Get Ready For Abundance Culture At High School
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Transcript of Get Ready For Abundance Culture At High School
Prepare for Abundance Culture @ High School
Visual Arts and Design
Languages
Music
Science3. Opportunities
2. Issues
1. Trends
Computer Science
Media
Prepared for Bishops (Diocesan College)by Travis Noakes, who asserts his moralright as the author of this presentation.© Travis Noakes 2010.
Maths
History
Biology
Drama
Technology
3 key trends = An “abundance culture” in digital media
Cheaper ICT
Faster bandwidth
Low storage costs
Cheaper ICT = means growing accessibility
Computer access at your school will soon be broader than computer labs and laptops.
Big growth in mobile phone, netbook and tablet users.
Increase in the number of networked home appliances,
including: televisions, gaming platforms and landline phones.
Attention economy = “freemium” storage
Faster bandwidth = an end to the “passive” web
The international bandwidth available to sub-Saharan Africawill increase 120 times from 80 Gigabits per second (2008)to 10 Terabits by the end of 2011 {due to six new cables and an upgrade to SAT3}.
By 2013, any South Africanwith a mobile phone will haveaccess to broadband speedthat will allow the download ofa full-length movie in a fewseconds.
Web 1.0 Web 2.0 What the change means for education
Licensed or purchased > Free = Easily adoptable
Expert publishers > Easy-to-publish = All have a voice
Isolated > Collaborative = Co-create knowledge
Unrated content > Rateable = Rate and share reviews
Single source > Mash-ups = Easily contrast information
Proprietary code > Open-source = Can be peer-reviewed
Copyrighted content > Shared content = Customise publications
Directory (taxonomy) > Folksonomy (tagging) = Personal meanings
Advertising > Word-of-mouth = Reputation management
Push content > Pull content = What interests me
Passive consumer > Interactive prosumer = Value can be co-created
Passive consumers can change to active prosumers
Based on a table from the book Web 2.0: New Tools, New Schools
Department of Education’s National Policy
Support OBE’s democratic objectives
Help bridge the digital divide
Address the relevance gap, in part
Help bridge the participatory gap
Accommodate diverse students’ needs
(especially introverts and non-conformists)
Prosumer services are relevant @ School
Generation Content are active content producers
2005 Pew Internet & American Life Project survey Teen Content Creators andConsumers revealed that over half of all teens with access to broadband werecreating content for it. December 2007’s sequel report Teens and Social Mediaconfirmed that teen content creation is rapidly becoming more prevalent than firstindicated.
http://pewresearch.org
Table used in Chris Anderson’s “Free”, 2009
Managing abundance culture is different, but can be good.
Document legitimate issues and key opportunities
#1 Issue. Your High School is on social media.
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Oh, dear. What other online publications is our school on?
It’s on Wikipedia. More N.B. than your official site?
It is being blogged about. Is it accurate and fair?
Mmm. What are they writing about my school ?
It has Facebook groups and fans. A good community?
Does our school fit in here at all?
Professional associations are formed from it. Pros & Cons?
Its has been tagged. What are the keywords we like?
Artist: BanksySourced from http://abstract.desktopnexus.com/get/26166
Photos and videos will be shared. The best?
#2 Issue. When is abundance culture available formally?
Living in an underwater city Teleporting to Tokyo
Growing a pet dinosaur Beating traffic with a flying car
#3 Issue. Will teachers receive sufficient support?
• Time-off?
• Updating skills
• Home IT access
• Quality materials
• Criteria for assessment
• Clear incentives
• Policy protection
#4 Issue. Do relevant policies address these new issues?
#5 Issue. Should policy stretch to social relationships?
#6 Issue. “C” issues! privacy, security, copyright, EQ, …
Can your school inspire ALL students tobe digitally literate?
1.Be smart about new sources of information2.Understand and respect copyright (where relevant)3.Understand the impact of private voice in public (if digital, probably not private)4.Respect others online with emotionally intelligent ratings and feedback (encourage high EQ)5.Know how to protect their safety (safeguard contact details)6.Be responsible e-citizens (identify and delete spam, kill viruses, notify webmasters of problems)7.Exercise their prosumer rights (from rating products
to creating them)
#7 Issue. Are audiences broadly understood?
StudentClassroom
School
District Deputy
Parents
Province Provincial Department
Country National Government
World Exchange schools
Other (Reporters, Funders, etc.)
Physical area Roleplayers
#8 Issue. Is there scope for cross-department innovation?
The web; that’s the IT department’s
baby! Don’t bother me…
If it’s media, it must be for
artists, right? This isn’t what
teaching’s really about, is it?
What’s the technology committee for, then?
#9 Issue. Link prosumer content from official channels?
#10+ What other issues do you think are important?
Opportunities to turn the “Out of Control” Challenge…
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… into “Blooming Opportunities”!
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#1 Opp. Include freemium software in a curriculum, or two?
Software development
Scientific collaboration
Online gaming
Citizen journalism
HIGH COLLABORATION
Social networkingSocial bookmarkingProduct recommendation
Networked content creation
Networked innovation
BloggingSharing videos, images and musicRating others’ workProviding reviews
Self-publication
MEDIUM COLLABORATION
LOW COLLABORATION
Visual Arts
Writing
MusicGraphic Design
PhysicsComputer Science
Chemistry
Photography
Teaching
Video
Creators - Critics - Collectors - Joiners - Spectators – Inactives
Example. Visual Arts curricula.
GRADE 10 Introduction to the digitisation of portfolios and the freemium‘carbonmade’ website as the prescribed online portfolio software.
GRADE 11Involves a more specific focus on the strategic use of online portfolios, i.e. suitability of software for the student’spreferred media.
GRADE 12Strategic use of online portfolios for post-school realities; for example customising the site for what is required by tertiary institutions.
#2 Opp. Is there a role for an holistic elearning portfolio?
Sourced from http://sites.google.com/site/eportfolioapps/overview/levels
#3 Opp. Support champions with content development?
Policy + Digital Literacy = Champions
Policy + No Digital Literacy = Bystanders
No Policy + Digital Literacy = Loose Canons
No Policy + No Digital Literacy = Clueless
Positive, accurate content 2012
140 links
Positive, accurate
content 2011100 links
Search engine queries
#4 Opp. Raise your profile on the DOE’s website?
#5 Opp. Leverage your local environment (geotags)?
#6 Opp. Highlight the pros and cons of digital culture?
• Visual simulation versus lived-in, fully-sensed reality:
- medium shift from tactile 3D to a 2D on-screen simulation- fungible digital files versus the longevity of analog reality
#7 Opp. Create your own digital archive “long tail”?
#8 Opp. Manage “exit, voice and loyalty” better?
#9 Opp. Be a pioneer in South African High School education
Sourced from http://centeredlibrarian.blogspot.com/2009/06/web-30-in-plain-english.html
#10+. What other opportunities do you see?
All creatives, journalists, programmers, scientists and gamers can try it for free. What about you?
Thanks for your time ! Stock imagery bought from www.dreamstime.comDesign by Travis Noakes
This presentation will be uploaded to slideshare.net and linked from www.travisnoakes.co.zaby tomorrow.
This presentation will be uploaded to slideshare.net and linked from www.travisnoakes.co.zaby tomorrow.