1. Prepare for Abundance Culture @ High School Visual Arts and Design Languages Music Science 3. Opportunities 2. Issues 1. Trends Computer Science Media Prepared for Bishops (Diocesan College) by Travis Noakes, who asserts his moral right as the author of this presentation. © Travis Noakes 2010. Maths History Biology Drama Technology

2. 3 key trends = An “abundance culture” in digital media Cheaper ICT Faster bandwidth Low storage costs

3. 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.

4. Attention economy = “freemium” storage

5. Faster bandwidth = an end to the “passive” web The international bandwidth available to sub-Saharan Africa will 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 African with a mobile phone will have access to broadband speed that will allow the download of a full-length movie in a few seconds.

6. Web 1.0Web 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

7. 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

8. Generation Content are active content producers 2005 Pew Internet & American Life Project survey Teen Content Creators and Consumers revealed that over half of all teens with access to broadband were creating content for it. December 2007’s sequel report Teens and Social Media confirmed that teen content creation is rapidly becoming more prevalent than first indicated. http://pewresearch.org

9. Table used in Chris Anderson’s “Free”, 2009 Managing abundance culture is different, but can be good.

10. Document legitimate issues and key opportunities

11. #1 Issue. Your High School is on social media. 7/7/2016© travisnoakes.co.za11 Oh, dear. What other online publications is our school on?

12. It’s on Wikipedia. More N.B. than your official site?

13. It is being blogged about. Is it accurate and fair? Mmm. What are they writing about my school ?

14. It has Facebook groups and fans. A good community? Does our school fit in here at all?

15. Professional associations are formed from it. Pros & Cons?

16. Its has been tagged. What are the keywords we like? Artist: Banksy Sourced from http://abstract.desktopnexus.com/get/26166

17. Photos and videos will be shared. The best?

18. #2 Issue. When is abundance culture available formally? Living in an underwater city Teleporting to Tokyo Growing a pet dinosaurBeating traffic with a flying car

19. #3 Issue. Will teachers receive sufficient support? Time-off? Updating skills Home IT access Quality materials Criteria for assessment Clear incentives Policy protection

20. #4 Issue. Do relevant policies address these new issues?

21. #5 Issue. Should policy stretch to social relationships?

22. #6 Issue. “C” issues! privacy, security, copyright, EQ, … Can your school inspire ALL students to be digitally literate? 1.Be smart about new sources of information 2.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)

23. #7 Issue. Are audiences broadly understood? StudentClassroom School DistrictDeputy Parents ProvinceProvincial Department Country National Government World Exchange schools Other (Reporters, Funders, etc.) Physical areaRoleplayers

24. #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?

25. #9 Issue. Link prosumer content from official channels?

26. #10+ What other issues do you think are important?

27. Opportunities to turn the “Out of Control” Challenge… 7/7/2016© travisnoakes.co.za27

28. … into “Blooming Opportunities”! 7/7/2016© travisnoakes.co.za28

29. #1 Opp. Include freemium software in a curriculum, or two? Software development Scientific collaboration Online gaming Citizen journalism HIGH COLLABORATION Social networking Social bookmarking Product recommendation Networked content creation Networked innovation Blogging Sharing videos, images and music Rating others’ work Providing reviews Self-publication MEDIUM COLLABORATION LOW COLLABORATION Visual Arts Writing Music Graphic Design Physics Computer Science Chemistry Photography Teaching Video Creators - Critics - Collectors - Joiners - Spectators – Inactives

30. Example. Visual Arts curricula. GRADE 10 Introduction to the digitisation of portfolios and the freemium ‘carbonmade’ website as the prescribed online portfolio software. GRADE 11 Involves a more specific focus on the strategic use of online portfolios, i.e. suitability of software for the student’s preferred media. GRADE 12 Strategic use of online portfolios for post-school realities; for example customising the site for what is required by tertiary institutions.

31. #2 Opp. Is there a role for an holistic elearning portfolio? Sourced from http://sites.google.com/site/eportfolioapps/overview/levels

32. #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 2011 100 links Search engine queries

33. #4 Opp. Raise your profile on the DOE’s website?

34. #5 Opp. Leverage your local environment (geotags)?

35. #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

36. #7 Opp. Create your own digital archive “long tail”?

37. #8 Opp. Manage “exit, voice and loyalty” better?

38. #9 Opp. Be a pioneer in South African High School education Sourced from http://centeredlibrarian.blogspot.com/2009/06/web-30-in-plain-english.htmlhttp://centeredlibrarian.blogspot.com/2009/06/web-30-in-plain-english.html

39. #10+. What other opportunities do you see?

40. All creatives, journalists, programmers, scientists and gamers can try it for free. What about you?

41. Thanks for your time ! Stock imagery bought from www.dreamstime.com Design by Travis Noakes This presentation will be uploaded to slideshare.net and linked from www.travisnoakes.co.za by tomorrow. This presentation will be uploaded to slideshare.net and linked from www.travisnoakes.co.za by tomorrow.