DAVID WARLICK

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 TRANSCRIPT 1

WHAT I JUST LEARNED: Pocket Sized Politics PEW Report Downloadable Report

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First of all, I want to tell how what a pleasure it is to be presenting to an audience that I only have to drive and hour to see. In the last two weeks, I’ve traveled over 27,000 miles, and that’s seeming more and more wrong every week. But it’s a living!

On their way in. Not enough time to get an outside photo.

I am also happy to be exploring a issue today that is critical not simply to our children, our jobs, or even our students. It is our future that is at jeopardy, because we are, for the first time in history, preparing our children for a future that we can not clearly describe. We have to ask important and first-time questions today, such as, “What do our children need to be learning today to be ready for an unpredictable future, and how do they need to be learning it.

There are actually three converging conditions that are forcing us to rethink education and what it means to be educated today. They are that,

• We are preparing a new generation of learner,
• Within a new information environment,
• For a future that we can not clearly describe.

One of the most fundamental questions that rises out of accepting these three conditions is, how does this new generation learn? They have grown up within and identifying with an information experience that most of us do not understand and some do not even recognize. It is an experience and a culture that gets its meaning from information. It is not based on technology. It is based on information.

So the question that we ask, as professional educators, is, “What are the pedagogies of the millennial generation?” This is what we’ll be talking about today.

RESOURCES: Our Students ‚Ä¢ Our Worlds Wiki Handouts Bibliography Presentation Visuals Post Presentation Narrative Personal Learning Networks Wiki Handouts A Gardener’s Approach to Learning 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: Oldest Galaxy Centauri Dreams Article Hubble Ultra Deep Field WFC3/IR Wikipedia – Hubble Ultra Deep Field:

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It is a huge pleasure to have a chance to work with education in New Zealand.  To add to this joy is the opportunity to get to know anther of your beautiful cities.  I’ve spent time in Auckland, Rotorua, Duniden, and the beautiful North Palmerston.  Christchurch has proven the rule that New Zealanders (Kiwis) know how to live.

My first race course…

Teachers learning from teachers is a growing theme in education and an increasingly prominant component of the profession, and when asked, I suggest that among the best places to go to connect with innovative educators, look for teachers whose email addresses end with “nz.”

That said, we all are facing the challenges of adapting our education institutions and process to a time of unprecedented change.  It is a new world, and schooling requires a new story — one that is simple and compelling, a story that can be expressed with a three-bullet list.

I will begin with this story about three converging conditions that are, for the first time in decades, forcing us to rethink education and even what it means to be educated.  We are now,

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

During the day, I will present two other topics.  The first will center on this new information environment, with which we are starting to think about literacy in a new way — and I would suggest a literacy that holds as its core the skills involved in using information to learn.  Teachers are as much in need of a lifelong learning lifestyle as any, and we will explore some strategies for using these new literacy to remain viable educators.

Finally, I have been asked to explore topics related to students using technology to express what they are learning.  I will be couching these techniques within a structure of pedagogies that plug directly with our learners outside the classroom (’Native’) information experiences.  How does self expression align with

• Responsive learning experiences,
• That provoke conversation,
• Demand personal investment, and
• Are guided by safely-made mistakes.

I is an honor to work with you all.

RESOURCES: Cracking the ‘Native’ Information Experience Wiki Handouts Bibliography Printable Handout Presentation Visuals Planning Concept Map Beyond Digital Content Reinventing the Textbook Presentation Slides The Future of the Textbook, 2004 Technology & Learning Magazine Backchannel TRANSCRIPT for Cracking the ‘Native’ Information Experience TRANSCRIPT for Texbooks Session

WHAT I JUST LEARNED: The Future of Location Apps — Magitti Blog Post where I learned about it YouTube Video Demo

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Where I am Delivering this Presentation

It is a pleasure to be here and part of this annual virtual conference. The term virtual has some interesting meaning today, but could I am not virtually beaming through the Education Service Center Region XI site. I am actually sitting here, in a comfortable conference room deep within the inner heart of the center.

Over the past several months, I have been keeping track of the bandwidth that is available at most hotels, what they call “High Speed” Internet. One hotel, I believe in Canada, delivered 5 Mbs, and all the rest have been a fraction of one megabits per second — not nearly the bandwidth to deliver a virtual conference presentation. So since I was on my way back to Raleigh from Las Vegas (for work), I stopped off at DFW airport and took the TRE rail over to the service center this morning. (more than you wanted to read here)

I am delivering two presentations as part of the “Resistance if Futile” VC.  The first, a regular keynote of mine, is called “Cracking the ‘Native’ Information Experience.”  It is based on my on-going position that technology, in all of its manifestations, is only tools, and we do not learn from tools.  We learn from experiences.  So I ask the question, “What are the qualities of our students outside-the-classroom information experiences (video games, social networking, hyperconnectedness) that make is so compelling, and might we leverage some of these qualities in our more formal learning experiences to affect better and more relevant learning?

I identify four qualities of that experience in the presentation.  But there are actually a number of others embedded in the four.  The complete list (as it stands) is:

• Responsive
• Provokes conversation
• Fueled by questions
• Build on & through identity
• Rewarded with currency
• Demands personal investment
• Guided by safely made mistakes

You can click on the document to the right to read a more detailed examination of each of these qualities of the ‘Native’ information experience.

I am also delivering another presentation, one that I have never performed before.  I have written about the subject of textbooks — fairly extensively.  But I have never layed down my ideas in a sequenced way for speaking and listening.  So who knows how it’s going to end out.

First of all, it is important to say that I am suggesting some possible directions that textbooks (or whatever we end out calling them) along a continuum, but I am making now promises nor predictions.  There are simply too many factors that influence where we go, not the least of which is the habit we have of inventing something totally brand new and completely out of left field.

Regardless of where things go, it will not happen in a vacuum.  Education and how we do it will evolve within the context of purpose — “What is the purpose of school?”  In one of the slides I suggest that the purpose of school is to…

Prepare our children for their future by facilitating learning experiences that employ learner-relevant pedagogies, harness the qualities of a new information environment, and instill in all children a learning lifestyle.

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RESOURCES: Our Students • Our Worlds Wiki Handouts Bibliography Presentation Visuals Post Presentation Narrative Backchannel TRANSCRIPT

WHAT I JUST LEARNED: Locative Media Wikipedia Article Spook Country by William Gibson Doing It: Layar Doing It: Hoppala Uninvited Exhibition at the MoMA

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It is a pleasure and honor to have a chance to talk with faculty and students at Western Carolina University. I’ve been back a few times since I graduated from WCU in 1976, more frequently during the last several years, as my daughter attended and graduated in 2008.

WCU Admin Building behind the colors…

What I bring back to the university is 34 years of experience in education during what many will agree have been the fastest changing and most exciting decades in the history of formal education. Many of the teachers and administrators I work with are shocked when I tell them about the first years of my career. When I graduated from Western and started teaching social studies, the person computer had not been invented. Computers had nothing to do with teaching, learning, or why I became a teacher.

I was surprised when I heard Dean Perry Schoon say that he was programming computers when he was 12. In reality, a lot of teachers in our classrooms grew up with computers and playing video games. Just about all of your education students are part of a culture that is colored by computers, cell phones, and video games. And yet, with some extraordinary exceptions, schooling has changed very little. In fact, in the opinion of many, what education in America is about, has receded back a few decades from the perspective of our primary goal, that of preparing our children for their future.

I believe that part of the problem is that we see this culture a built upon technology. We think that preparing children for their future, with “21st century skills,” is in large part about technology. And the truth is that we do not know what that means.

Even though the extraordinary advances in information and communication technologies that we have witnessed in the past decades has had an enormous impact on nearly every aspect of our society, I want to suggest three other reasons why the schooling that I received in the 1950s and ’60s is inadequate, irrelevant, and even detrimental to our children and their future.

There are three converging conditions that we all see every day. They are a perfect storm of conditions that are force us, for the first time in decades, to rethink education in the 21st century, to rethink what it means to be educated in a time of rapid change, to reinvent the classroom and redefining the teacher.

I hope that you enjoy my presentation and the conversations that will follow. I plan to learn from you!

RESOURCES: 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 The blog entry on how school leaders can promote learning lifestyle in their schools Cracking the ‘Native’ Information Experience Wiki Handouts Bibliography Printable Handout Presentation Visuals Planning Concept Map Backchannel TRANSCRIPT 1

WHAT I JUST LEARNED: Mutant Worms WIRED.com Article See also Spider Webs tougher than Kevlar

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It is a pleasure to be back in the Syacuse area of New York. I’m wondering now, at thy typing, if I might some some leaves turning there already. We’re reckoning a late autumn in Raleigh, since we’re only mere days from 90+ temperatures — quite a September.

I’m still having fin playing with this Panorama software on my iPad.

But we are here today because we are educators, and because we are doing our business in a time of rapid change. Our major focus will be literacy and how the “basics” have changed. But we can’t explore change and education without also exploring issues such as pedagogy and how shifts in our intellectual environment and especially in our children’s culture have caused us to rethink the methods of learning that we facilitate.

But for literacy, the issues are simple. Information has changed. In the past 20 years, information has become increasingly networked, digital and overwhelmingly abundant. Because information increasingly flows through global networks, often coming directly from the author, unfiltered by editors, publishers, or even librarians, our notions of being a reader have expanded. We can no longer be satisfied with merely being able to read and comprehend as the hallmarks of basic literacy. Today, the question is, “Can you expose what is true in the information that you encounter?”

Because information is digital, all information is now defined from numbers — and all information can be worked by manipulating those numbers. Because text, images, sound, video, and animations are all built on numbers, we can add value to that information by working the numbers. Therefore, being a processor of information has expanded far beyond the ability to make change or even perform calculus.

And finally, as we are increasingly overwhelmed by content, we must work to decide what information we are going to use, and what information we are not going to use — what information sources we are going to pay attention to and what sources we are going to ignore. This means that information must compete for our attention. Today, while our students learn to write and to write well, it has become equally important that they learn to communicate with images, sound, video, and animation — to produce a message that compellingly conveys an idea.

This expanded view of literacy extended beyond merely being able to read a news paper, make change, and write clear instructions. Today, it is the skills involved in using your information environment to learn what you need to know to do what you need to do — a pretty good definition of literacy, in my opinion.

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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: Telling the New Story 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: Is Twitter as good as Gallop? Mashable Blog Article Original Paper (pdf) My blog entry on the subject

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I’ve been here for a number of days and haven’t seen the sun once. A bit of a downer, but I’m sure the growers are happy for the rain. Today, we’re going digital — selecting from a digital buffet to be more precise, and that’s a pretty good description and a fairly good way of approaching technology, as long as nutrition is the main focus when selecting from the delectable techs we have available to us.*

I will start off by “Telling the New Story.” This address is based in part on the work of Dr. Jennifer James and her descriptions of leaders as story tellers, that a leader should be able to “…tell a compelling new story.” The story should include three components, and they corespond with one of my themes, that we are working, and playing, and learning in the middle of a “perfect storm.” Sometimes I call this address, “Harnessing the Perfect Storm.”

We’ll talk about three converging conditions that are forcing us to rethink education for the first time in decades, not just how hard we are teaching, but how we actually learn. The three converging conditions are that…

• We are preparing a new generation of learners
• Within a new information environment
• For a future that we can not clearly describe

As a break out, we will be engaged in a conversation about learning experience and instructional practice, within the context of technology and effective and deep learning and thinking — using Blooms Revised Taxonomy as the measuring scale. This will be an interactive and measured exchange of ideas for best-practice in the class (and out).

I’ll be closing by addressing some aspects and implications of one of the converging conditions from the morning address. If the nature of information is changing — has changed — then how does that affect what it means to be literate. When information is increasing networked, how does that affect what it means to be a reader? When all information is digital, made of ones and zeros, what does that do to arithmetic? When information is increasingly abundant, then how does that affect the skills of communication? I’ll be answering most of these questions.

* By this I mean that we should not be saying, “Here’s the Flip Camera, and here’s how you can use it in your classroom.” Instead, we should be saying, “Helping students to understand and have conversations about their vocabulary words is a challenge for us. Here is a way that you can use digital cameras, and Flip Cameras in particular, to help students with vocabulary.”

Location:Glenn Ave,Sioux City,United States

RESOURCES: Welcome to “Their” World Wiki Handouts Session Bibliography Concept Map for Planning Presentation Visuals Mapping 21st Century Skills Planning Concept Map Presentation Visuals Home Appliance Energy Use GE.com Mashable Blog Entry Backchannel Transcript

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It is a pleasure to be back in Oregon, and especially to be able to address technologists from the Northwest. Reading and watching the Harry Potter stories, we’ve become acquainted with the idea of wizards and witches, people who can perform amazing and useful feats of magic. But to no small degree, we have wizards in our midsts, who, with the special knowledge of secret incantations, and the connections of copper and glass fibre, can talk to each other globally, and even assemble oracles of knowledge.

Another new audience

We live in amazing times.

Perhaps it is a magical world for me. I taught history before the personal computer was invented. But for today’s children, it is a part of their lives. These information and communication technologies that you form and facilitate are a central part of their culture, and perhaps it is from their ‘native’¹ information experiences that we might answer the question, “How do we harness these new technologies for teaching and learning?”

In Welcome to “Their” World, I will try to go past the inclination that many educators have, to bring our learners world into the classroom, and examine some of the qualities of that world, to crack the code of the ‘native’ information experience in such a way that we might hack that code to create more appropriate learning environments in our schools.

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1. Prensky, Marc. “Digital Natives, Digital Immigrants.” On the Horizon October 2001. 04 Nov 2005 . [↩]

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.