5. Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
6. Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
7. 2011 NY State Regents Exam for World Geography:
Which geographic factor affected the development of
the Gupta Empire?
a) island location
b) volcanoes
c) monsoons
d) permafrost
13. ABUNDANCE OF...
Information
Tools
Opinions
People
Data
Resources
Media
More...
14. ABUNDANCE OF...
(Kids’ Version)
Games
Videos
Networks
Texts
Hangouts
(...and all sorts of other interesting stuff
they don’t have access to at school.)
17. ...A world marked by “ubiquitous computing,
ubiquitous information, ubiquitous networks, at
unlimited speed, about everything, everywhere,
from anywhere, on all kinds of devices that make
it ridiculously easy to connect, organize, share,
collect, collaborate and publish.”
Michael Wesch
33. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
34. Cal Tech, Georgia Tech, U. of Va, Duke, Rice, Johns Hopkins,
Stamford, U. of Washington, U. of Illinois, U. of Edinburgh, U.
of Toronto, Princeton, U. of Penn.
“This is the tsunami.”
--Richard DeMillo, Ga. Tech
37. ABUNDANCE
Is changing:
How we define an education.
38. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
39. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
40. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
When we get an education.
41. ABUNDANCE
Is changing:
How we define an education.
How we get an education.
Where we get an education.
When we get an education.
From whom we get an education.
48. “There’s no competitive advantage today
in knowing more than the person next to
you. The world doesn’t care what you
know. What the world cares about is
what you can do with what you know.”
Tony Wagner
55. NEW REALITIES
1. Content and Knowledge are Everywhere
2. Teachers are Everywhere
3. Data is Everywhere
56.
57. NEW REALITIES
1. Content and Knowledge are Everywhere
2. Teachers are Everywhere
3. Data is Everywhere
4. Networks are the New Classrooms
58.
59.
60. NEW REALITIES
1. Content and Knowledge are Everywhere
2. Teachers are Everywhere
3. Data is Everywhere
4. Networks are the New Classrooms
5. Learning is On Demand
66. “We need to move beyond the idea
that an education is something that
is provided for us, and toward the
idea that an education is something
that we create for ourselves.”
Stephen Downes
67. UNLEARNING
UnDelivery Idea:
Let students create their own
paths to the standards.
73. Harder
Difficulty Problem
to Solving
Assess Critical
Thinking
Basic Skills
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
74. Curiosity
Resilience
Courage
Passion
Harder Initiative to Learn
Entrepreneurial
Thinking Empathy
Inquiry Synthesis
Networking Creativity
Difficulty Problem
Collaboration
Problem
Connecting Finding
to Solving
Creating
Assess Critical
Thinking Participation
Solutions
Basic Skills
Sharing
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
75. “We are ‘optimizing the
measurable at the risk of
neglecting the immeasurable.’”
Justin Reich
76. The “Immeasurable” Curiosity
Resilience
Courage
Passion
Harder Initiative to Learn
Entrepreneurial
Thinking Empathy
Inquiry Synthesis
Networking Creativity
Difficulty Problem
Collaboration
Problem
Connecting Finding
to Solving
Creating
Assess Critical
Thinking Participation
Solutions
Basic Skills
Sharing
Content
Knowledge
Easier
Less Important More Important
Learning in a
Time of Abundance
81. CHANGE
The case
for change
x
The vision The sense
V
for the future of loss
x
The roadmap
to get there
82.
83.
84. “Today, instead of teaching them information, I was
teaching them how to learn. And yet, I’m not sure
what my new role in this is. I’m not sure how to
connect to my students and their learning process
while doing this. I’m not sure how to laugh and
enjoy them. And I was not expecting the profound
sense of loss and the pain accompanying it.”
85. UNLEARNING
1. Understand: The contexts for change
2. Feel: Anger, grief, fear, excitement
3. Reflect: Examine your own learning practice
86. ARE YOU LITERATE?
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve
problems collaboratively and cross-culturally
• Design and share information for global communities
to meet a variety of purposes
• Manage, analyze and synthesize multiple streams of
simultaneous information
• Create, critique, analyze, and evaluate multi-media texts
• Attend to the ethical responsibilities required by these
complex environments
bit.ly/nctelit
87. UNLEARNING
1. Understand: The contexts for change
2. Feel: Anger, grief, fear, excitement
3. Reflect: Examine your own learning practice
4. Act: Innovate, Plan, Change, Connect, ReLearn
88.
89.
90. UNLEARNING
1. Understand: The contexts for change
2. Feel: Anger, grief, fear, excitement
3. Reflect: Examine your own learning practice
4. Act: Innovate, Plan, Change, Connect, ReLearn
5. Provoke: Engage others, Advocate
95. “In times of change, learners
inherit the Earth, while the learned
find themselves beautifully
equipped to deal with a world that
no longer exists.”
Eric Hoffer