

"Kids' Informal Learning with Digital Media: An Ethnographic Investigation of Innovative Knowledge Cultures" is a three-year collaborative project funded by the John D. and Catherine T. MacArthur Foundation. Carried out by researchers at the University of Southern California and University of California, Berkeley, the digital youth project explores how kids use digital media in their everyday lives.
The Digital Youth Research Project has three general objectives.
The first objective is to describe kids as active innovators using digital media rather than as passive consumers of popular culture or academic knowledge.
The second objective is to think about the implications of kids' innovative cultures for schools and higher education and to engage in a dialogue with educational planners.
The third objective is to advise software designers about how to use kids' innovative approaches to knowledge and learning in building better software.
Berthold Kaufmann and his wife, Dorte Feierabend, with their daughters in their "passive house" in Darmstadt, Germany.
DARMSTADT, Germany — From the outside, there is nothing unusual about the stylish new gray and orange row houses in the Kranichstein District, with wreaths on the doors and Christmas lights twinkling through a freezing drizzle. But these houses are part of a revolution in building design: There are no drafts, no cold tile floors, no snuggling under blankets until the furnace kicks in. There is, in fact, no furnace.
In Berthold Kaufmann’s home, there is, to be fair, one radiator for emergency backup in the living room — but it is not in use. Even on the coldest nights in central Germany, Mr. Kaufmann’s new “passive house” and others of this design get all the heat and hot water they need from the amount of energy that would be needed to run a hair dryer.
“You don’t think about temperature — the house just adjusts,” said Mr. Kaufmann, watching his 2-year-old daughter, dressed in a T-shirt, tuck into her sausage in the spacious living room, whose glass doors open to a patio. His new home uses about one-twentieth the heating energy of his parents’ home of roughly the same size, he said.
Architects in many countries, in attempts to meet new energy efficiency standards like the Leadership in Environmental and Energy Design standard in the United States, are designing homes with better insulation and high-efficiency appliances, as well as tapping into alternative sources of power, like solar panels and wind turbines.
The concept of the passive house, pioneered in this city of 140,000 outside Frankfurt, approaches the challenge from a different angle. Using ultrathick insulation and complex doors and windows, the architect engineers a home encased in an airtight shell, so that barely any heat escapes and barely any cold seeps in. That means a passive house can be warmed not only by the sun, but also by the heat from appliances and even from occupants’ bodies.
And in Germany, passive houses cost only about 5 to 7 percent more to build than conventional houses.
Decades ago, attempts at creating sealed solar-heated homes failed, because of stagnant air and mold. But new passive houses use an ingenious central ventilation system. The warm air going out passes side by side with clean, cold air coming in, exchanging heat with 90 percent efficiency.
“The myth before was that to be warm you had to have heating. Our goal is to create a warm house without energy demand,” said Wolfgang Hasper, an engineer at the Passivhaus Institut in Darmstadt. “This is not about wearing thick pullovers, turning the thermostat down and putting up with drafts. It’s about being comfortable with less energy input, and we do this by recycling heating.”
There are now an estimated 15,000 passive houses around the world, the vast majority built in the past few years in German-speaking countries or Scandinavia.
The first passive home was built here in 1991 by Wolfgang Feist, a local physicist, but diffusion of the idea was slowed by language. The courses and literature were mostly in German, and even now the components are mass-produced only in this part of the world.
The industry is thriving in Germany, however — for example, schools in Frankfurt are built with the technique.
Moreover, its popularity is spreading. The European Commission is promoting passive-house building, and the European Parliament has proposed that new buildings meet passive-house standards by 2011.
The United States Army, long a presence in this part of Germany, is considering passive-house barracks.
“Awareness is skyrocketing; it’s hard for us to keep up with requests,” Mr. Hasper said.
Nabih Tahan, a California architect who worked in Austria for 11 years, is completing one of the first passive houses in the United States for his family in Berkeley. He heads a group of 70 Bay Area architects and engineers working to encourage wider acceptance of the standards. “This is a recipe for energy that makes sense to people,” Mr. Tahan said. “Why not reuse this heat you get for free?”
Ironically, however, when California inspectors were examining the Berkeley home to determine whether it met “green” building codes (it did), he could not get credit for the heat exchanger, a device that is still uncommon in the United States. “When you think about passive-house standards, you start looking at buildings in a different way,” he said.
Buildings that are certified hermetically sealed may sound suffocating. (To meet the standard, a building must pass a “blow test” showing that it loses minimal air under pressure.) In fact, passive houses have plenty of windows — though far more face south than north — and all can be opened.
Inside, a passive home does have a slightly different gestalt from conventional houses, just as an electric car drives differently from its gas-using cousin. There is a kind of spaceship-like uniformity of air and temperature. The air from outside all goes through HEPA filters before entering the rooms. The cement floor of the basement isn’t cold. The walls and the air are basically the same temperature.
Look closer and there are technical differences: When the windows are swung open, you see their layers of glass and gas, as well as the elaborate seals around the edges. A small, grated duct near the ceiling in the living room brings in clean air. In the basement there is no furnace, but instead what looks like a giant Styrofoam cooler, containing the heat exchanger.
Passive houses need no human tinkering, but most architects put in a switch with three settings, which can be turned down for vacations, or up to circulate air for a party (though you can also just open the windows). “We’ve found it’s very important to people that they feel they can influence the system,” Mr. Hasper said.
The houses may be too radical for those who treasure an experience like drinking hot chocolate in a cold kitchen. But not for others. “I grew up in a great old house that was always 10 degrees too cold, so I knew I wanted to make something different,” said Georg W. Zielke, who built his first passive house here, for his family, in 2003 and now designs no other kinds of buildings.
In Germany the added construction costs of passive houses are modest and, because of their growing popularity and an ever larger array of attractive off-the-shelf components, are shrinking.
But the sophisticated windows and heat-exchange ventilation systems needed to make passive houses work properly are not readily available in the United States. So the construction of passive houses in the United States, at least initially, is likely to entail a higher price differential.
Moreover, the kinds of home construction popular in the United States are more difficult to adapt to the standard: residential buildings tend not to have built-in ventilation systems of any kind, and sliding windows are hard to seal.
Dr. Feist’s original passive house — a boxy white building with four apartments — looks like the science project that it was intended to be. But new passive houses come in many shapes and styles. The Passivhaus Institut, which he founded a decade ago, continues to conduct research, teaches architects, and tests homes to make sure they meet standards. It now has affiliates in Britain and the United States.
Still, there are challenges to broader adoption even in Europe.
Because a successful passive house requires the interplay of the building, the sun and the climate, architects need to be careful about site selection. Passive-house heating might not work in a shady valley in Switzerland, or on an urban street with no south-facing wall. Researchers are looking into whether the concept will work in warmer climates — where a heat exchanger could be used in reverse, to keep cool air in and warm air out.
And those who want passive-house mansions may be disappointed. Compact shapes are simpler to seal, while sprawling homes are difficult to insulate and heat.
Most passive houses allow about 500 square feet per person, a comfortable though not expansive living space. Mr. Hasper said people who wanted thousands of square feet per person should look for another design.
“Anyone who feels they need that much space to live,” he said, “well, that’s a different discussion.”
Photos by ANNIE O'NEILL/Special to the Free Press
St. Clair County students work on a solar-hydrogen fuel cell car. From left: Jason Hoogerhyde, John Freeman, Cody Benedict and Evan Miller. Rather than learning TV repair, students are getting trained in alternative energy.
Even if you have a 21st Century classroom (flexible and adaptable); even if you are a 21st century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning - you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change.

So what is 21st Century pedagogy?
Definition:
pedagogy - noun the profession, science, or theory of teaching.
Source: http://www.askoxford.com/concise_oed/pedagogy?view=uk
How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.
The key features of 21st Century Pedagogy are:
? building technological, information and media fluencies [Ian Jukes]
? Developing thinking skills
? making use of project based learning
? using problem solving as a teaching tool
? using 21st C assessments with timely, appropriate and detailed feedback and reflection
? It is collaborative in nature and uses enabling and empowering technologies
? It fosters Contextual learning bridging the disciplines and curriculum areas
Knowledge
Knowledge does not specifically appear in the above diagram. Does this mean that we do not teach content or knowledge? Of course not. While a goal we often hear is for our students to create knowledge, we must scaffold and support this constructivist process. The process was aptly describe in a recent presentation by Cisco on Education 3.0 [Michael Stevenson VP Global Education Cisco 2007]
We need to teach knowledge or content in context with the tasks and activities the students are undertaking. Our students respond well to real world problems. Our delivery of knowledge should scaffold the learning process and provide a foundation for activities. As we know from the learning pyramid content delivered without context or other activity has a low retention rate.


Thinking skills
Thinking Skills are a key area. While much of the knowledge we teach may be obsolete within a few years, thinking skills acquired will remain with our students for their entire lives. Industrial age education has had a focus on Lower Order Thinking Skills. In Bloom's taxonomy the lower order thinking skills are the remembering and understanding aspects. 21st Century pedagogy focuses on the moving students from Lower Order Thinking Skills to Higher Order Thinking Skills.

The 21st Century Teacher scaffolds the learning of students, building on a basis of knowledge recall and comprehension to use and apply skills; to analyse and evaluate process, outcomes and concequences, and to make, create and innovate. For each discipline in our secondary schools the process is subtly different.
Collaboration
The 21st century is an age of collaboration as well as the Information Age. 21st Century students, our digital natives, are collaborative. The growth of social networking tools, like bebo and myspace and the like, is fueled by Digital natives and Gen Y. The world, our students are graduating into is a collaborative one.
Collaborative projects such as Julie Lindsay's and Vicki Davis's Flatclassroom project and the Horizon Project, iearns and many others are brilliant examples of collaboration in the classrooms and beyond. These projects, based around tools like ning or wikis, provide students and staff a medium to build and share knowledge and develop understanding.
For example:
My own students are collaborating with students from three other schools, one in Brisbane, another in Qatar and a third in Vienna; on developing resources for a common assessment item. Collaboratively, they are constructing base knowledge on the technologies pertent to the topic. They are examining, evaluating and analysing the social and ethical impacts of the topic. But perhaps even more holistically they are being exposed to different interpretations, cultures and perspectives - Developing an international awareness which will be a key attribute in our global future.
URL: http://casestudy-itgs.wikispaces.com
Don Tapscott in Wikinomics, gives are many of examples of the business world adopting and succeeding by using global collaboration.
In a recent blog post from the Official google Blog, Google identified these as key traits or abilities in 1st Century Employees...
"... communication skills. Marshalling and understanding the available evidence isn't useful unless you can effectively communicate your conclusions."
"... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. "
Source: http://googleblog.blogspot.com/2008/07/our-googley-advice-to-students-major-in.html
So to prepare our students, our teaching should also model collaboration. A vast array of collaborative tools are available to - wikis, classroom blogs, collaborative document tools,social networks, learning management systems - Many are available at no cost. If you have not yet tried them, look at:
? wikis - wet paint and wiki spaces
? Classroom blogs - edublogs, classroomblogmeister
? Collaborative document tools - Google documents, zoho documents
? Social Networks - ning
? learning managements systems - Moodle etc
These tools are enablers of collaboration, and therefore enablers of 21st century teaching and learning.
Collaboration is not a 21st century skill it is a 21st century essential.
If we look at UNESCO's publication "The four pillars of Education, Learning: The Treasure within" Collaboration is a key element of each of the four pillars.
(http://www.unesco.org/delors/fourpil.htm)
Collaboration is not limited to the confines of the classroom. Students and teachers collaborate across the planet, and beyond the time constraints of the teaching day. Students work with other students regionally, nationally and globally. Learners seek and work with experts as required. This is 21st Century Collaboration
Real World, Inter-disciplinary & project based learning
21st Century students do not want abstract examples rather they focus on real world problems. They want what they learn in one subject to be relevant and applicable in another curriculum area. As teachers we need to extend our areas of expertise, collaborate with our teaching peers in other subjects and the learning in one discipline to learning in another.
Projects should bring together and reinforce learning across disciplines. The sum of the students learning will be greater than the individual aspects taught in isolation. This is a holistic overview of the education process which builds on and values every aspect of the 21st Century students education.

Assessment
Assessment is still a key part of 21st Century Pedagogy. This generation of students responds well to clear goals and objectives, assessed in a transparent manner.
Students should be involved in all aspects of the assessment process. Students who are involved in setting and developing assessment criteria, marking and moderation will have a clearer understanding of:
? what they are meant to do,
? how they are meant to do it,
? why it is significant
? why it is important.
Such students will undoubtedly do better and use the assessment process as a part of their learning.
Students are often painfully honest about their own performance and that of their peers. They will, in a collaborative project, fairly assess those who contribute and those who don't.
This is their education, their learning and their future - they must be involved in it.
Linked to assessment is the importance of timely, appropriate, detailed and specific feedback. Feedback as a learning tool, is second only to the teaching of thinking skills [Michael Pohl]. As 21st Century teachers, we must provide and facilitate safe and appropriate feedback, developing an environment where students can safely and supportively be provided with and provide feedback. Students are often full of insight and may have as valid a perspective as we teachers do.
Fluency
What is fluency and why is it better than Literacy? Ian Jukes introduced this concept at NECC. He asserts that students need to move beyond literacy to fluency. They need to be
fluent in:
? The use of technology = technological fluency,
? Collecting, processing, manipulating and validating information = information fluency,
? using, selecting, viewing and manipulating media = media fluency,
What is fluency compared to literacy? A person who is fluent in a language does not need to think about speech, or reading rather it is an unconscious process of understanding. A person who is literate in the language must translate the speech or text. This applies to our students and their use of 21st century media. We need them to be unconsciously competent in the use and manipulation of media, technology and information.
The conscious competence model illustrates the difference between Literacy and Fluency. The person or student who is literate is in the conscious competence category. The person or student who is fluent is in the unconscious competence category.

As educators, we must identify, develop and reinforce these skill sets until students become literate and then fluent..
Conclusion and the path forward.
To teach using 21st Century pedagogy, educators must be student centric. Our curricula and assessments must inclusive, interdisciplinary and contextual; based on real world examples.
Students must be key participants in the assessment process, intimate in it from start to finish, from establishing purpose and criteria, to assessing and moderating.
Educators must establish a safe environment for students to collaborate in but also to discuss, reflect and provide and receive feedback in.
We should make use of collaborative and project based learning, using enabling tools and technologies to facilitate this.
We must develop, in students, key fluencies and make use of higher order thinking skills. Our tasks, curricula, assessments and learning activities must be designed to build on the Lower Order Thinking Skills and to develop Higher Order Thinking Skills.

Acknowledgements:
For being a brilliant critical friend, thanks for the advise and especially for the grammar - Marg McLeod.
By Andrew Churches

Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego.
Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work.
Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Laura's readers -- each represented by a little red dot -- come from all over the world. She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Laura in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago.
Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential.
For educators and the schools in which they teach, the challenges of this moment are significant. Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant. Experts are at our fingertips, through our keyboards or cell phones, if we know how to find and connect to them. Content and information are everywhere, not just in textbooks. And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it. Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
The Collaboration Age is about learning with a decidedly different group of "others," people whom we may not know and may never meet, but who share our passions and interests and are willing to invest in exploring them together. It's about being able to form safe, effective networks and communities around those explorations, trust and be trusted in the process, and contribute to the conversations and co-creations that grow from them. It's about working together to create our own curricula, texts, and classrooms built around deep inquiry into the defining questions of the group. It's about solving problems together and sharing the knowledge we've gained with wide audiences.
Inherent in the collaborative process is a new way of thinking about teaching and learning. We must find our own teachers, and they must find us. In fact, in my own kids' lives, I believe their best, most memorable, and most effective teachers will be the ones they discover, not the ones they are given. That's no slight against the people in their face-to-face classrooms, who are equally important in a connected world. But it does suggest that we as educators need to reconsider our roles in students' lives, to think of ourselves as connectors first and content experts second.
As connectors, we provide the chance for kids to get better at learning from one another. Examples of this kind of schooling are hard to find so far, but they do exist. Manitoba, Canada, teacher Clarence Fisher and Van Nuys, California, administrator Barbara Barreda do it through their thinwalls project, in which middle school students connect almost daily through blogs, wikis, Skype, instant messaging, and other tools to discuss literature and current events. In Webster, New York, students on the Stream Team, at Klem Road South Elementary School, investigate the health of local streams and then use digital tools to share data and exchange ideas about stewardship with kids from other schools in the Great Lakes area and in California. More than learning content, the emphasis of these projects is on using the Web's social-networking tools to teach global collaboration and communication, allowing students to create their own networks in the process.
We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
That means that as teachers, we must begin to model our own editorial skills -- how we locate and discern good information and good partners -- at every turn, in every class, reflecting with students on our successes and failures. The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
Likewise, we must make sure that others can locate and vet us. The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed. As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "knowingly sharing your work with others is the simplest way to take advantage of the new social tools." Educators can help students open these doors by deliberately involving outsiders in class work early on -- not just showcasing a finished product at the spring open house night.
Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them. We no longer have to be present to participate. Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.

Biotechnology teacher Jay Vavra uses this figure for hands-on anatomy lessons.
As Wikipedia so wonderfully shows, while the tools make virtual work easier, navigating these work spaces is far from simple. We can use Delicious to organize our collective research, Google Docs to write together, and Skype to videoconference when necessary, but technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
At this moment, there are no easy answers for educators; most of the school districts I visit still have not begun to contextualize or embrace these shifts. Instead, as illustrated by the Canadian college student who faced expulsion for "cheating" after creating a study group to share notes on Facebook rather than face to face in the library, many of our students continue to explore the potentials and pitfalls of instant communication with little guidance from their teachers. The technologies we block in their classrooms flourish in their bedrooms. Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
In our zeal to hold on to the old structures of teaching and learning and to protect students at all costs, we are not just leaving them ill prepared for the future, we are also missing an enormous opportunity for ourselves as learners. Regardless of the limits of technology or the culture of fear in our workplaces, almost every teacher I meet now has the ability to tap into these shifts in their personal practice should they choose to. They could start by browsing Classroom20.com or searching blogsearch.google.com for bloggers who share their interests. Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
Anything less is unacceptable for our kids, for my kids, for the Laura Stockmans of the world, who so far have been relegated to learning how to add dots to their maps on their own. The good news, for those willing to accept the challenge, is that we don't have to do it alone.
Evan Arthur - The Australian Digital Education Revolution
Martin Bean - What Technology Makes Possible
Randy Fielding - Design for the Creative Age - Part 1 (slides 1-49)
Randy Fielding - Design for the Creative Age - Part 2 (slides 50-75)
Randy Fielding - Design for the Creative Age - Part 3 (slides 76 - end)
Julio Fontan - Country Spotlight: Colombia
James Grant & Lee Burley - Building Schools for the Future
Bill Hill - The Digital Renaissance Age
Michael Horn - Disrupting Class
Victor McNair - Teacher E-Portfolios
Katrina Reynen - Innovation that Drives Transformation Across School Systems
Don Richardson - Innovation Management
Ratnasingam Selvarani & Angeline Fern - Transformational Learning - Part 1
Ratnasingam Selvarani & Angeline Fern - Transformational Learning - Part 2
Yasutaka Shimizu - NEXT Project - Part 1
Yasutaka Shimizu - NEXT Project - Part 2
Jaeshin Song - e-Learning of Korea
Wim Veen - Homo Zappiens: New Learning Strategies in a Digital Age
Tony Wagner - The Global Achievement Gap
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