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Navigating the Digital Self

What will expertise and mastery look like on the other side of this radical information revolution?
by

Timothy King

on 9 November 2013

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Transcript of Navigating the Digital Self

lurker
driving
mechanical
empathy
NAVIGATING PAST DIGITAL IDIOCY TOWARD DIGITAL MASTERY IN 2013
Evolutions
ECOO12
a digital skills continuum
http://temkblog.blogspot.ca/2012/10/forming-ecoo-presentation.html
http://prezi.com/u26blkzyzodh/?utm_campaign=share&utm_medium=copy&rc=ex0share
ECOO11
http://temkblog.blogspot.ca/2011/09/dancing-in-datasphere.html
http://prezi.com/mlmks5pq65dz/?utm_campaign=share&utm_medium=copy&rc=ex0share
dancing in the datasphere
ECOO10
dusty world
http://temkblog.blogspot.ca/
ECOO13
Who am I?
timothy.king@ugdsb.on.ca
@tk1ng
www.atking.ca
web
designer
My dad wouldn't let me buy a game system when I was a kid, I had my first computer (Vic20) when I was ten, I was hacking games on it by the time I was eleven, I am a hacker.
My high school computer science teacher told me to drop a subject I love because I didn't have the right aptitude (not mathletic enough)
I have no investment in traditional education, I'm a high school dropout who came back at 21 to graduate
I've apprenticed, gone to college and gone to university, I keep trying to find ways to make education work, but it often doesn't
I'm more interested in preparing students for the wall they are about to hit than maintaining any status quo
traditional education interests (Ministries, boards, unions are drag on a system that needs to change
What is mastery learning?
What does it look like?
How can we develop it?
we aren't navigating this digital revolution very well
distraction is the new normal, continuity of thought is broken, habitual use of technology stalks the land like a big stalking thing
digital fluency is like literacy, it requires development of a variety of fundamental skills toward a greater, more complex end
what is mastery?
What skills are vital to mastery in
the digital realm?

80% is raising the bar?
Damian later said 80% of what you say is forgotten by students. Are we aiming to raise the bar to 16% retention of learning by students?
Stochastic skills development
Shopclass as
Soulcraft
We're told to use what we have... smartphones?
hardware
software
digital mastery
curiosity
familiarity
repetition
differentiation
expansion
greater understanding through variation
key teachable moment
breaks the cycle of habitual use
curiosity rekindled with
greater awareness leads
to ability to self regulate learning
essential skills development
habitual use
goal based focus
Mastery!
platform
agnostic
tools don't dictate choices, choices dictate tools
working beyond the tools (
software/hardware
), using technology based on goal needs rather than personal bias
Self direction
underlies all of this,
curiosity powers the initial contact
, the
ability to self correct
allows the mastery seeker able to develop beyond ignorance and habitual use.
The mastery learner becomes resilient, less risk averse, more willing to experiment with new hardware and software...
http://temkblog.blogspot.ca/2013/04/objective-learning-humility-and-real.html
Should we be aiming for
survival or mastery? Is 50%
really good enough?
Super User
expression
information
collaboration
entertainment
gaming
passive
active
content creation
media
writing
How do we overcome habitual decay and build digital mastery in education?
Mastery in our new digital environment isn't a single, linear skill set. Asking for basic knowledge of unconnected skills isn't going to cut it. We need a cohesive, connected digital skills continuum.
performance driving training
race driving experience
millwright
computer technician
auto mechanic
26 years of driving in experience, 2+ yrs internationally
bicycle riding experience
School computer lab
for beginners
secure, directed environment
develop familiarity with basic digital fluencies
system designed to slowly open options as skills are demonstrated consistently
DIGITAL FLUENCIES TO BUILD IN BEGINNERS
Computers as a learning

& research tool

-
break habitual use patterns!
Familiarity with personal usage in order to prepare for effective

personalization of technology
Internet as a source of information/not just entertainment
Critical analysis skills
Internet as a collaborative tool
digital citizenship
social computing (social media, cyber bullying, digital footprint awareness)
The goal: to develop digital fluency around something other than an entertainment paradigm
learning evolves into a more open system
(when students demonstrate an ability to cope with it)
Mini-lab Concept
Access to diverse equipment & online environments
an experienced digital coach/digital mentor
development of awareness of personal style in approaching digital fluency
ability to choose effective digital tools to maximize effectiveness of digitally enhanced learning
Mid-level digital fluencies
awareness of various hardware and software approaches to digital access
development of a personalized approach to effective digital skills
ability to self moderate online behavior in a productive manner in an otherwise unstructured environment
effective troubleshooting abilities
Digital Mastery
technically competent/confident
digitally self-aware (citizen, footprint)
interrogative: questioning of online content
able to maximize effectiveness on a variety of digital tools
Apprentice
Journeyman
Mastery
DIGITAL FLUENCY CONTINUUM
(that's staff or students)
http://prezi.com/u26blkzyzodh/?utm_campaign=share&utm_medium=copy&rc=ex0share
I might have rushed into mastery a bit quick there...
Tim's New Mastery Learning
tools
training
A case study in n00bism:
Tim learns to ride a motorbike
How did you learn your computer kungfu?
software
hardware
software
hardware
Have you ever truly learned something
from
someone else?
Mustn't all learning be done by the learner? A good teacher is like an awesome roadie, ready to jump in to keep the show on the road, but they aren't the show itself
Internalization of knowing most often happens by doing. No one else can do the doing but the learner. No one can give you skill, you MUST take it and do it to own it.
Teaching is an act of coercion, a moment of zen lightness where you maximize the environment to encourage engagement, but you can't force learning itself.
The motivational force to learn must come from the learner! No where is this more true than in the absurdly self empowering digital realm.

video
is this?
this?
weak
user
expression
information
collaboration
gaming
passive
active
tends to be habitual, limited to single genre and system
entertainment
passive
dictated by need!
not by habit!
not by ignorance!
not by marketing!
What can we start doing to facilitate mastery of digital tools in students? In ourselves?
diversify your own use of digital tools
offer students diversity of tools
expect independence and self maintenance
encourage self direction
open systems to self reliance
create an ecosystem that is platform agnostic and robust
focus on delivering basic connectivity, leave the end user experience up to goal driven needs
get school boards out of trying to deliver an always on utility (network connections) - they aren't built for it.
http://temkblog.blogspot.com/2013/10/byod-build-your-own-device_9.html
http://temkblog.blogspot.ca/2012/11/digital-skills-continuum.html
back to digital mastery...
really the best way to access...
is an ipad?
is Windows?
OSX?
Linux?

no images, no prepackaged software or hardware, no platform dependance
encourage experimentation of digital tools amongst students and staff
celebrate investigation
empower the teachers who want to engage in digital tools to show the way
the datasphere
(in 2003!)
Differentiation and diversification is a key element in developing mastery in digital skills. Using locked down, out of date technology is pedagogically ineffective and expensive.
BYOD: build your own device? Should students not have a working knowledge of the digital tools they are expected to use? Shouldn't educators?
Damian Cooper is advocating for an 80% pass because this "is more representative of real learning" - raise the bar - but I don't think it's high enough...
Have you ever seen a carpenter hammer in a nail with a sledgehammer because that is what is available? Could you imagine a carpentry class that only provided sledgehammers because that was easier to provide?
That is what educational technology does.
this is not mastery
learning
It isn't trying,
it isn't guessing,
it isn't a percentage.
Mastery is a personal & complete
commitment to knowing & doing.
Are we ever really completely new at something? I'd never ridden a bike before, but I could draw on other experiences to assist me in getting up to speed
what can we bring in from other experiences to fortify us against feeling n00b?
What did it germinate out of? For me it was gaming.
How did you build on experience to develop a coherent skillset?
When did you break out of habitual patterns and expand your learning?
Where do you see us missing opportunities to build digital fluency in student learning?
balanced in active and passive technology use, aware of variety in media and how to use it, effective collaborator, able to use technology for a variety of tasks.
Out of balance, tends to passive consumption, repetitive use of the same, often wrong tools
atrophied
empty or inappropriate digital footprint
ineffective
viewer
online
Into this disjointed mess we throw BYOD as if it will solve our problems. The issue isn't technology access, it is technology use.
We don't teach it.
this is a graphic of major network nodes in 2003... it's increased by a factor of 10^6 since!
Why do we do this in every school computer lab?
http://prezi.com/u26blkzyzodh/?utm_campaign=share&utm_medium=copy&rc=ex0share
Some final thoughts...
http://temkblog.blogspot.ca/2012/05/i-just-wish-they-could-finish-thought.html
we're developing broken people
The information revolution isn't something happening to other people...
Is 50% good enough for anything other than a pass in the education system? Do you ever do 50% at work?
No one taught me how to ride a bike, though great teachers did facilitate
MY
learning.
What is the process of learning?
It's an internal process that a good teacher can facilitate, but instructors are never the source of true learning, it must happen in the learner.
A step in mastery is recognizing that
YOU
are the alpha and omega of your own learning...
How did you teach yourself digital mastery?
https://plus.google.com/113881433443048137993/posts/47xcJtLyrsP
This is especially true in self directed environments like digital spaces...
How did they choose their phone?
Socio-economic factors most likely,
and what their friends have. Hardly
a decision based on digital mastery.
Is a smartphone really the best way to teach digital mastery? Education should be presenting a variety of tools to tackle the wealth of information at our finger tips.
We need to stop focusing on devices in hands and start focusing on hands on devices.
It's the people we need to teach digital mastery too, we shouldn't be in the business of indoctrinating students in closed platforms, it's bad for their mastery learning - it makes them habitual users in a closed digital eco-system.
Information access is a key feature of the datasphere, the best way to access it is to know many ways to access it... digital pedagogy, a learning based approach to technology, not a management based approach to technology.
Smartphones are, at best, a stop gap measure for effective information access.
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