DAVID WARLICK

RESOURCES: Harnessing the Perfect Storm Wiki Handouts Bibliography Presentation Visuals Post Presentation Narrative Literacy & Learning Wiki Handouts Bibliography Post Presentation Narrative Presentation Visuals Planning Concept Map Backchannel TRANSCRIPT

WHAT I JUST LEARNED: Light-Emitting Rubber Technology Review Article Segurd Wagner Site

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Scene outside the School

It is a privilege to be back in Hong Kong and especially to be working with international school educators. I certainly wish that I had known about you when I was starting my career as a teacher.

Of course teaching, learning, and the nature of education have all changed. There are lots of reasons for it, an at this writing I have not yet decided which reason I will be expressing to the educators at Sha Tin College. I will say that today we are being forced, by new conditions, to rethink education and even what it means to be educated. There are three reasons for this, or three conditions that are brand new, and converging on the institution of education and most other institutions and aspects of modern societies.

Today, we are

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

Our children have grown up in an environment that is defined, NOT by technology, but by information. They are surrounded by enformation and they play with information. They communicate information. The students we are teaching today write and read more than just about any other generation in human history. Now it’s not Hermann Melville, and they’re not writing a lot of essays, but they are learning to use language and logic in ways that were completely foreign in my time.

The nature of that information has changed as well. It’s changed in…

• What it looks like,
• In 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 it.

Information is increasingly networked, digital and abundant, and each of these new qualities to today’s information environments has profound implications with what it means to be literate today. It re-spells the 3Rs, into the ability to.

• Expose what is true (not merely read it),
• Employ information to accomplish goals (not merely calculate numbers on paper),
• and Express ideas compellingly (not merely write a coherent paragraph).

There is a forth E in this spelling, the ability and habit of using and working information within an Ethical context. I would double-click on the word habit. It is no longer enough to simply assure that our students have gained literacy skills. Today, the crucial task is assuring that they are in the habit of using information effectively, responsibly and ethically.

The importance of the third converging condition is simple. The question becomes, “What do children need to be learning today, to be ready for an unpredictable future?” ..and the answer is simple. The best thing we can be teaching our children today, is how to teach themselves. My generation was taught how to be taught. We need to shift now, and teach children how to teach themselves.

In a true sense, this is about literacy. That literacy skills today is not longer about learning to read a newspaper and follow instructions. Today, you learn to read so that you can learn what you need to know, in order to do what you need to day — right now.

RESOURCES: 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

WHAT I JUST LEARNED: Cell Phone Penetration Stable, While Application Shifts PEW Article My Blog Blog Entry

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I have certainly been looking forward to this conference. It is important, and probably unsurprising, that when I was initially contacted about this conference, I expressed some reluctance to be a part of a diversity conference. It is an focus in education that I have not formally been a part of, I have no familiarity with the vocabulary, and it is an incredibly important issue.

This was a big production with a lot of tech going on…

However, in speaking with the organizers of this important conference, I came to realize that there is an interesting quality to diversity that I had never considered. Diversity is diverse. We should not wholly focus on diversities of race, language, gender, and achievement. There many other diversities, one of them being the obvious and well documented differences between today’s children and the children that most of us were — for me back in the 1950s and ’60s.

Often described as “Digital Natives,” today’s children have grown up with what we call, technology. It is worth noting that computer scientist, Alan Kay, once said that “Technology is anything that was invented after you were born.” We, on the other hand, are “Digital Immigrants.” Computers, the Internet, video games, social network, these are all entities that we easily lump under the term, technology.¹

Today we are preparing a new generation of learner, within a new information environment, for a future that we can no longer clearly describe. The has diversity written all over it, yet we continue to want our children to be the students we want to teach.²

In my large group presentation, we will explore what has changed, a perfect storm of brand new and converging conditions that are forcing us, for the first time in decades, to completely rethink and reinvent education. They are, as already expressed here, that we are:

• Preparing a new generation of learner
• Within a new information environment
• For an unpredictable future.

Each of these conditions has profound implications to what and how our children learn.

I will follow this presentation with a three-hour workshop for administrators, where we will explore how teaching and learning looks like when it not only addresses these diversities, but actually harnesses them. We try to answer the question, “What are the pedagogies that will lead to meaningful learning for today’s children?” ..and the answers come from a surprising but wholly logical place — from our children’s outside the classroom, ‘native’ information experiences. We will examine the fundamental qualities of that experience and perhaps even look at how teachers are using today’s information experience to shape their own learning experience, professional learning experiences.

1. ?Prensky, Marc. “Digital Natives, Digital Immigrants.” On the Horizon October 2001. 04 Nov 2005 . [↩]
2. ?Warlick, David. “Our Classrooms are Leaking.” 2¢ Worth. The Landmark Project, 27 Aug 2007. Web. 4 Aug 2010. . [↩]

RESOURCES: 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 Video Tutorials Backchannel TRANSCRIPT

WHAT I JUST LEARNED: A New Universe? MIT Technology Review Blog Article Original Shu Paper

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It is a pleasure to be here and to be a part of a revolution — and have no doubt that it is a revolution that you are waging. Never before has humankind advanced such dramatic changes in it’s culture and so quickly. Bit it is essential that as you/we move forward, that we identify knowledge and values that we know are core to what we do and adapt them to a future that will be technology-rich, information-driven, and rapidly changing.

High school teachers who are giving up their summer to learn. This is “inspiring!”

Last year you listened to my friend Ian Jukes. Jukes probably told you about how today’s learners are different, probably showing you scans of their brains, indicating how they are literally wired differently. There is no doubt that because of the information experience that they have grown up with, the understand and use information in a way that we must come to understand.

My job will be to apply the breaks a bit, to say, “Let’s slow down and forget about the technology for a while and go back to the basic. Are our children still learning the basic literacy skills that will be critical to their future?”

But, at the same time that we excuse ourselves from the tech, we have to understand that because of the tech, our information environment has changed dramatically, and that change affects what it means to be literate. We must respelled the 3Rs so that they reflect today’s information landscape, and if we can learn to integrate that, then the technology comes along. But it comes along not because we are convinced that laying our children’s hands on the machines will make them smarter. It comes along because it’s the pencil and paper of our time.

I will also be delivering two concurrent presentations. The first is also warning about technology. Those of us who were born before the personal computer, see our children playing their video games and engaging In heir social networks, and we think that to engage our children in learning, they need to be gaming and Facebook’ing. We have to understand that it isn’t the tech that engages them. It’s a uniquely compelling experience that is centered around information.

We need to be asking ourselves, “What are the qualities of experience that make it so compelling, and might we learn to integrate those qualities without turning our classrooms, librariesm and schools into video arcades.

Finally, carrying through with the literacy theme of the keynote, we will look at how educators are using these very same literacy skills to establish and cultivate personal learning networks. We will overview a few of the online (Web 2.0) tools that educators are using, and some deeper functions of professional learning, including the concept of mining the conversation and mapping the conversation.

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RESOURCES: 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 Video Tutorials BACKCHANNEL Keynote Transcript PLN Transcript

WHAT I JUST LEARNED: Sailing to the Stars Initial Blog Entry German Aerospace Center Solar Sailing Symposium Proceedings

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This is my second time speaking at this event, formerly known as the Sally Ride Academy. The academies are fairly small, but rich in learning opportunities, and they are geared toward meow learning — learning 2.0.

A beautiful venue

Participating educators will learn about learning literacies, and how they can utilize the literacies to engage in ongoing, casual professional development. They will also be exposed to a variety of contemporary information tools, including, but not limited to Interactive white boards (IWB) and other “emerging technology tools,” and what they mean to 21st century skills.

But the lion’s share of the professional development opportunities are about the learning qand the teaching. Differentiated instruction, assessment, project- problem- and inquiry-based learning, distance learning, and and thinking in mathematics.

I would have all of the participating educators focus in on the learning experience. It is tot easy for use to invent and share wonderful ideas and then fall into the trap of using them to do better schooling rather than empower better learning.

During the 21st century skills conference that I was recently a part of in up state New York a conversation erupted trying to determine the most important 21st century skill. I’m not sure that there really is a most important skill. But it’s a worth and useful conversation.

The conclusion was that the mist important skill is learning, that learning is a skill, and since our times seem characterized more by change than anything else, learning will most certainly be something that our children will be continuing to do a lot of. When thinking about the strategies that apply and the initiatives that we implement, we must think hard about the learning experience. Is it a sustainable experience.

My keynote will be about this, the sustainable learning experience, and I’m looking to our students for these. They have grown up in a world of networked, digital and abundant (overwhelming) information, and the it ‘native’ information experience demands constant learning. What are the qualities of that experience. What makes them so powerful and so compelling? These are some of the questions I will be answering in my presentation.

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RESOURCES: Harnessing the Perfect Storm Wiki Handouts Bibliography Presentation Visuals Post Presentation Narrative Pedagogy Wiki Handouts Bibliography Printable Handout Presentation Visuals Planning Concept Map Literacy & Learning Wiki Handouts Bibliography Post Presentation Narrative Presentation Visuals Planning Concept Map Backchannel TRANSCRIPT 1

WHAT I JUST LEARNED: Nemoptic?’s Retail Pricing Technology Technology Review Blog Entry Nemoptic Web Site

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I am very happy to be here in central New York, discovering once more that there is a New York beyond that very strange place that people from my part of the country think of when we hear “New York.” It is a beautiful part of the country with beautiful people treat their Rs with more respect.

There is perhaps no more important mission for education today than answering the question, “What do our children need to be learning today, to be ready for their tomorrows.

It is also a pleasure and a curse to be following Yong Zhao once again. And to top things off, you have already listened to Bernie Trilling and Ken Kay, pioneers of the 21st Century Skills movement. What do I have left to talk about. I least I do not have to follow Henrico County’s Debra Roethke. Considering the speakers that you have listened to already and the approaches that I have known them to take, I want to drill down about and then back out in two different directions — two presentations in one. The first is a standard of mine, which I’ve followed Ken Kay with before to his delight. I think that 21st century skills in their many iterations, including that very fine work and leadership of The Partnership for 21st Century Skills, are extremely important. But my leaning is back down to the basics that we all grew up with, the 3Rs of literacy, Reading, Writing, and Arithmetic. Reordered (Reading, Arithmetic & Writing), I believe that this structuring of basic literacy skills continues to be useful in exploring the essentials of what our children need to know to be able to use information to accomplish their goals. It is about…

• Accessing the Information (reading)
• Working or processing the information (arithmetic)
• Communicating the information (writing)

Today, however, the nature of information has changed and its impact on us, especially as educators is probably more profound than that of all of the technologies that have emerged in the past 34 years of my career. Information has become increasingly networked, digital and abundant (or overwhelming). Each of these brand new qualities of our information landscape affects what it means to be a reader, processor of information and communicator — and forces us to re-spell the 3Rs. The second part of my presentation will have less to do with the “what” of 21st century skills, and more to do with the “how.”

RESOURCES: Harnessing the Perfect Storm Wiki Handouts Bibliography Presentation Visuals Post Presentation Narrative Short article on the ‘Native’ information experience (pdf) Backchannel TRANSCRIPT

WHAT I JUST LEARNED: Fabricating a Multifunctional Fiber Technology Review Article Nanotech Now Article

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Talking about harnessing the perfect storm of converging conditions to retool education.

It is an honor to be able to share some ideas with school principals from across the country here at the Lincoln Center in New York City. There is far more significance to this than I can even imagine. Then I have to factor in the other speakers for this conference, Lew Smith, author of Schools that Change; Padro Noguera, author of The Trouble with Black Boys; Robert Safian, editor of Fast Company; racial justice activist, Cornel West; Soledad O’Brien, of CNN/U.S.; and others. This is extraordinarily humbling.

But I think that the most important part are the three questions you have been asked to grapple with during your days here in NYC.

1. How would you describe the times we live in?
2. In light of that, what are the implications for schools?
3. What kind of leadership do we need?

My presentation will have three parts. It is a three-bullet list of reasons why our schools must change, three converging conditions, a perfect storm of converging conditions that are influencing each of us, but also helping point in directions that we need to explore.

I will not describe the perfect storm here. That, I do in front of you, through my performance, which is difficult to describe in any other way. But I will very briefly answer your three questions from my perspective as a 34 year educator, involved in educational technology for almost 30 of those years. I will answer them from the view point of someone who had been an educator for 30+ of the most exciting and challenging times ever witnessed by a teacher.

For question number one, the one single and true quality of our time is change. It is a time of rapid, of exponential change. There are lots of reasons for that change, and smarter people then I have described them in full. But understanding that change is the once constant can be quite helpful as we continue to lead our schools.

Its implications schools schools and schooling are actually quite simple. When so much is changing, what our students learn has decreased in importance. Skills and context are still critical. But increasing in importance, what has become crucial to our future is how our students learn. Are they developing strong learner habit? Are they becoming learner literate? Are they adopting a learning lifestyle.

Finally, if it is the how we learn that has become the most important focus of our schools, then it is a learning culture that has to be crafted for each school — and it is the school’s leader who must do this crafting. We must all become practiced and celebrated learners, master learners, unafraid to admit, “I do not know the answer to that question. But I will team myself the answer to that question by tomorrow.”

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WHAT I JUST LEARNED: Flexible Touch Sensitive Displays MIT Technology Review Article Next Big Future Blog Article More about Graphene from NanoWebTech Clips from The Red Planet

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It is an honor to be invited to speak to education leaders from across the country and especially here in the historic triangle of Williamsburg, Jamestown, and Yorktown. My family and I have enjoyed visiting and learn from several of the local sites.

This will be the last of what has certainly been a whirlwind tour of School Leadership in a time of rapid change

On this day in history, we are going to explore some of the significance of this time that we live in, one that is unprecedented. We have never seen this much change, this fast, in the annals of human history. The closest parallel might be the invention of the printing press, which tool centuries to proliferate to the point that the personal digital technologies and the Internet have become an everyday and taken for granted part of our lives in only a few decades.

Of all of our institutions, the one that these advances impacts the most, in terms of its stable and equitable consolidation is education. Here is where we come to understand it, and to reconcile what a new and potent information environment means to issues so fundamental as basic literacy.

Yet we struggle. Perhaps, a source for finding meaning and method to using new information and communication technologies, as so often by the first settlers to the new world, is the natives — in this case our children who have grown up with these technologies as part of their culture.

The qualities of this culture and the technologies and infrastructure that have given rise to this culture have been disruptive to the business of education, and many of us have tried to maintain a “business as usual” setting by banning the tech — by banning the culture. It is one of the expressed mandates of of 21st century learning, that our students learn to be adaptive to times of rapid change. It is equally essential that schools and curriculum become adaptive to the changing information environment, and learn to harness change, rather than ban it.
In my presentation, I will describe three conditions that define this time of the Millennials, conditions that are converging on us and that give is no choice but to change. These conditions are that we are:

• Preparing a new generation of learner
• Within a new information landscape
• For a future we can now longer describe

Each of these conditions has profound implications in terms of what and how our children learn. And filling in, understand what this actually looks like in the classroom, we might dissect the ‘native’ experience, break down and examine some of the unique qualities of the experience and perhaps start mapping what they look like in the 21st century school.

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RESOURCES: Video Games as Learning Engines Wiki Handouts Session Bibliography Presentation Visuals Planning Concept Map Cracking the ‘Native’ Information Experience Wiki Handouts Bibliography Printable Handout Presentation Visuals Planning Concept Map Backchannel TRANSCRIPT 1 TRANSCRIPT 2 TRANSCRIPT 3

WHAT I JUST LEARNED: Can you make RESTful APIs Blog Entry, Programmable Web REST

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It is a pleasure to be working with community college educators in North Carolina again. Those of you who’ve heard me speak before probably know that I enjoyed my first two years of post secondary education at Gaston College. I had good instructors through out my college experience, but at Gaston, I hadteachers. It is also a pleasure to be presenting in a locale that is only a car drive from home, rather than hours in the air. I appreciate that.

I’m always doing this before the start of the presentation. I’m told that they’re packed and will have to bring in chairs.

Today, we are going to be exploring video games. The title of the presentation is Video Games as Learning Engines — and we are quite certainly this new technology is just that. However, one of the most exciting aspects of video games, within the formal learning community, is that they are new. We know that they work. But we are still trying to uncover and/or invent ways for these “learning engines” to integrate into our curriculum.

The purpose of this workshop is exposure. For those of my generation, who did not grow up playing video games (38+), it is likely an introduction into an areas that is brand new. It is a technology, an environment, and it is part of the culture of the younger students you are serving — and those who are at home in this experience will be defining the work experience of the future.

RESOURCES: 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 Transcripts The Keynote

WHAT I JUST LEARNED: MTV Music Awards Twitterings Tweet Tracker Mashable Blog Entry about the tools

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It is an honor to be one of your presenters today, especially as this is not one of my usual audiences. I typically present to (teach) classroom teachers who are, too often, still teaching with 15th century technologies. It is at no fault of their own. Schooling is a highly perpetuated industry, making it exceedingly difficult to chang.

This thing is going global — almost

You, on the otherhand, are teaching with and within a contemporary information environment, where in content and conversation are networked, digital, and abundant. This requires a different kind of content, curriculum, and pedagogy, and even an expanded (and more interesting) notion of literacy.

One of the ideas I am going to attempt to suggest and describe is a different type of pedagogy, based on a new information environment. Consider that in the classroom that I taught in 35 years ago, I carried on instruction with five-year-old textbooks and some old maps (one was pre-WWII). The methods I used and the pedagogies I learned in university were based on information scarcity. Today, Flickr, a social photo album site, is receiving more than 3,000,000 new photos a day — many of them available for instruction without requiring permission grom the photographer. One of the most interesting questions facing educators today is, “What are the pedagogies of information abundant learning environments?”

I want to suggest that at least part of the answer to that question might come from today’s youngsters, the millennial generation. Most of them have never known a world without computer, video games, and the Internet. There are several distinct and potent qualities of that environment that might be leveraged for learning. Their information experience..

• Is fueled by questions
• Provokes conversation
• Carries identity
• Rewards with currency
• Demands personal investment
• Is guided by safely-made mistaks
• ..and giving rise to the previous six, their information experience is responsive.

Within this new information landscape, and empowered by at least some of these qualities, many educators are shaping their information environment into a learning landscape, cultivating Personal Learning Networks. They are utilizing many of the tools you will be learning about today: blogs, micro-blogging (Twitter), social networks (Facebook), virtual worlds (Second Life), and social media (Flickr).

But I want to suggest that when you add all of these together, you get a very different information environment or experience from the one within which I learned in the 1950s and ’60s. It’s an environment were the information experience is more participatory, learning becomes active while teaching becomes passive, where we all become content producers rather than merely consumers.

I hope to become part of your Personal Learning Networks.

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Location:E 6th St,Austin,United States

Resources: TEDxBANFF Talk (April 22) Concept Map used to plan the presentation Presentation Visual Closing Keynote Address Wiki Handouts Bibliography Presentation Visuals Wiki Handouts for RSS Creating RSS Feed for YouTube

What I Just Learned: Re-educating the Bots Former Car Assembly Droids Get Career Reboot

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“Share what you’re really good at, and link to the rest.” This is a quote from David Wiley’s TEDxNYED talk last month, which I am watching on the plane on my way up to Calgary and Edmonton. I’m happy to be able to watch the performances of Dan Meyer, David Wiley, Jeff Jarvis, and Chris Lehmann, because this week will be my first TEDx — and I’ve been dreaming about it like I just to dream about Christmas day. I hope I don’t screw it up.

My TEDx will be three (maybe four) stories, experiences I have had in my 34 hears as an educator, that have taught me something, shaped my thinking, and given me new language for expressing what I know and what I believe. I could just tell you what I know and what I believe. But I am among the privileged inhabitants of the moisture-thick and shaded air of the southern United states, and we tell stories. You can access material related to my talk in the panel to the right.

While at the conference, I will also deliver a closing address — which may well be entitled, “This is not what I was going to talk about yesterday.” I may talk about literacy in a networked, digital, and information-abundant world. I may talk about the three incontestable reasons why teaching and learning for us will not serve the needs of today’s children or our future. I may event dig in and crack the ‘native’ information experience. The bottom line will be that as we continue to retool education for the twenty-first century, we must resist at all costs our inclinations to turn the hammers and nails of our building into the destination of our travel.