
5 seconds
5,417 tweets
50 New Facebook Members
120,370 Google Searches
180 Flickr Photos
10 sec
106 Blog posts
$1,779 spent on virtual goods
2,009 iPhone apps downloaded
15 sec
365,741 YouTube views
6 hours uploaded onto YouTube
5 sec - 50 new members of Facebook
10 sec - 100 blog articles & 100,500 Tweets
15 sec - 350,000 Videos watched on YouTube & 6 hrs worth uploaded
[twitter]You can see this little counter at... http://personalizemedia.com/the-count/[/twitter]

Total Ten Search Engines
SEW Staff, . "Top Search Providers for August 2009." Search Engine Watch. 15 Sep 2009. Incisive Interactive Marketing LLC., Web. 7 Oct 2009. <http://bit.ly/hKI1M0>.

2008 ..... 80 Billion / Month

150,000,000 questions an hour

A different species of Learner who communicates through his tenticles...

Ft. Edmonton
‣ Grade 2 students from Westglen School
Visited Fort Edmonton.
‣ Returned & researched modes of
transportation of the time.
‣ Using MS Paint they made an image of
one of the modes.
‣ Grade 4 students from J.A. Fife School
visited Fort Edmonton.
‣ Used MS Paint to draw a background
for the grade 2 drawings.
‣ Hired grade 10s in a hypermedia class to
animate the pictures.
The objective of the work was learning about prairie life in 19th century Alberta by producing graphic illustrations
of how they traveled.
The nature of the work was conversation/collaboration. Conversation and collaboration are not easy, and the
deep and productive collaborations necessary in a technology-rich, information-driven, and increasingly global
environment is especially hard.
The students' collaboration was handicapped by asking them to communicate through classroom walls, school
campuses, and through age differences. The students were challenged to be resourceful.
[twitter]You can see all of the animations here - http://fortedmonton.jasperplace.ca/[/twitter]

10th Grader: Hello, Carly!
My name is Christopher.
Your drawing picture is cute. I like it!
How do you want me to animate your
drawing?
2nd Grader: I would like you to try and make the
horse run, his ears and head could
move and his tail would flip around
too.
10th Grader: Yes, I will make it move like you want
it to do.
Warning, I will try my best to make
the head and ears move. I think it
would be a little hard.
2nd Grader: ...head should swish from side to side
when resting please
10th Grader: (Silence)
2nd Grader: Our class will be showing this project
to the whole school at our assembly
on Tuesday, April 28th. We can’t
wait.10th Grader: “Really?”

10th Grader: Hello, Carly!
My name is Christopher.
Your drawing picture is cute. I like it!
How do you want me to animate your
drawing?
2nd Grader: I would like you to try and make the
horse run, his ears and head could
move and his tail would flip around
too.
10th Grader: Yes, I will make it move like you want
it to do.
Warning, I will try my best to make
the head and ears move. I think it
would be a little hard.
2nd Grader: ...head should swish from side to side
when resting please
10th Grader: (Silence)
2nd Grader: Our class will be showing this project
to the whole school at our assembly
on Tuesday, April 28th. We can’t
wait.
10th Grader: “Really?”

How do you approach an
experience like this?

They Ask Questions

They Ask Questions
‣What are the goals?

They Ask Questions
‣What are the rules?

They Ask Questions
‣How do I use the rules to

They Ask Questions
‣How do I use the rules to
How
many
Pages?

Make a wanted poster about one of the
Renaissance or Reformation leaders (names
drawn from a hat):
1.Poster MUST be on an 8 1/2 X 11 sheet of paper. (10 points)
2. Mug shot - We need to know what they look like! (10 points)
3.First and Last name of your historical ﬁgure. (5 points)
4.Birth Date and Year of Death. (5 points)
5.What country were they born in and where did they do their
work? (10 points)
6.What are they famous (wanted) for? 5-8 complete sentences, in
your own words, for full credit. (30 points)
7.A fact that you found interesting OR a quote by the person. (10
points)
8.Print out or photocopy of your sources with info highlighted.
(15 points)
9.Your name on the bottom right corner. (5 points)
This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should be
cautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.

Make a wanted poster about one of the
Renaissance or Reformation leaders (names
drawn from a hat):
1.Poster MUST be on an 8 1/2 X 11 sheet of paper. (10 points)
2. Mug shot - We need to know what they look like! (10 points)
3.First and Last name of your historical ﬁgure. (5 points)
4.Birth Date and Year of Death. (5 points)
5.What country were they born in and where did they do their
work? (10 points)
6.What are they famous (wanted) for? 5-8 complete sentences, in
your own words, for full credit. (30 points)
7.A fact that you found interesting OR a quote by the person. (10
points)
8.Print out or photocopy of your sources with info highlighted.
(15 points)
9.Your name on the bottom right corner. (5 points)
QUESTION-PROOF
THE ASSIGNMENT
This should not be, in any way, construed as an indictment of rubric-style assessment. However, we should be
cautious, in our use of all forms of assessment, that we do not damage learning for the sake of assessing teaching.

What kind of barriers
might I plant for my students
to question themselves around?
How am I paying attention
to those questions, at the
same time that I am asking...?

So, does
grammar
matter?

Nothing new about
provoking conversation.
However it is an explicit
part of the engine that
drives the ‘Native’
information experience.

Learner-perceived value
One place to ﬁnd traction points for today's learners might be video games.
What do they gain by playing well?
How wealthy is this fellow?
Li Hua makes a living playing computer games. Working from a cramped office in the heart of
Changsha, China, he slays dragons and
loots virtual gold in
10-hour shifts. Next to
him, rows of other
young workers do the
same.

Identity
Building

Identity
Building
Excess

An important part of our learners outside-the-classroom information experiences is based
on identity. It may be a building of their own identity, experimenting with alternate
identities, or it may be the cultivation of fantasy identities.
Ian Fogarty, a Biology and Physics teacher in New Brunswick, doesn't ask his students to use
their lab manuals. His students write their own. One team wanted their lab manual to be
interactive, so they paid a classmate to program the ﬂash, in return for chocolate milk.

Learners must invest
themselves...
But the ‘Native’
information experience
demands & inspires
personal investment for
participation

What is the
purpose of
School? Thepurposeofschool..
..istonotgetcaught
beingwrong!
-HighSchoolStudent

atisthe
poseof
ool?
The purpose of school..
..is to not get caught
being wrong!
- High School Student

In their ‘Native’ information
experiences...
Children succeed by
getting it wrong!

In their ‘Native’ information
experiences...
Children succeed by
getting it wrong!
In the “Real World”
The Ones that we learn
from.

Are we becoming more playful?
http://bit.ly/ffrVSv

http://bit.ly/ffrVSv

[twitter]ImprovEverywhere videos can be found here: http://bit.ly/ffrVSv [/twitter]

http://doodlebuzz.com/

[twitter] Top 1000 web sites, monthly report - http://bit.ly/ePvbXL[/twitter]
Of all YouTube Views & out of a 24 hour Day
< 100 : 29.59% 7.1 hrs
100-500 : 23.03% 5.5 hrs
500-1,000 : 9.43% 2.2 hrs
1,000-10,000: 24.81% 5.9 hrs
10,000-100,000 : 2.69% 40 min
100,000-500,000 : 1.73% 5 min
> 1,000,000 : 0.33% 4 min
Karbasfrooshan, Ashkan. “Context is King: How Videos Are Found and Consumed Online.” TechCrunch. 30 Jan 2010. Web. 23 Aug 2010. <http://wp.me/pNaxW-AsV>.

Second largest
Web Site on the
Internet
< 100 : 29.59% 7.1 hrs
100-500 : 23.03% 5.5 hrs
500-1,000 : 9.43% 2.2 hrs
1,000-10,000: 24.81% 5.9 hrs
10,000-100,000 : 2.69% 40 min
100,000-500,000 : 1.73% 5 min
> 1,000,000 : 0.33% 4 min

Second largest
Web Site on the
Internet
Since Aug 2008,
#2 Search Engine
< 100 : 29.59% 7.1 hrs
100-500 : 23.03% 5.5 hrs
500-1,000 : 9.43% 2.2 hrs
1,000-10,000: 24.81% 5.9 hrs
10,000-100,000 : 2.69% 40 min
100,000-500,000 : 1.73% 5 min
> 1,000,000 : 0.33% 4 min

Second largest
Web Site on the
Internet
Since Aug 2008,
#2 Search Engine
January 2009
15 hrs uploaded a
minute
< 100 : 29.59% 7.1 hrs
100-500 : 23.03% 5.5 hrs
500-1,000 : 9.43% 2.2 hrs
1,000-10,000: 24.81% 5.9 hrs
10,000-100,000 : 2.69% 40 min
100,000-500,000 : 1.73% 5 min
> 1,000,000 : 0.33% 4 min

Second largest
Web Site on the
Internet
Since Aug 2008,
#2 Search Engine
January 2009
15 hrs uploaded a
minute
March 2010
24 hrs uploaded
a minute
< 100 : 29.59% 7.1 hrs
100-500 : 23.03% 5.5 hrs
500-1,000 : 9.43% 2.2 hrs
1,000-10,000: 24.81% 5.9 hrs
10,000-100,000 : 2.69% 40 min
100,000-500,000 : 1.73% 5 min
> 1,000,000 : 0.33% 4 min

Can
learning
be more
playful?

Can
learning
be more
playful?
Can we
encourage
wrong
answers?

DIY

"The bricoleur resembles the painter
who stands back between brushstrokes,
looks at the canvas, and only after this
contemplation, decides what to do next."
-- Seymour Papert & Sherry Turkle
Tinkering

Learners work to get it
right...
But in the real world,
we frequently get there
through our wrong
answers. This involves a
more playful approach
to learning

How can I make the
learning experience
“talk back” to the
learners?

How might the learning
experience require
learners to need to
exchange knowledge?

How can the learning
experience inspire
value in learners’
work?

How am I daring my
learners to make
“Mistakes” that can
feed the learning
dialog?

Our Business?
Making learners future-ready
Being educated
today
..is not so much
about what
you’ve been
taught! It’swhatyou
canteach
yourself...

Our Business?
Being educated
today
..is not so much
about what
you’ve been
taught!
It’s what you
can teach
yourself...

Our Business?
..it’s not what
you can be
trained to do!
It’swhatyou
canresourcefully
accomplish.

Our Business?
..it’s not what
you can be
trained to do!
It’s what you
can resourcefully
accomplish.

Our Business?
..it’s not just the
shoulders you
can stand on.
It’stheteam
youcanmove
upthefield
with--to
reachthejoy
ofsomething
brandnew...

Our Business?
..it’s not just the
shoulders you
can stand on.
It’s the team
you can move
up the field
with -- to
reach the joy
of something
brand new...

Our Business?
It’s not a
“Race to the Top!”
Itisjoyfully
mastering...
TheFuture

Our Business?
It’s not a
“Race to the Top!”
It is joyfully
mastering...
The Future

..and sometimes
that can be as
simple..

..and sometimes
that can be as
simple..
Surprise
Me!

Cracking the 'Native' Information Experience

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