Transcript Title of Presentation Subhead
Networked Learners
Lee Rainie, Director, Pew Internet Project 8.22.12 – Learning 2.0
Email: [email protected]
Twitter: @Lrainie Pew
Internet
.org
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?
Digital Revolution 1 Internet (82%) and Broadband at home (66%) Home broadband Home dial-up 80% 71% 70% 60% 50% 40% 30% 20% 10% 66% 0% June 2000 April 2001 March 2002 March 2003 April 2004 March 2005 March 2006 March 2007 April 2008 April 2009 May 2010 May 2011 August 2011 Jan 2012
Broadband at home – 66%
80% 60% 40% 20%
76% 74%
0% Millennials (18-34) GenX (35-46)
67% 58% 47% 21%
Younger Boomers (47-56) Older Boomers (57-65) Silent Generation (66-74) G.I.
Generation (75+)
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
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
Consequences for learning ecosystem Volume Vibrance Velocity Valence / Relevance
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
Broadband facilitates networked information Links and multimedia Pervasive media Self-paced learning Analytics
Big challenge for schools Atoms bits
Knowledge rendering is disrupted
Mobile phones – 89% of adults 331.6
Total U.S. population: 315.5 million
2011
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
80%
Changes in smartphone ownership
May 2011 February 2012 60% 40% 35% 46% 48% 41% 20% 17% 12% 0% Smartphone Other cell phone No cell phone
Smartphones – 46%
Apps – 50% of adults
Teens: Texting takes off and talking slips
Mobile connectivity alters learning venues and expectations New access points to knowledge (AAA)
Augmented reality Attention zones morph Real-time sharing, just in-time searching Pervasive, perpetual awareness of social networks
Big challenge for educators People come to us We go to people
The school as place becomes the school as placeless resource
100% Digital Revolution 3 Social networking – 52% of all adults
% of internet users
86% 80% 76% 83% 70% 67% 61% 60% 48% 49% 47% 51% 40% 33% 25% 25% 26% 20% 9% 0% 2005 7% 6% 2006 8% 4% 1% 2007 18-29 11% 7% 2008 30-49 2009 50-64 13% 2010 65+ 2011
85% 71% 52% 35%
2012
Mean size of Facebook friends network
350,0 300,0 250,0 200,0 150,0
318,5
100,0 50,0 0,0
197,6 155,7 85,1 78,4
Millennials (18-34) Gen X (35-46) Younger Boomers (47-56) Older Boomers (57-65) Silent Generation (66-74) Source: Pew Research Center's Internet & American Life Project, October 20-November 28, 2010 Social Networking survey.
42,0
G.I.
Generation (75+)
Social media aids peer-to peer learning by doing Facilitates rise of amateur experts Elevates DIY learning in soc.nets
Increases the role of social networks in learning Changes character of soc.nets
Big challenge for educators Expertise and influence emerges in networks and algorithms
Share the stage with amateur experts
Information is Woven Into Our Lives Mobile is the needle, Social Networks are the thread Mobile… Moves information with us Makes information accessible ANYTIME and ANYWHERE Puts information at our fingertips Magnifies the demand for timely information Makes information location sensitive Social Networks… Surround us with information through our many connections Bring us information from multiple, varied sources Provide instant feedback, meaning and context Allow us to shape and create information ourselves and amplify others’ messages
Consequences for learning ecosystem
Social networks and social media become more important in people’s learning strategies
What does this mean?
1) Social networks are more influential and are differently segmented and layered
Sentries
What does this mean?
1) Social networks are more influential and are differently segmented and layered
Evaluators
What does this mean?
1) Social networks are more influential and are differently segmented and layered Audience = New media are the new neighborhood
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
Back to those 4 questions: How eductors can be even more valuable the world of networked individuals
1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities” Old: Learning as transaction New: Learning as a process
Knowledge is objective and certain Knowledge is subjective and provisional
1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities” Old: Learning as transaction New: Learning as a process
Learners receive knowledge Learners create knowledge
1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities” Old: Learning as transaction New: Learning as a process Knowledge is organized in stable, hierarchical structures that can be treated independently of one another Knowledge is organized “ecologically” disciplines are integrative and interactive
1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities” Old: Learning as transaction New: Learning as a process
We learn best passively, by listening and watching
We learn best actively doing and managing our own learning
1) What is the future of knowledge?
-- Shana Ratner (1997) “Emerging Issues in Learning Communities” Old: Learning as transaction New: Learning as a process Our “intelligence” is based on our individual abilities Our “intelligence” is based on our learning communities
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
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/
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/
4) What is the future of community anchor institutions?
ALA Confronting the Future Strategic Visions for the 21 st Century Public Library http://www.ala.org/ala/aboutala/offices/oitp/p ublications/policybriefs/confronting_the_f utu.pdf
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