• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Our Students • Our Worlds
• Wiki Handouts
• Bibliography
• Presentation Visuals
• Post Presentation Narrative


WHAT I JUST LEARNED:

Global Distribution of Wikipedia Edits IGAD Article The Visualization

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

Some lucky educators are walking away with iPads

It is a great pleasure to be here at the East Noble School District and to be a part of this great adventure you are embarking on. You are not alone, though you are among pioneers among educators who are learning to adapt schooling to reflect the unique demands of our times, our millennial children, and an emerging and dramatically different information landscape. For the community session, I will outline three converging conditions — a perfect storm — of change that is forcing us to rethink the fundamental of education, being educated, and even the definition of literacy. They are that we are:

• Preparing a new generation of learners,
• Within a new information environment,
• For a future we can not clearly describe.

I believe that part of the formula for this new time comes from the practices of people who are already experienced in this environment, people who have lived this time of rapid change, are fluent in this new information environment and and practiced in what I’ll call the new pedagogies of learning — and, of course, I am talking about our children, the digital natives, to use Marc Prensky’s term. The native information experience that most of our children enjoy out side of our classrooms is rich, diverse, and research shows that an enormous amount of learning happens here. So what makes that experience so compelling? What are the qualities of that experience that make learning valuable and work fun?

This is what we will explore today, for pedagogies that are not new, but new in that they are a fundamental part of of our children’s culture.

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• Literacy & Learning
• Wiki Handouts
• Bibliography
• Post Presentation Narrative
• Presentation Visuals
• Planning Concept Map
• Our Students • Our Worlds
• Wiki Handouts
• Bibliography
• Presentation Visuals
• Post Presentation Narrative
• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Personal Learning Networks
• Wiki Handouts
• A Gardener’s Approach to Learning
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

Things are about to get underway.

It is a pleasure to be with you today. Over the past couple of weeks, I habpve been working with fairly specific audiences of teachers: international teachers in Oberursel, alternative Ed teachers in DES Moines, librarians innAustin, and education leaders fro industry, and government in Washington, DC. On the Web site for this conference is written,

Who Should Attend: This conference is perfect for teachers, principals, superintendents and/or college students thinking about a career in education.

it is refreshing to me to have a chance to present some of my ideas to a group of educators who all collaborate and contribute in their unique and practiced ways, to make the magic of their schools happen.

I will be sharing a number of ideas on a number of topics, kicking it all off with some ideas about literacy. Typically, conversations about literacy, within the education community, center on the ability to read — and I do not want to, in any way, diminish the importance of being able to read text. Universal literacy is more important today than it has ever been before. Bit our information landscape has changed. Information is different in:

• What it looks like
• What we look at to view it
• How we find it
• Where we go to find it
• What we can do with it
• How we communicate it

More and more of the information that we use today comes to us through networks, is digital, and is seemingly endless. These new qualities, I believe, have enormous implications as to what it means to be literate today. So how should we respelled the 3Rs?

My next session, Harnessing the Perfect Storm, actually encompasses, in a general way, other presentations I’ll be doing. So, I suspect that this will be a far more interactive session, exploring how we and you might address the challenges of the perfect storm.

Of course, one of those storms is this new generation of learners, who have grown up in this networked, digital and info-abundant world. They are different, as a result. Their culture is different. ..and the roots of that culture are information, not technology. What I will suggest, is that we might gain some insights about pedagogical that are more relevant to them, if we pay very close attention to ‘native’ information experience.

Finally, and fittingly, my last presentation will come back to literacy. But the concern here will be how professional educators are using today’s prevailing information landscape to engage in daily and self-directed professional development. We’ll look at blogging, Twitter and other Web 2.0 tools, but also how you might mine the conversation that is what the Internet has become, and the content that it generates.

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• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT 1

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

I am honored to be a part of this conference. It intrigues me that while schools across the country are struggling with Demi owning budgets, and the loss of some of the most basic materials of formal instruction, We are also, for the first time in decades, asking some fundamental questions about education, and re-examining what it means to be educated in a time of rapid change.

learning and talking about innovation

Creativity and innovation have emerged out of the prevailing education conversation, out of a decade that saw very little mention of these terms. But we know now that prosperity in unpredictable times requires the skills and permission to look at new places for ideas and approach questions from new directions.

Perhaps, these considerations Should become part of our own struggles to retool education, and not just new elements the curriculum. I will ask the question, “What are the pedagogies of an information abundant information environment?” I learned and taught around information scarcity. Education was defined by it’s limitations – the bell schedule, walls of the classroom, and covers of the textbook.

Education today should be defined by the lack of limitations.

to answer that questions about pedagogy, I will suggest that perhaps one place to look for the answers is our children and their outside-the-classroom experiences, what I frequently call their, “‘native’ information experience,”

If we can crack the code of that experience, then might we use that code to hack their more formal inside-the-classroom experiences?

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RESOURCES: Bibliography Printable Handout Presentation Visuals Planning Concept Map Literacy & Learning Wiki Handouts Bibliography Post Presentation Narrative Presentation Visuals Planning Concept Map

WHAT I JUST LEARNED: Help Wanted WIRED Article Article aboutnSpaceShip II

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It is a pleasure and an honor to be with you today. I am also equally honored by the task that has been handed to me, to tell a story, so to speak, about the desperate need that we have for continuing the tradition of school libraries.

All is still quiet, as folks are starting to enter.

Libraries have been threatened before. Even public libraries are under the bean counters scrutiny, even in England, where they are being told to become more relevant to today’s information landscape, or perish. There is much research that indicates a positive correlation between strong school libraries and high student achievement. But my story is different.

For the first time in more than a decade,new are considering more than just student performance on standardized tests. Even with continuing pressure from shortsighted politicians, we are talking about and even rethinking education and what it means to he educated in this time of rapid change. My story is about formal learning when the skills of the learner will far out shadow those of the learned.

There are two fundamental reasons why the library must remain. Those very same reasons also demand an entirely different kind of library, one that is restructured to reflect and amplify an entirely new information environment.

Numb one is literacy. Libraries have long been about reading. It was the place you went to to look up and/or read information. But when our information environment changes, and changes and makes ever more important, the literacy required literacy skills, then libraries must restructure and perhaps even redefine themselves, to address the entire realm of literacy. Libraries must become workshops, where patrons can

• Access (read) information,
• Work (arithmetic) the information, and
• Express ideas (write)

Think the school library as Kinkos for Kids.

The second reason is change. I think that we need to ask the question, “Whqt do our children need to learn today to be ready for an unpredictable future?”

I think that the very best thing we can be teaching our children, is how to teach themselves, and who counts it as an explicit part of their job, to help children with the skills to learn. It’s your librarian.

• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT 1

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

getting ready

It is a pleasure and an honor to be invited back to the Niles Township, D219 technology professional development conference. It is always gratifying and challenging, when you are invited back to speak at a conference for the second time. And, of course, one of the biggest honors, is to be among the extraordinary team of presenters, many of them giants in the field of education and technology.

I was here a number of years ago, participating in this conference, which was unique at that time, a school district organizing and implementing its own education and technology conference for all of its teachers.

Then, I probably talked about literacy, respelling the 3 Rs, to the 3 (or 4) Es in a way that reflects today’s prevailing networked, digital, and abundant information environment. I likely mapped it out to say that

• Reading should expand into the skills involved in Exposing What’s True,
• Arithmetic should expand into skills involved in Employing Information, and
• Writing should expand into a range of skills involved in Expressing Ideas Compellingly
• ..and doing all of this within an appropriate Ethical Framework.

Today, I would like to explore the question, “What are the pedagogies of information abundant information environments? ..For children who have grown up and been guided by networked, digital, and abundant information landscape? ..that prepare our children for an unpredictable world?” I will suggest that perhaps, one of the best places to look for these pedagogies is to our children and their technology-rich information-driven, outside-the classroom experiences, what I often call their ‘Native’ information experiences.

We will examine some of their experiences, video games, social networking, and their ubiquitous sense of hype-connectedness, and look for some of the fundamental qualities of that experience. We will learn how that experience is,

• Responsive,
• Provokes conversation,
• Fueled by questions,
• Rewarded with currency,
• Inspires personal investment,
• Guided by safely-made mistakes.

I hope that you enjoy my presentation and the rest of the conference.

• Our Students • Our Worlds
• Wiki Handouts
• Bibliography
• Presentation Visuals
• Post Presentation Narrative
• Literacy & Learning
• Wiki Handouts
• Bibliography
• Post Presentation Narrative
• Presentation Visuals
• Planning Concept Map
• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Personal Learning Networks
• Wiki Handouts
• A Gardener’s Approach to Learning
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT

Learning From Apps WIRED Science Article YouTube Tutorial

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

I am very happy to be here with you today, in DES Moines, where no passport is required. I spent most of the last two weeks tracing in Europe, and although it was an amazing adventure, the complications of traveling abroad can be overwhelming. It makes me wonder how many of our learners, and adults, spend too much of their time in a foreign land. Too many can not read and many who can, well that’s all they’ve been taught.

a very smart man

..and there is much more to know today, of which the ability to read is only one lynchpin. You will be exploring a number of issues with me today. Number one, and the main focus of my morning keynote will be a big picture story of the three-bullet points of why teaching and learning in the 3rd millennium have changed. I will expand on one of those bullet points, that our information landscape has changed. Our information experience is different today, in…

• What the information looks like,
• What we look at to view it,
• How we find it,
• Where we go to find it,
• What we can do with it, and
• How we communicate with it.

Each of these new conditions has an impact on what it means to be literate today.

During the afternoon, we will examine pedagogy in the third millennium, and I will suggest that perhaps one of the places we should look to identify the new pedagogies is to our children’s outside-the-classroom experience. for most of our students, they enjoy an information-based experience outside their classrooms that is richer, deeper, more personal, and far more empowering than anything that can be matched in most classrooms – and much of this “native” information experience is driven by pedagogy. If we can crack the code of that experience, and then hack it into meaningful formal learning, then…

Part of the afternoon session will also explore professional learning. I have written extensively about the desperate need we have for teachers who are master learners and how learning is perhaps the foundation of literacy today. In a time of rapid change, the learner will be prepared, while the learned will fall behind. I will demonstrate some techniques that educators are using to keep ahead of the cure of change, and even, in some instances, leading the curve.

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• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Presentation Visuals

• Intro to Web 2.0
• Wiki Handouts
• Bibliography
• Presentation Visuals

• Right & Wrong on the Information Highway
• Wiki Handouts
• Bibliography
• Student & Teacher COE
• Presentation Visuals

• Harnessing the Perfect Storm
• Wiki Handouts
• Bibliography & Post Presentation Narrative
• Presentation Visuals
• Personal Learning Networks
• Wiki Handouts
• A Gardener’s Approach to Learning
• Presentation Visuals
• Making Information Tell it’s Story
• Wiki Handouts
• Second Life Survival Guide
• Presentation Visuals
• Backchannel
• Day 1:  transcript
• Day 2: transcript

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

Willkommen auf wunderbare Oberursel und des European Council of International Schools IT konferenz. Gotta love Google translate. It is a pleasure and an honor to be at this conference and to have this opportunity, once again, to exchange ideas with international school Educators.

Opening of the ECIS IT Conference

I will be sharing a string of topics, some of which, I have had to dust off a bit. This is an opportunity for me, because it forces me to rethink some of my own assumptions and vocabulary. For instance, I am thinking of using the term information responsibility, at least interchangeably with information ethics. Ethics has such far reaching connotations, and responsible use of today’s prevailing information landscape is of great concern to Educators.

On day one of the general conference, we’ll be cracking the native information experience, looking for appropriate learning pedagogies embedded in our learners’ outside-the-classroom information experiences. Then, with teachers, we’re going to explore some of the foundations of what is commonly called Web 2.0. Even though we will look at a few tools, the main purpose is to understand that this new layer of the World Wide Web is a participatory realm, where we contribute content and ideas as well as consume them. In a time of rapid change this is a crucial tool for adapting and prevailing. Finally, I will present a session called, Right and Wrong on the information Highway. A good part of this presentation will be about strategies for combating plagiarism – and ongoing concern for Educators. But I also want to present a framework for the responsible use of today’s information environment that encompasses more than just plagiarism.

On the second day of the general conference, I will begin with the more general, featured speaker, big picture style of presentation, Harnessing the Perfect Storm: Telling a New Story. The point here is that web will all be going back to our Home locations to share what we have learned, and to also sell our constituents on the needs to implement what we have learned. Sell big and small pictures requires a story. It’s a huge part of what leading is all about, telling a compelling new story. This session will suggest a three point elevator speech of why all schools must adapt to a new and prevailing information environment and all that it entails.

This will be followed by a session on personal learning networks and then a session that I have only presented once, Making Information Tell its Story. This session will be about, what I consider to be the coolest thing happening on the net, data visualization and info graphics. There is nothing new here. We’ve been graphing information for a long time. What’s changed is the new number crunching power that we have and the overwhelming abundance of information that needs to tell us — its story.

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• Personal Learning Networks
• Wiki Handouts
• A Gardener’s Approach to Learning
• Presentation Visuals
• Planning Concept Map
• Making Numbers Tell their Story
• Wiki Handouts
• Kathy Schrock’s InfoGraphics Page
• Bibliography
• Presentation Visuals
• Bloggers & other Resources
• Checking the Rearview Mirror on Technology
• Pictures & the Slidedeck

• Unconference Session
• ?

• Backchannel
• PLN Workshop Session
• InfoVis Session
• Unconference — Your Elevator Speech

Digital Asset Ads Technology Reveiw Article Tap Me’s page on their In-Game Advertising Platform BrainDrive Original Article from WIRED Autopia

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It is great to be working and attending a conference where I’m trying to decide if I’ll get there by train or on my bicycle. Bicycle’s out, as it turns out, because I’ll be carrying more than I can get in a messenger bag. But at most it is a seven minute drive to downtown.

Somebody Else’s Preconference Room

There will be a lot of new stuff for me here this year. The first day is pretty standard with a three-hour workshop on self-directed professionalized personal learning, SDPPL, if I might. But it’s a critical part of being an educator in the 3rd Millinnium — being a master learner.

On day two, we’ll be looking at something brand new, but intensely interesting to me. I’ve often said that data visualization and Infographics are the coolest things happening on the Web today. It’s about making too much information make sense — about making numbers tell their story. This is my first time with this fully planned presentation and I hope it’s a hit. This is mostly an introduction but I’m learning that a handful of pioneers are already discovering the instructional benefits — and have for some time. I’d completely forgotten about ARC GIS…

During the afternoon, well have fun at the Tech Fair, booth 1. My blue ribbon exhibit will be blasts from the past, some old tech that I’ve used in some way, and the stories behind them. Fun fun fun — but will be meaningless to very few, because for most attendees, this is going to be ancient history. You know, that makes me feel good :-)

During the last day of the conference, we’ll just be talking. I’m facilitating an unconference session. We’re going to be teaching and learning, and learning and teaching — and many say that these are among the most valuable sessions of their edtech conferences. ..or they can go very badly. I’m not sure, yet, what the focus is going to be. The worst thing I can start with is, “So what do ya’ll want to talk about?” Right now, I’m leaning toward building the perfect elevator pitch for investing in 3rd Millennium Schools.

The unconference session is settled — two topics, two stories.  I’d like us, number one, to establish, in collaboration, the perfect Elevator Pitch.  My only constraints, beyond the structure of conversation, is what are the three bullet points of your short opportunities to sell your collegues, administration, school boards (or other goverance), and community on investing in learning environment more relevant to our entrance into the 3rd millennium.

For the second topic — think slackers!

Looking forward to this one.

It is a true pleasure to be working and attending the NCTIES conference.

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• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT 1

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

It is a pleasure to be with you, here in Toronto today.  There is magic in learning environments today and you are the magicians.  Learning is what it always was meant to be.  We were never intended to sit still, pay attention, memorize and regurgitate facts at the end of the week or the year.  It’s not how we are wired.

A Collage of Photos from the Banquet Room

Humans learn by observation, interaction, trial and error, and often by getting it wrong.  It’s how we’ve always learned and especially how today’s children accomplish new skills and knowledge, but living in rich, deep, and personally meaningful digital experiences. They build castles, stand agains invading armies, build farms, villages, species, and civilizations.

Today, formal learning can happen in very much the same way.  It doesn’t mean that memorizing and lectures are dead.  They are not.  But we now have the potential to help our children learn in the ways that humans are designed to learn.

I believe that an important avenue to accomplishing this is to understand our children’s outside-the-classroom information experiences, their ‘Native’ information experiences.¹

I am going to suggest four qualities of that ‘native’ information experience, that it is:

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

I hope that this message helps you to better fashion the instructional strategies that will be facilitated through contemporary information and communication technologies.

1. Prensky, Marc. “Digital Natives, Digital Immigrants.” On the Horizon October 2001. 23 Feb 2011. <http://www.marcprensky.com/…/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf>

• Cracking the ‘Native’ Information Experience
• Wiki Handouts
• Bibliography
• Printable Handout
• Presentation Visuals
• Planning Concept Map
• Personal Learning Networks
• Wiki Handouts
• A Gardener’s Approach to Learning
• Presentation Visuals
• Planning Concept Map
• Backchannel
• TRANSCRIPT 1
• TRANSCRIPT 2
• TRANSCRIPT 3

Online Handouts by David Warlick is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Permissions beyond the scope of this license may be available at http://davidwarlick.com/.

I probably do not have to tell you what a pleasure and privilege it is to be a part of this conference. In the “about” page of my 2 ¢ Worth blog, it says that I blog so that I can learn. In a very “real” and practical sense, I work so I can learn — and I think that this is true for all good teachers. ..and this conference is certainly becoming a potent learning experience

Delegates of the Conference, from above, Tileshifted…

Of course the work is following Stephen Heppell, who certainly wrinkled my brain last night. But the interesting thing, is that what I learned, when his ideas tickled ideas of my own, to help me to discover new knowledge about myself, my work, and my environment. I hope that this idea of the distraction of learning from yourself might actually become a designed-in portion of learning environments and learning experiences.

We all acknowledge that today’s children are different — that they are growing up within an information experience that is dramatically different from any generation before and perhaps one that owes its greatest feature to the fact that it is a learning experience. It is different from the formal learning experiences that we usually identify with education. But it is, again, potent, and the question that I am asking is,

“Can we harness the powers of that outside-the-classroom information experience for more formal learning without turning our classrooms, libraries, and campuses into video arcades? Can we crack the ‘Native’ information experience?”

I suggest that we can, by discovering the qualities of that less formal learning experience and hack our classrooms and curriculum to leverage them. Wish me luck!