Teaching Interdependence

... was the title of the Keynote address I gave to 500+ educators at this year's B.Y.T.E. conference. The sense I had of the audience was that many of the ideas I talked about here were new to them. A quick survey of the room while giving the talk revealed only about three people had heard of Wolfram Alpha and I think about the same number had heard of the TPACK Framework.

I hope I get a chance to do this talk again. There are a number of things I think I could have done better.

Anyway, if you're interested, here it is in various formats. You pick how you'd like to take it in.


Download (20 MB)


Ustream Video (thanks to Chris Harbeck

"Infotention" or scraping the cream off the top of what you want to know

How do you deploy your attention?

Infotention: “Honing the mental ability to deploy the form of attention appropriate for each moment is an essential internal skill for people who want to find, direct, and manage streams of relevant information by using online media knowledgeably.

Knowing how to put together intelligence dashboards, news radars, and information filters from online tools like persistent search and RSS is the external technical component of information literacy.”

It's getting harder to attend to something that interests you because of the abundance of information available to us on any topic. So, how do you get to the "best" stuff about something that interests you? Fast. Say, something like "augmented reality".

Howard Rheingold recently published a little "how-to" that answers that question. About 17 minutes long but it's well worth the time.

Seems to me if you're information literate you know how to dig up a wealth of information on any topic that interests you fairly quickly. If you're information fluent then you can probably arrange to have only the very best of what's out there delivered to you while you sleep.

Watch this, Howard's brilliant:

Always Beta 03: textbooks Learning Platforms

If you missed it: part 1, part 2.

In this third part of my interview with Carly Shuler we talk about reimagining digital textbooks as learning platforms.

11 min 25 sec
Download (10 Mb)

I haven't done much digging in this space until recently. If it interests you here are some other things worth looking at:

Videos Mentioned


Always Beta 02: (mobile) Learning Beyond Time & Space

If you missed it: part 1.

In this second part of my interview with Carly Shuler we continue the discussion of the state of technology in Canadian classrooms and find ourselves talking about Mobile Learning; a topic close to both of our hearts.

When I talk about the shift of learning times and spaces, this is what I was thinking of:

Time and Space v2 by flickr user dkuropatwa

CORRECTION: Towards the end of this segment I talk about the 2010 Horizon Report. I said the 2009 Horizon report had Mobile Learning on the 1 to 2 year horizon but this years report doesn't mention it all. I was wrong. Mobile Computing is still on the 1 to 2 year Horizon. My apologies to the authours of the report.

9 min 49 sec
Download (9 Mb)


Always Beta 01: The Future of the Textbook ... we need a new metaphor

FBI Classroom by flickr user billerickson
Last week I was interviewed by Carly Shuler. We talked about many things. Mainly she wanted to talk about the future of the textbook in the digital age from the perspective of textbook publishers.

The interview was about 50 minutes long so I've broken it down into 4 or 5 chunks.

This first bit focuses on the current state of technology integration in Canadian classrooms. I told her what I know. You probably know more about it. Please share it here in the comments. Thanks.

13 min 16 sec
Download (12.1 Mb)


You can't be a change agent if you're an expert ...

Well, you can, but it's tough.

When you're on the early part of the learning curve others look at you and say:

"Hey, it's Darren. If he can do I can do it."

Once you hit a certain level of competence or expertise they same people look at you and say:

"Hey, it's Darren. He can do it, I can't."

Did you hear the change in tone in the first part of each of those statements?

Neophytes can be models of change for people new to learning something different. Experts have a different aura about them. That aura of expertise is intimidating for neophytes. The aura of "not quite an expert", the sense of newness associated with someone learning something they've just learned, is motivating for newbies.

We need less experts, more neophytes. Actually, a constant influx of neophytes to provide a continuous stream of models to engage new learners.

What are the implications of this for change agents? What about teachers; because aren't all teachers change agents for the stuff they teach?

Posted via email from dkuropatwa's posterous