I respond to the idea of the ten big shifts in education with enthusiasm. I originally wrote tempered enthusiasm, but amended it because although I am aware of the risks of open learning, there is so much content and such varied tools that strict enthusiasm is my gut reaction.
Students have access to infinite resources from which to gather information. This access allows each student a unique learning experience where he is constructing knowledge. Instead of using the same textbook, each student can access a unique primary source. Richardson (2010) also sees the teachers job to “find biochemists, scholars of Faulkner, and Civil War reenactors to bring into the classroom” (p. 150). These real sources will provide a genuine learning experience that could not be duplicated with a watered-down textbook. This will be the easier aspect of the big ten shifts to incorporate into my classroom. Providing authentic teachers and authentic materials from which to learn will wholly enrich the learning experience.
Students can work collaboratively with their teachers, fellow students and really, anyone! Finally, students can reach authentic audiences for their work, to receive germane and valid feedback. In the same way that students can learn from primary source teachers and materials, students can receive real feedback from audiences that specialize in the work they are creating. These artifacts “can have real purpose and meaning for the audience that reads and consumes it. [It] requires us to think about what we ask our students to produce, not as something ‘finished’ but as something to be added to and refined by those outside the classroom who may interact with it” (Richardson, 2010, p. 151). By providing genuine feedback from experts, we can inspire students to consider their work in new ways, not as assignments, but as collaborative processes that live outside of the classroom.
A harder shift to integrate into the classroom is the concept of know “where” learning. While open resources provide students with broad and deep access to infinite information sources, open resources also provide students with some easy access to knowledge that they have not constructed for themselves. Richardson (2010) sees a benefit in the fact that “factual answers are only a few clicks away” (p.151). This is great for research, but less so for information that students will need to develop for themselves. There are some skills that’s students will need to have in order to function, skills that will be needed when they do not have immediate access to online information. Students need to understand math concepts in order to be able to perform higher math. The internet may provide a quick and easy answer, but the student has not accomplished the task herself, she has just located the answer. So, while quick access to information is handy, it must be handled judiciously to ensure that students are using it for learning, not for answers.

References
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other

Powerful Tools for the Classroom. Thousand Oaks: Corwin