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.