1. Teaching in an Age of Abundance
Understanding the New Contexts of
Education and Work
Will Richardson
will@willrichardson.com
willrichardson.com
@willrich45
bit.ly/KyQb6E
Sunday, February 3, 13
3. “The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn. ”
Alvin Toffler
Sunday, February 3, 13
4. Opener:
What do we need to “unlearn”
in education?
Sunday, February 3, 13
21. “The change we are in the
middle of isn’t minor,
and it isn’t optional.”
Clay Shirky
Sunday, February 3, 13
22. ABUNDANCE
750,000 Apps
2.5 Billion People
2 Trillion Webpages
4.5 Years of YouTube video per minute
16,000 Tweets per second*
5 Billion Internet Connected Devices
Etc...
*Japan’s 2012 New Years Celebration
Sunday, February 3, 13
24. ...A world marked by “ubiquitous computing,
ubiquitous information, ubiquitous networks, at
unlimited speed, about everything, everywhere,
from anywhere, on all kinds of devices that make
it ridiculously easy to connect, organize, share,
collect, collaborate and publish.”
Michael Wesch
Sunday, February 3, 13
25. Which is Changing:
Media
Politics
Journalism
Medicine
Books
Business
Music...
Sunday, February 3, 13
26. ABUNDANCE
Key Idea:
Institutionally Organized World
Self-Organized World
Sunday, February 3, 13
27. ABUNDANCE
The Future of Schooling
Sunday, February 3, 13
28. Discussion
Define “learning”
Sunday, February 3, 13
29. Learning Is...
creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
Sunday, February 3, 13
30. "Productive learning is the learning
process which engenders and reinforces
wanting to learn more. Absent wanting
to learn, the learning context is
unproductive or counterproductive."
Seymour Sarason
Sunday, February 3, 13
31. New Reality
Teachers are everywhere
Classrooms are everywhere
“School” is everywhere
Sunday, February 3, 13
46. “What does a middle school algebra teacher do
if kindergarteners can start learning to solve equations
within a couple of hours?”
Sunday, February 3, 13
62. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
Sunday, February 3, 13
63. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
“This is the tsunami.”
--Richard DeMillo, Ga. Tech
Sunday, February 3, 13
71. Learning Is...
creativity
passion to know
application of knowledge
inquiry
seeing patterns
posing and answering questions
understanding the world
acquiring knowledge
curiosity
finding and solving problems
making something
understanding something you previously didn’t understand
making connections
changing your perspective on something
synthesizing ideas
adding new knowledge
Sunday, February 3, 13
72. ABUNDANCE
The Future of Work
Sunday, February 3, 13
82. “Looking to the future of work, one could
sum up the anticipated impacts in a single
word: More. More intensity. More pressure.
More change. More risk. But also, more
opportunity. More engagement. More
transparency. More impact.”
Yvette Cameron
Sunday, February 3, 13
83. ABUNDANCE
Means that we are now the central,
organizing force in our own learning, our own
education, and, increasingly our own careers.
Sunday, February 3, 13
84. ABUNDANCE
Means that we now need the skills and
dispositions to “design”our own
learning and careers.
Sunday, February 3, 13
85. New Question:
What do students need to learn in
school at a moment when they can
learn so much without us?
Sunday, February 3, 13
86. New Question:
And:
What is the value of school (and
classrooms and teachers) at a
moment where we don’t need
school to do school?
Sunday, February 3, 13
99. “Dots in Blue Water”
South Adams HS, Berne, IN
Sunday, February 3, 13
100. “Dots in Blue Water”
1. Authentic Problem/Question
“How can we purify water for people in Haiti?”
Sunday, February 3, 13
101. “Dots in Blue Water”
2. Student Directed Teams
Research, Development, Marketing, Community “Investment"
Sunday, February 3, 13
102. “Dots in Blue Water”
3. Real Product/Real Audience
Teachers and students travelled to Haiti to install their devices.
5 systems = clean water for 8,000
Sunday, February 3, 13
103. “Dots in Blue Water”
Notes:
-Aligned to standards
-Interdisciplinary
-Student-centered
-Technology-rich
-Innovative thinking
Sunday, February 3, 13
117. New Requirements
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve
problems collaboratively and cross-culturally
• Design and share information for global communities to
meet a variety of purposes
• Manage, analyze and synthesize multiple streams of
simultaneous information
• Create, critique, analyze, and evaluate multi-media texts
• Attend to the ethical responsibilities required by these
complex environments
Sunday, February 3, 13
123. “What can you do has been replaced by what
can you and your network connections do.
Knowledge itself is moving from the individual
to the individual and his contacts.”
Jay Cross
Sunday, February 3, 13
124. Where Do We Start?
With Us.
Sunday, February 3, 13
132. “What can you do has been replaced by
what can you and your network
connections do. Knowledge itself is moving
from the individual to the individual and his
contacts.”
Jay Cross
Informal Learning
Sunday, February 3, 13
167. “In times of change, learners
inherit the Earth, while the learned
find themselves beautifully
equipped to deal with a world that
no longer exists.”
Eric Hoffer
Sunday, February 3, 13
168. Sign up to beta read at:
bit.ly/relearn
Sunday, February 3, 13
