What’s most amazing is the amount of content being constantly uploaded.
No wonder we’re so overloaded with information.
A few 60-second highlight stats:
694,445 searches on Google, 695,000 Facebook updates, 370,00 minutes of calls on Skype, 98,000 tweets, 20,000 posts on Tumblr, 13,000 hours of music streaming on Pandora, 12,000 new ads on Craigslist, 6,600 pictures uploaded to Flickr, 1,500 new blog posts, and 600 new YouTube videos.
People are still joining in the global conversation: 320 new Twitter accounts, 100 new LinkedIn accounts and 60 new blogs were created, with over 50 WordPress downloads and 70 domain names registered.
With Google Plus’ recent release, many are scrambling to categorize and define this new social tool.
In my own research, I’ve found this summary to best clarify the differences between Facebook, Twitter, and Google Plus:
Facebook:
Symmetric Sharing: First you confirm ties, then content is privately shared.
Twitter:
Asymmetric Following: Everyone shares publicly. You can follow and subscribe to the public feeds.
Google Plus:
Asymmetric sharing: You can choose to share with anyone. They don’t have to share with you. If you both share, it shows up in your stream.
It is important to first establish what the term “new media” refers to. In 2010, “new media” refers to anything web-based. There is no way to call an overhead projector “new” anymore. New media refers to user-contributed content and mobile access to that content. There are lots of ways to make use of that in the classroom. For example, a geography teacher in a ninth grade classroom might be going over the 5 different types of maps. “New media” in the form of GPS units could be used to bring this lesson to life. Have some donated to the class. Invite parents in to show student how they are used, both on the job and in everyday situations.
Alicia says…
Don’t try to be the only technology expert in your room. Let the students show you what they know. When I received a SMART board for my classroom a few years ago, I invited interested students to help me learn how to use it. They stayed after school for several days, learning different Smart Board tips and techniques. Every once in a while, they would teach me what they had just figured out. I provide popcorn and soda, and they offered some informal professional development. Later in the year, when I had a problem with the SMART Board, I was able to just turn around and ask one of my experts, “What do you think is going on?” More often than not, they were ready with an answer.
Skype
There are plenty of free tools out there that educators can utilize in their classrooms. If, for example, they want to bring in a parent expert on a topic relating to the content, or they want to build a relationship with a sister classroom overseas, they can use something like Skype, which is used to conduct the Teacherblast sessions. Skype offers a free service which allows people around the world to communicate with each other. All that is required is an email address, a computer, a webcam, and a microphone. Skype, and services like it, can really bring the world into the classroom and allow the students to collaborate with any number of people.
Brian says…
There is this whole world of people online that are creating videos. As a teacher how can I use that world of people to help me teach my content?” I came up with a few scenarios. In one, the class is trying to come up with a theme song. I could post a video asking for help from the YouTube community, saying “Hey, I’m a teacher and we’re doing this thing. Would you mind trying to take this poem that we wrote as a class, and put it to music?” At least two or three people are going to respond. The result is a really fun collaboration between the students and someone who saw them on YouTube and wanted to work with them. It’s a really fun, interactive way to leverage new media. It is essentially the crowd-sourcing model at work.
Using video
Use your computer to record a video message for parents and students regarding homework and post the video on Ning, your webpage, or even YouTube. The advantage of the video over the recording is that the parents get used to seeing the teacher. They feel more comfortable, and that can be a great help during parent/teacher conferences. That increased familiarity will really help smooth over a lot of the rough spots. After a few weeks, or even months, once everyone has gotten used to seeing the teacher on camera, students could get involved too. It can be a really interesting experience to have them recording the homework assignment for the day and sharing an inspirational quote or a fun fact: “Hi, this is Dominic and the homework assignment for today is…” Both the students and their parents could really enjoy seeing themselves online. It would be a great way of keeping them engaged outside of the classroom.
A new concept making its way through ISTE this year is the “flipped classroom”, where the majority of content is shared outside of the classroom and classroom time is focused on discussion and analysis.
Betty Ray from Edutopia has a great blog post as a summary of this emerging trend. See the excerpt below:
“Can we, for instance, flip the classroom such that students receive the bulk of the content outside the classroom (via video or podcast), and use class time for more authentic experiences, synthesizing the information, collaborating with peers to apply it, and/or using it to instruct others?
There are some interesting possibilities for the role of the teacher.
A number of teachers use video — eithert of other experts or themselves — to deliver the lesson. Interestingly, one teacher required the students to participate in a back channel when watching a video to encourage discussion and inspire deeper thinking about the ideas presented.
An AP History teacher lectures in the traditional sense for the first half of the year, then flips the classroom in the second half, with a podcast at home, and small group discussion time in the classroom. He makes the groups small — 3 or 4 students — so that each one has to participate (he roams the room to make sure). He changes the questions out every 5 minutes or so to keep things going.
Many teachers cited another common benefit of this approach: Students can view the content at their own pace, and review to sections that didn’t make sense.
This idea of a “flipped classroom” worked better for high school levels, as younger students needed more direction.”
Brian Tracy’s new book called “Full Engagement” outlines key management principles for success. Here are a few compliments of Martin Zwilling:
Communication clarity is essential. Management is “getting results through others,” not doing it yourself with the assistance of others. That means your chief responsibility is to communicate clearly about what you need done, and who has the responsibility to do it. Your growing team doesn’t automatically know what you are thinking.
Planning has priority over doing. Planning is one of key learning areas, in moving from an entrepreneur to a manager. Your ability to plan, to think through what needs to be done, in advance, on paper, is a critical skill that largely determines your entire future. Your job moves to determining what is to be done, instead of how it is to be done.
Organize your work before you begin. Most startups begin first, and think about organization later. Organizing means bringing together the necessary resources, and assembling the right people, then assigning work to specific people to be accomplished at specific times to specific standards of performance.
Delegate effectively and often. Delegation doesn’t work when you are creating your startup. ‘Not delegating’ doesn’t work when you are growing it later. Remember that delegation is not abdication. It’s still your company, so you have to follow-up, step in for disaster recovery, and keep the interplay between tasks and organizations working.
Staff properly at every level. This is not the same as finding a partner with complementary skills to start your business. It means not only hiring, but training and measuring performance. It means mentoring less experienced team members, and quickly replacing incompetent staff members. These are all skills you can learn.
Focus on high productivity. For growth and success, you need to continually look for ways to increase output, while lowering costs. That’s a big step from one product for one customer. The three R’s for attaining higher productivity are reorganization, reengineering, and restructuring. No entrepreneur is born with these skills.
Set the standard with visible actions. You can only lead by example, and set equally high standards for the people around you. You learn and gain credibility by committing to excellence, and asking customers and team members for feedback and ideas.
Concentrate on the important tasks. All successful managers never forget to concentrate on their most important task and stay with it until it is done. As a startup grows, it’s easy to try to do too many things at once, while doing nothing particularly well.
Identify constraints and their source. Between you and any goal is a constraint setting the speed at which you achieve that goal. The best managers are the most creative in overcoming constraints. Constraints follow the 80/20 rule – eighty percent are from inside, and 20 percent are from the outside. You need to tell the difference.
Concentrate on continuous improvement. No company that is static can grow or survive. Continuous improvement requires strategic planning to set new objectives and work toward them. Every growth company needs to innovate continually, maybe spending 20 percent of your revenues on research and development.
In this episode of Learning ReDesigned, social media expert, innovative educator, and author Dr. Brian J. Dixon reflects on the book “Crucial Confrontations”.