Lee Rainie will present a keynote discussion on networked learning at the The Free Learning 2.0 Conference on August 22. The conference is "a unique chance to participate in a global conversation on rethinking teaching and learning in the age of the Internet."

1. Networked Learners
Lee Rainie, Director, Pew Internet Project
8.22.12 – Learning 2.0
Email: Lrainie@pewinternet.org
Twitter: @Lrainie
PewInternet.org

2. 4 questions for educators to ponder in
the age of networked individuals
1. What is the future of knowledge?
- Created? Disseminated?
2. What is the future of learning spaces?
- Physical presence? Collaboration? Alliances? Ownership?
3. What is the future of reference expertise
- Literacies? Search?
4. What is the future of community anchor institutions like
schools?
- Knowledge economy/ecology?

3. Digital Revolution 1
Internet (82%) and Broadband at home (66%)
Home broadband Home dial-up
80%
70%
71%
60%
50%
66%
40%
30%
20%
10%
0%
June April March March April March March March April April May May August Jan
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2011 2012

4. 80%
Broadband at home – 66%
60%
40%
76% 74%
67%
58%
20%
47%
21%
0%
Millennials GenX Younger Older Boomers Silent G.I.
(18-34) (35-46) Boomers (57-65) Generation Generation
(47-56) (66-74) (75+)

5. Networked creators among internet users
• 69% are social networking site users
• 59% share photos and videos
• 37% contribute rankings and ratings
• 33% create content tags
• 30% share personal creations
• 26% post comments on sites and blogs
• 15% have personal website
• 15% are content remixers
• 16% use Twitter
• 14% are bloggers
• … of smartphone owners, 18% share their locations;
74% get location info and do location sharing

6. 56% of adults own laptops –
up from 30% in 2006
52% of adults own DVRs –
up from 3% in 2002
44% of adults own MP3 players –
up from 11% in 2005
42% of adults own game consoles
19% of adults own e-book readers - Kindle
19% of adults own tablet computer - iPad

7. Consequences for learning ecosystem
Volume Velocity
Vibrance Valence /
Relevance

8. Info consumption up from 7.4 hours a day
in 1960 to 11.8 hours in 2008
140% increase words consumed since 1980
Reading volume has grown 3X since 1980
100,500 words per day and 34 gigabytes

9. Broadband Pervasive
facilitates media
networked
information
Links and
multimedia
Self-paced
learning
Analytics

10. Big challenge for schools
Atoms bits
Knowledge
rendering is
disrupted

11. Mobile phones – 89% of adults
331.6
Total U.S.
population:
315.5
million
2011

12. Mobile is the Needle: 89% of US Adults Have a Cell Phone
% in each age group who have a cell phone
Teen data July 2011 Adult data Feb 2012

13. Changes in smartphone ownership
80%
May 2011 February 2012
60%
46% 48%
41%
40% 35%
20% 17%
12%
0%
Smartphone Other cell phone No cell phone

14. Smartphones – 46%
100%
80%
60%
40%
66%
53%
20%
35%
22% 20% 3%
0%
Millennials Gen X Younger Older Silent G.I.
(18-34) (35-46) Boomers Boomers Generation Generation
(47-56) (57-65) (66-74) (75+)

15. Apps – 50% of adults
Sept 2009 May 2010 August 2011
100%
80%
60%
50*
40% 38* 38 43* 43
29*
22%
20%
0%
Download apps to their Have preloaded apps on Total who have apps on
phone their phone phone

16. Teens: Texting takes off and talking slips
Send and receive text messages
63 6 3 26
Talk to people you know on your cell
phone
39 19 12 5 25
Spend time with people in person, doing
social activities outside of school
35 32 26 34
Exchange messages through social
network sites like MySpace or Facebook
29 20 17 10 25
Exchange instant messages
22 15 13 11 39
Talk to people you know on a landline or
home telephone
19 22 20 20 20
Exchange email with each other
6 11 20 23 39
0% 20% 40% 60% 80% 100%
Every day Several times a week At least once a week
Less than once a week Never/Cannot do this

17. Mobile Augmented
connectivity reality
alters
learning
Attention
venues and
zones morph Pervasive,
expectations
perpetual
New access Real-time awareness
points to sharing, just- of social
knowledge in-time networks
(AAA) searching

18. Big challenge for educators
People come to us We go to people
The school as
place becomes
the school
as placeless
resource

19. Digital Revolution 3
Social networking – 52% of all adults
100%
% of internet users 86% 85%
80% 83%
76%
70% 71%
67% 61%
60%
52%
48%
49% 47% 51%
40% 35%
25% 33%
25% 26%
20%
9% 8% 11% 13%
7% 7%
4%
0% 6%
1%
2005 2006 2007 2008 2009 2010 2011 2012
18-29 30-49 50-64 65+

20. Mean size of Facebook friends network
350.0
300.0
250.0
200.0
318.5
150.0
100.0 197.6
155.7
50.0
85.1 78.4
42.0
0.0
Millennials Gen X Younger Older Boomers Silent G.I.
(18-34) (35-46) Boomers (57-65) Generation Generation
(47-56) (66-74) (75+)
Source: Pew Research Center's Internet & American Life Project, October 20-November 28, 2010 Social Networking survey.

21. Social media Facilitates rise of
aids peer-to- amateur experts
peer learning
by doing
Elevates DIY
learning in
soc.nets
Changes
Increases the role of social character of
networks in learning soc.nets

22. Big challenge for educators
Expertise and influence emerges in
networks and algorithms
Share the
stage with
amateur
experts

23. Information is Woven Into Our Lives
Mobile is the needle, Social Networks are the thread
Mobile… Social Networks…
Moves information with us Surround us with information
through our many
Makes information accessible
connections
ANYTIME and ANYWHERE
Bring us information from
Puts information at our
multiple, varied sources
fingertips
Provide instant feedback,
Magnifies the demand for
meaning and context
timely information
Allow us to shape and create
Makes information location-
information ourselves and
sensitive
amplify others’ messages

24. Consequences for learning ecosystem
Social networks and social
media become more
important in people’s
learning strategies

25. What does this mean?
1) Social networks are more influential and are
differently segmented and layered
Sentries

26. What does this mean?
1) Social networks are more influential and are
differently segmented and layered
Evaluators

27. What does this mean?
1) Social networks are more influential and are
differently segmented and layered
Audience = New
media are the
new
neighborhood

28. More oriented
New kinds
towards being
of learners
nodes of
emerge
production
More reliant on feedback
and response
More self-directed More inclined to
Better arrayed to collaboration
capture new info

29. Back to those 4 questions:
How eductors can be even
more valuable the world of
networked individuals

30. 1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities”
Old: New:
Learning as transaction Learning as a process
Knowledge is Knowledge is
objective and subjective and
certain provisional

31. 1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities”
Old: New:
Learning as transaction Learning as a process
Learners receive Learners create
knowledge knowledge

32. 1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities”
Old: New:
Learning as transaction Learning as a process
Knowledge is organized Knowledge is organized
in stable, hierarchical “ecologically”-
structures that can disciplines are
be treated integrative and
independently of one interactive
another

33. 1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities”
Old: New:
Learning as transaction Learning as a process
We learn best We learn best
passively, by actively doing
listening and and managing
watching our own learning

34. 1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities”
Old: New:
Learning as transaction Learning as a process
Our “intelligence” Our “intelligence”
is based on our is based on our
individual learning
abilities communities

35. 2) What is the future of learning
spaces?
Attuned to networked individuals/learners
• More self directed, less top-down
• Better arrayed to capture new information inputs
• More reliant on feedback and response
• More inclined to collaboration
• More open to cross discipline insights and creating
their own “tagged” taxonomies
• More oriented towards people being their own
individual nodes of production

36. 3) What is the future of reference
expertise?
“Embedded educators” in learning communities
• Teacher as scout for relevant material
• Reviewer and synthesizer
• Organizer and taxonomy creator
• “On call” for just-in-time information
• Organizational “steward” of bonding capital
• Organizational “steward” of bridging capital
(especially to outside experts)
Good source: David Schumaker at
http://embeddedlibrarian.wordpress.com/

37. 3) What is the future of reference
expertise?
“Knowledge concierge/valet” in learning communities
• Teacher as modeler of social media creation
• Teacher as fact checker, transparency assessor,
relevance arbiter
• Teacher as aggregator and curator – follow Jeff Jarvis
rule: “Do what you do best, and link to the rest”
• Teacher as “node” in networks attuned to perpetual
learning
Good source: Bill Densmore at
http://www.informationvalet.org/

38. 4) What is the future of community
anchor institutions?
ALA
Confronting the
Future
Strategic Visions for
the 21st Century
Public Library
http://www.ala.org/ala/aboutala/offices/oitp/p
ublications/policybriefs/confronting_the_f
utu.pdf

39. A short list of critical uncertainties
• Security of the internet
• Future of intellectual property
• Tolerance of ed systems (and accrediting
authorities) for blended practices:
online/offline, home/school, proficiency
standards for individuals/cohorts
• The importance of new literacies and
strategies for addressing divides

40. Your map is wrong

41. Thank you!