Smart Mobs and Smart Classrooms

Howard Rheingold appears to cherish individuality -- and color. The lid of his MacBook Pro is slathered with stickers. He was sporting a bright green and purple shirt today. He paints -- yes, paints -- his shoes, which today quite logically had canvas tops.

Rheingold teaches at Stanford and Berkeley and is the author of Social Mobs: The Next Social Revolution, which traces the use of technology to communicate and coordinate human activities. When he noticed Finnish teens sharing smiles and quick looks at a cell phone that belonged to one of them, he asked an adult that had been visiting with the teens about it. The man replied, "Kids today flock like birds." Rheingold traced the development and history of social behavior and communication, which he maintains began when non-related people started hunting together in prehistoric times. He offered several inspirational examples of how people around the world have collaborated for good using the web as a medium.

Most interesting to me was Rheingold's brief description of his brand-new project, the Howard Rheingold Social Media Classroom Notebook. He mentioned a site, Socialtext, which provides information and directions for using different social media, including blogs, wikis, social bookmarking, podcasting, video blogging, chat, digital storytelling, RSS, and mashups, in the classroom to promote "participatory media literacy."

Click here to listen to the podcast of this morning's keynote presentation.

I also located this blip.tv video Rheingold created to introduce his Social Media Classroom project.

It’s Time to Upgrade: Making the Case for Change

Dr. Tim Tyson will be presenting the keynote addresses at each of the three AzTEA conferences this year. Every keynote will be different. After enjoying his keynote at the Peak Performance conference, I'm looking forward to hearing his presentations at the next two conferences.

Dr. Tim Tyson has been an educator for over thirty years. He currently works as a consultant and speaker. Prior to this, he was the principal of Mabry Middle School in Cobb County, Georgia. School Library Journal has referred to him as the "Pied Piper of Educational Technology." He started a student-led digital film festival at Mabry.

Here are my notes from his keynote:

It’s all about perspective. We get stuck until some tragic emotional experience shakes our perspective. Are we powerful enough to change our perspective without a tragedy?

The nature of work has changed because of technology. Global competition, consolidation, mergers, and layoffs have resulted in a third of America’s work force being laid off. They’re now independent contractors. To thrive in the economy, right-brain skills are essential. (Both Tim and LSLibn highly recommend reading Daniel Pink’s book, A Whole New Mind.) Unfortunately, many schools still focus on Rules, Rituals, Routines, and Right Answers.

Tim said he worked in a middle school with “hormonally handicapped” kids. (Sounds pretty typical, eh?)

Students sitting in rows is an outdated practice. We need to be doing project-based learning to prepare them for the workplace.

John Dewey (1916): “One learns through direct experience, by being engaged in authentic tasks. Learning is not, then, a process of transmitting information from someone who knows to someone who doesn't; rather, learning is an active process on the part of the learner, where knowledge and understanding is constructed by the learner. Moreover, learning is a social process: learning proceeds by and through conversations....”

A Big Question for Teachers

Who owns the learning? Teachers are working themselves to death and their students aren’t. Students need to take ownership of their learning.

The way we work, play, communicate, build and maintain relationships, travel, etc. have been transformed by technology. But school is pretty much the same. There’s LIFE and then there’s school.

Trivia: People in one out of every eight marriages in the U.S. last year met online.

The New Bad Word (per Daniel Pink) Is Routine

We need routines to be efficient, but anything that can be reduced to routine can be automated, digitized, and sent around the world at the speed of an electron. If you’re engaged in a job filled with routine, your work can be outsourced.

Students believe what happens in schools is irrelevant to both their present and their future. We can’t continue school as usual. It's time for new beginnings! Opportunity! Potential! Transformation! Metamorphosis!

The transformational power of the laptop is more potent than the printing press.

School 2.0

- Authentically engaged learners
- Self-directed learning - “If you require a boss, you’re already too expensive to hire.”
- Project-driven instruction
- Independent problem-solvers
- Empowered by technology innovation
- Collaborative learning community
- Relevant

Connectedness, meaningfulness, significance, and contribution are hallmarks of School 2.0.

We shouldn’t think our job us to pour information into children. Instead, they need to gather information on their own, assimilate it, and then use it to make the world a better place.

Put kids’ work into global distribution. This is the first time in history that we can do that and it doesn’t hardly cost anything. It’s simple and cheap. Tim started the school year at his middle school by asking students: “What do you as a student have to say that is so important that everyone in the world needs to hear or read about it?” This was very inspiring to his students.

His podcast, MabryOnline.org, on iTunes has had 2.2 million downloads so far in 2007.

In New Zealand, every teacher and student has a blog that serves as a digital portfolio.

Authentic Assessment

The concept of childhood is very recent. Tim's grandmother started early to make a valuable contribution to her family. Her contribution was respected and essential. Children today are entertained and minimized.

When does meaningfulness start for a person? When students graduate from high school? College? Get a job? Marry? Have kids? It should start today. It’s time to refocus our thinking.

What’s on Students’ Minds?

Inspired by Tim's challenge, some Mabry students wanted to shoot a video about human embryonic stem cell research. Tim, concerned a bit about the volatility of the topic, told themm “Come up with a plan and keep me informed on every step you take.” Their next progress report was to request a field trip to Emory University to speak with Dr. Chedda, a researcher, who had committed to spending two hours with the students. Tim went with the students and their parents wanted to go, too. The researcher gave the kids the same presentation she gives to colleagues. She didn’t dumb it down, but she drilled down to explain concepts and vocabulary. Students toured the lab, saw actual stem cells, and witnessed experiments being conducted. The video they made after the visit was judged by a panel, including someone from Georgia TV.

Other topics of student-created Mabry Middle School videos:

- Children’s slave labor in the chocolate industry on the Ivory Coast
- Commercialization of pure drinking water
- Saving lives in Africa from malaria - Students collected donations for bed nets when it was aired.
- Captivity of elephants -- The teacher had shot video of elephants during a vacation in Africa. Tim rejected the student request for a field trip to Africa (!), so students filmed videos of elephants during a field trip to the Atlanta Zoo. They discovered the elephants in the zoo had a skin condition because they don’t have enough room. They researched that and raised people’s awareness.
- Organ donation

Students are not assigned a letter grade for their films. Their reward is what a thousand attendees say when they watch the project on Film Night.

The point is not the technology. The effective educator in this age of hyperconnectivity is the educator who uses tools to get students involved in their world.

Children want to be prepared to make a contribution today.

“The self depends for its wholeness upon its surroundings.” - John Dewey

Tim claims his greatest fear is that No Child Left Behind will accomplish its goals and will create an entire nation of minimum achievers. Will -- or have -- the students who are achievers be overlooked because we’re emphasizing the bare minimum?

Contact Information

drtimtyson.com/feedback

drtimtyson/blog

tim@drtimtyson.com - He invited attendees to email him “if I can help you in any way.”

You can watch some of Mabry Middle School student videos by searching for MabryOnline on iTunes.

Reference 2.0 Keynote -- You've Got to Listen to This!

If I was one of my students, here's how I'd describe Joe Jane's keynote this morning: "OMG! The dude was so awesome. LOL!!!"

Yes, I tapped away on my computer and took notes. But this is one presentation you need to listen to, especially if you're a public services librarian. Or a library administrator. Or a person who's been a librarian for a long time. Or a person who is a brand-new librarian. Or if you wonder about the future of reference service. Or, hope against hope, if you're someone who can help increase budgets for libraries.

Joe Janes sees the future -- and the past -- and shows us the way. No worries about this being another panicked "You Are a Neanderthal" put-down, folks. His message is positive and affirming, and you'll laugh as you listen to it. Trust me.

(Note: Pod-o-matic still is not sitting up and taking nourishment. The beauty of using Web 2.0 tools is that there usually is another one or two or a hundred that will do the trick. Listen to the keynote podcast on Blip.tv.)

LOL!!!!

Photo credit: Jenny Levine, http://www.flickr.com/photos/shifted/91457978

Monday's Keynote - Rainie on Internet Life

Lee Rainie is the Director of the Pew Internet & American Life Project, which collects data on social trends in web use. Rainie is a former journalist and is working on a book.

For those of you who prefer getting information straight from the source, visit my podcast of the keynote.

Rainie's keynote was characterized by its rapid delivery and the prevalence of lists.

Eight Hallmarks of New Digital Media Systems

1. Digital gadgets are prevalent.

2. The Internet is at the center of the revolution. 73% of American adults use the Internet and 93% of teens use it. Half of the population have a broadband connection at home. Broadband users are different -- they’re content creators and they also search the web differently.

3. New gadgets allow people to enjoy media, gather information, and carry on communication anywhere. Wirelessness is its own adventure. Users who are wireless, especially those who enjoy mobile wirelessness, are growing. They’re different, too because they're much more into it. They're more likely to be content creators and are weaving the Internet into the moments of their lives. 88% of college students own cell phones; 81% own digital camera; and 63% have MP3 players.

4. Ordinary citizens are content creators. 55% of online teens have created their own profile on social networking sites such as MySpace or Facebook. The majority of these teens are sensitive about posting personal information online. (Only 20% of online adults have such profiles.) 61% send a bulletin or group message to all of their friends. 82% send private messages to a friend. 84% post messages to a friend’s page or wall. 76% post comments to a friend’s blog. 33% of college students have blogs and regularly post to them. 54% read blogs. 12% of online adults have a blog and 35% read them. Some people don’t realize they’re reading a blog. 19% of online young adults have created an avatar -- “an icon which represents a user in a virtual reality/Internet setting” -- that interacts with others online. A scant 9% of adult Internet users have done this.

5. All these content creators have an audience. 54% of college students have read blogs, and 36% of adults do, too. Political commentators’ blogs get a lot of attention, but many more people are just journalling for their friends and family. Young people don’t like attracting a wider audience -- they’re blogging for their close friends and "two worst enemies." They don’t want parents, college admissions people, and prospective employers accessing their blogs. 14% of young people are podcasting.

6. Many are sharing what they know and feel online. 36% of young adults have rated a person, product or service online. 32% of adults have done so. These people believe this is a community service. 34% of teens have tagged online content, and 28% of adults have done that. 25% of teens have commented on videos and they post comments on blogs and photos. Only 13% of adults do this.

7. Online Americans are customizing their online experience with Web 2.0 tools. 40% of teens customize news and other information pages. Half are on specialty listservs. 25% of teens have set up RSS feeds. Some people don’t know that’s what they’re using.

8. Different people use these technologies in different ways, whether they be men and women, people of different ages, or those representing different ethnicities. Rainie categorized these users.

10 Major Technology User Groups

1. Omnivores, which are 8% of the population, are in their late 20s, are primariliy male, and represent diverse races. 89% have broadband. They tend to be students and are avid users of wireless, photo, and video. They voraciously blog and manage their own web pages. Although they're older Al Gore, and SIRSI’s Stephen Abrams are examples of this group.

2. Connectors, which are 7% of the population, are in their late 30s and predominantly female. They are into the communication aspect and are upscale. 86% have broadband. They're email fanatics + use instant messaging and cell phones. This group suspects their gadgets can do more for them, but they aren’t going to wade into user manuals to learn about the features. Examples: Diane Keaton and Jane Dysart, the IL Program Chair.

3. Lackluster Veterans, which are 8% of the population are 40ish, male dominant, and upscale. 77% have broadband access. They're not thrilled with information and communications technology. In fact, they're grumpy about being always on. They view technology as a necessary evil. Tony Soprano was Rainie's example. He shot his computer in one of the television shows.

4. Productivity Enhancers are 8% of the population. They're 40ish, upscale, and 71% have broadband at home. They represent the flip side of the lackluster veterans. They're not into blogging or creating content. Agent Jack Bauer from the TV series 24 was the example for this category.

5. Mobile Centrics are 10% of the population. They're in their 30s, middle income, and minorities rule. 37% have broadband. They love their cell phones. They're phone texters and photo takers, but not early adopters. They're likely to be single. Paris Hilton and Alicia Silverstone's character in Clueless were the examples for this category.

6. Connected but Hassled are 10% of the population. They're in their mid-40s, females, white, and middle income. 80% have broadband. They go online less frequently because technology is stressful, not fun. The GEICO Caveman was the example Rainie gave for this category.

7. Inexperienced Experimenters, 8% of the population, are 50ish, female dominant, represent diverse races, and middle income. 15% have broadband access. They have less online experience and fewer technology assets, but they're willing to give things a try. Example: Marge Simpson Googling herself and finding a photo of Homer sunbathing in the nude.

8. Light but Satisfied, 15% of the population, are in their mid-fifties, white, and have below-average income. 15% have broadband access. They're the people you have to phone to have them check their email. They are late adopters who love their TV and radio as they have always been delivered. Technology doesn’t play a major role in their lives. Example: Your oldest tech-wary relative.

9. Indifferents, 11% of the population, are in their late 40s, white, and have below-average income. 12% have broadband. They don’t like technology and don’t need it. “I don’t even have the Internet. I wouldn’t even know how to use it.” This quote is from Rainie's example who is a football coach. (The Chiefs? Sorry, I'm football illiterate!)

10. The Off the Network category represents 15% of the population. They're in their mid-60s, female, diverse racially, and the poorest group. None of them have broadband. They believe the Internet is full of porn and bad information so they're tech wary. They use traditional media. Example: Aunt Bee from Mayberry

The surprises from this study include how large the low-tech crowd is -- 49% -- and how small the technophile group is -- only 8%.

We're far from the mature phase of Internet technology adoption and use in the United States. There's a lot of technological capability sitting idle in people’s hands and homes.

“Demand pull” dimension of technology adoption lags “supply push” considerably. It’s going to take people a while to tap in. Librarians need to keep this in mind, especially with older patrons. (SPLers: Schedule more Internet classes!)

What type are you? Take the quiz: www.pewinternet.org/quiz/quiz.asp. Rainie claimed we would take the quiz and be mad about the category we fell into.

Here is what connectivity is doing to us:

* As the volume of information grows; the Long Tail expands. Individual books, bloggers, etc. can garner bigger audiences.
* The velocity of information increases and "smart mobs" appear. Simple example of smart mobbing: teens feel they have a social obligation to text friends with movie reviews as they leave the theater.
* Venues of information intersecting with people multiply.
* Venturing (searching) for information changes. Search strategies and expectations spread in the Google era. People think the information they need is out there and can be quickly accessed.
* The vigilance of information either truncates or elongates attention. People can suffer from continuous partial attention or they do "deep dives" into subjects of interest. Some people are always on, even on vacations. They're concerned they'll miss helpful input.
* Valence (relevance) of information improves.
* Vetting of information becomes more social. People ping their social networks to check with friends if they don't trust information. They used to check with their librarian!
* Viewing of information is disaggregated and more horizontal. Per Allen Renear at University of Illinois Champaign-Urbana, new reading strategies emerge as coping mechanisms. Examples: People scan abstracts rather than reading full articles. They read headlines rather than bodies of stories. They skim everything.
* Voting on and ventilating about information proliferates.
* inVention of information and visibility of new creators is enabled.

Rainie advised us to be confident in what we already know about how to meet people’s reference and entertainment (enlightenment) needs. The elements of our training as librarians are preeminent in this age. We know how to find, assess, and act on information. The value of these skills is more important than ever. Librarians know about citizens and their questions. We just have (or need) new ways of serving them.

Memorable quote: Rainie said people used to just read content, but now they can create their own. "Now the audience is on stage."