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ICT Integration Conference 2015 | Will IT blend? Rethinking Learning in the age of digital ﬂuency Judy O’Connell 14 October, 2015 FACULTY OF EDUCATION CHARLES STURT UNIVERSITY
Rethinking Learning in the age of digital ﬂuency
"Gutenberg Parenthesis” or ……Living the dream!
Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic handwriting." [horseless carriage]
The Web at 25+ Overall verdict: “The internet has been a plus for society and an especially good thing for individual users” http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
Trends in knowledge construction and participatory culture nature and scope of knowledge
Technology context more than a ‘flipped classroom’ to ensure a pedagogical approach for co-construction of knowledge in a digital information ecology ﬂickr photo by giulia.forsythe http://ﬂickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license
not just a discussion about selﬁes digital footprint Robert Cornelius in 1839, believed to be the world's ﬁrst selﬁe. Photograph: Library of Congress
not just a about the latest technology living replica of Vincent Van Goh’s ear drone pilot locates missing 82-year-old man after three day search man accused of murder asked Siri where to hide the body chirp! a plant watering alarm
Igniting a new culture of learning ﬂickr photo by furiousgeorge81 http://ﬂickr.com/photos/furiousgeorge81/177926979 shared under a Creative Commons (BY-NC-ND) license
The great challenge of a digital education is meeting the connected creative needs of students who have grown up in the digital era, and at the same time meeting the expectations of teachers and parents who haven’t!
digital a new learning nexus
http://www.bbc.co.uk/history/domesday/story Doomsday Reloaded
http://mashable.com/2014/04/24/warhol-art-recovered-amiga-disks/ Lost collection of Andy Warhol art recovered from ﬂoppy disks
Information architecture AND digital ﬂuency
SemanticWeb Semantic Web of knowledge Web x.0 Semantic Web Meta Web of intelligence Web 1.0 Web 2.0 Web of information Web of people & Social Web social information The Web Degree of Social Connectivity cc""Steve"Wheeler,"University"of"Plymouth,"2010" Degree of of Information Connectivity Degree Information Connectivity Web 3.0
The semantic web, or web 3.0, is all about data integration. it is an infrastructure technology and an organised approach to metadata cc licensed ( BY NC SD ) ﬂickr photo by Jason A. Samﬁeld: http://ﬂickr.com/photos/jason-samﬁeld/4736792714/
you won’t see a “Web 3.0 inside’ label Much more than just BIG DATA and cloud storage!
This socially powered web is exploding, and is the new baseline for all our internet and technology empowered interactions.
Making it possible to federate, query, browse, gather and recommend information from disparate sources.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47
changing their reading and information encounters
changing their creative encounters
changing their real world The Fab Lab Network covers more than 40 countries in more than 200 labs in the world. Every Fab Lab is a potential classroom for the Fab Academy. opportunities http://www.fabacademy.org/
The Robots and Dinosaurs Hackerspace meets right here in Sydney and offers a communal space where geeks and artists brainstorm ideas, play games, work on collaborative projects, and share the cost of some great tools. http://robodino.org/
Lifelong engagement with digital content! A deﬁnitive guide to verifying digital content for emergency coverage
Mixed messages around technology It seems that a range of new forms of learning are still relatively unrecognised or even unacceptable within formal settings, and even possibly informal ones. ﬂickr photo by FotoGrazio http://ﬂickr.com/photos/fotograzio/16454497009 shared under a Creative Commons (BY-NC-ND) license
Mixed approaches to participatory pedagogies X Many important questions are raised when “established” learning theories are seen through technology.
Participatory pedagogy Participatory pedagogies recognise the popular and cultural meanings of apps, social media and tools and the ways in which young people adapt such media in both reﬂexive and non-reﬂexive ways for their own aims and purposes.
Participatory pedagogy They include such activities as learning through social networking, searching and retrieving information, researching information, using information, games, collaboration and shared interests.
Participatory pedagogy Encouraging young people to become reﬂexive, or more reﬂexive, about their practices, behaviours and ethics is vital both in the development of their stance as media managers and producers and in the development of voice, agency, personalisation and an ethical stance to their own practices.
Digital inﬂuences In talking about the essential paradigm shift that is taking place, Stanley (2011) highlights three areas of inﬂuence: Information ﬂuency — using search engines effectively; evaluating online information; collaborating in virtual environments, and delivering material resources online. Digital citizenship — understanding responsible and ethical use of information, and maintaining safe online practices. Digital storytelling — reading, writing and listening to books in many formats; creating, collaborating and sharing in a range of mediums. Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
Digital literacy • “Knowledge assembly,” building a “reliable information hoard” from diverse sources. • Retrieval skills, plus “critical thinking” for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources. • Reading and understanding non-sequential and dynamic material. • Awareness of the value of traditional tools in conjunction with networked media. • Awareness of “people networks” as sources of advice and help. • Using ﬁlters and agents to manage incoming information. • Being comfortable with publishing and communicating information as well as accessing it. Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc.
Heuristics for instructional design? ﬂickr photo by olgaberrios http://ﬂickr.com/photos/ofernandezberrios/2719757761 shared under a Creative Commons (BY) license
Media literacy nature and role of subliminal media effects “The entire process is fundamentally rhetorical: it concerns the transformation of an audience” McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang. ﬂickr photo by Striking Photography by Bo Insogna http://ﬂickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
Digital literacy “reading and writing in a digital environment, in order to position where the literacy action is taking place and that it can be authentic, multimodal, far reaching, multi-tool, and code interdependent” Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537
Transliteracy transliteracy is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction of these literacies Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: crossing divides. First Monday, 12(12).
Information literacy “the evolution of Web 2.0 and the revolution of social media and social networking requires a fundamental shift in how we think about information literacy” Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information literacy to empower learners. American Library Association.
Metaliteracy comprehensive examination approach to metacognition, multiple intelligence theory, multiliteracies, multiple literacies, transliteracy, convergence and multimodal literacy.
Metaliteracy ….not intended to invoke yet another meta- or grand narrative but rather to acknowledge the fragmented and centred nature of information in the post-modern age
…..or any other bunch of new literacies they ALL really matter!
Heuristics for instructional design! Each of these has a common purpose to break overall cognitive development process into parts that can more easily structure educational processes and goals, and scaffold learning and individual knowledge development.
What is really at stake?
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: • • • • • Sense-making Social intelligence Novel and adaptive thinking Cross-cultural competency Computational thinking • • • • • New-media literacy Transdisciplinarity Design mindset Cognitive load management Virtual collaboration http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
The Future of Work 2015 “In addition to affecting the type of work we do, digital and mobile technologies are changing how we do it, where we do it (at home or remotely) and who our competition is”. MIT Technology Review http://www.technologyreview.com/news/541566/a-closer-look-at-the-future-of-work/
This is more than technology! All professions of the future require digital and information ﬂuency
Foundation for young Australians 2015 http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-ﬁnal-lr.pdf
NMC Horizon Reports Trends, challenges and development in technologies that will inﬂuence the future of schools and libraries Using a modiﬁed Delphi process, a panel of 50+ education and technology experts identify topics very likely to impact technology planning and decisionmaking: six key trends, six signiﬁcant challenges and six important developments in technology.
Think critically, question fearlessly, reflect personally https://www.futurelearn.com/learning-guide
Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78. Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011)
Learning futures https://youtu.be/_dv4KxkNCKI
The question is.....?
How should we foster and prepare for this digital ﬂuency? cc licensed ( BY NC SA ) ﬂickr photo by fatboyke (Luc): http://ﬂickr.com/photos/fatboyke/2984569992/
More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.
In an age of information abundance learning to effectively search is one of the most important skills most teachers are often NOT teaching
“the ﬁrst search result is clicked on twice as much as the second, and the second twice as much as the third”. Dan Russell, Google’s usability chief 63 cc licensed ( BY NC ) ﬂickr photo by Cayusa: h=p://ﬂickr.com/photos/cayusa/1444806159/
More informative results? Rather than simply identifying a useful page, these systems try to pull the information from those pages that might be what a user is looking for, and to make this immediately apparent.
✴ Those who know how to “think” about search, versus those who don’t ✴ Those who know how to validate soft information, versus those who don’t ✴ Those who know how to ﬁnd information in new ‘hot’ channels versus those who don’t ✴ Those who know how to get information to travel to them, versus those who still chase it.
What’s the story with the yellow blotch? SearchReSearch blog http://searchresearch1.blogspot.com.au/ A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sense making and information foraging.
For several years people have Search for 'painted yellow man robot' yielded 'stickman' for a better explanation. About 3 minutes Reply been fascinated by small, robotlike ﬁgures popping up in city streets and other innocuous places. These ﬁgures, now documented in ﬂickr pools and blog posts from cities arose the world, can be attributed to Stikman (sometimes searched for and referred to as "stickman"), an anonymous grafﬁti artist, sometimes perhaps going by the alias "Bob," who has been putting these images up since at least 2006. http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Wednesday, September 30, 2015 Search Challenge (9/30/15): Thinking outside the box Some problems are hard. But often, if you know where and how to search, the answers can be found without an excess of work. This week's Challenge is an example of exactly this idea. If you spend more than 5 minutes on this Challenge, you should stop and think to yourself: How else can I solve this Challenge? Once you ﬁgure out the method, you'll see why I've posted this particular Challenge, and you'll have yet another arrow in your quiver of SearchResearch skills.
1. Can you create a chart showing the difference in the populations between North and South Korea since 1970? (Just a simple line graph would be ﬁne, thanks.) 2. Can you compute the market cap, total revenue, and number of outstanding shares for each of the companies IBM, Apple, Google, and Xerox? 3. Having recently dived in the Caribbean, I'm really interested in whale sharks. Can you quickly compare blue whales, gray whales, sperm whales, and whale sharks in terms of (a) lifespan, (b) maximum length, (c) weight? (Just the facts, ma'am.) As I said, this really is a 5 minute Challenge. Do you know a method to make your searches that quick and effective for this kinds of data collection / comparison? Search on!
Learn about the latest additions to search so as to get the most out of Google. http://www.google.com/insidesearch/howsearchworks/ thestory/index.html
Google alerts too! When you search, you’re not just looking for a webpage. You’re looking to get answers, understand or explore. Google Knowledge Graph
knowledge encounters helping students broaden the scope of their information seeking
What else is really at stake?
FutureLab (2010) propose that being “digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.’ http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
Global Images The key goal of The Commons is to share hidden treasures from the world's public photography archives. https://www.ﬂickr.com/commons
Explore it all! http://archive.org/
http://www.europeana.eu/portal/index.html Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
The Scout Report is the ﬂagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed. https://scout.wisc.edu/
What else can we do?
Seek Follow Gather Explore Cultivating inquisitive mindsets cc licensed ﬂickr photo by assbach: http://ﬂickr.com/photos/assbach/253218488/
It’s about knowing, learning, sharing, and teaching, all in one. I need to search, scan, and select the best resources I can find for my own personal interests, and by making my choices available to others, I create a resource for many besides myself. The Solution: Infotention Training http://www.rheingold.com/university/mini-courses/ Turn personal interest into a community of interest
Information labyrinth ‘crap’ detection Howard Rheingold cc licensed ﬂickr photo by selva: http://ﬂickr.com/photos/selva/23816545/ Nurture strategies for information ﬂuency http://delicious.com/hrheingold/crap_detection
Gapminder fact-based world view http://www.gapminder.org/for-teachers/
Google Public Data Explorer http://www.google.com/publicdata
Digital practices Evernote for Educators http://www.livebinders.com/play/play/245623
h=p://23mobilethings.net/wpress/ Modelling exemplary use of social media, search engines, and collaborative research strategies.
Create | Collate | Contribute The beneﬁts of content curation is that you don’t re-invent the wheel - you share!
Create | Collate | Contribute Feedly is a great RSS feed reader to help you monitor lots of resources quickly. Smore or Tackk works well to create newsletter types of pages where you can add new resources and news. Flipboard Magazines allow you to create collections of articles, links to resources, images, news and more. Users can subscribe and get updates in a variety of ways, depending on the source. Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience can subscribe to update through their own tumblr account, visit it via it’s URL or via an RSS feed Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your audience can subscribe to updates via email or RSS. RSS magic – Anything with an RSS feed gives you lots more options. Readers can subscribe via their own feed reader or email. And you can display updates in a widget on your web/wiki pages. https://cooltoolsforschool.wordpress.com/thing-22-create-a-resource-guide/
Create | Collate | Contribute
Periodic Table of QR codes on Flickr http://www.periodicvideos.com/ Create | Collate | Contribute
ﬁnd fabulous guides on Flickr ready for you to use
Create | Collate | Contribute Find free images online http://judyoconnell.com/ﬁnd-free-images-online/ PhotoPin – My ﬁrst stop for photo searching. Very easy to use and searches a number of sources for CC licensed photos. CC search – search for images, video and music from one search page. Handy! Flickr advanced search – Scroll to the botton of the screen and select the Creative Commons setting & “Find content to modify, adapt, or build upon” Model the future!
Create | Collate | Contribute https://www.tineye.com/ Model the future!
http://bighugelabs.com/ Spell with Flickr http://metaatem.net/words/ Create | Collate | Contribute
Model the future! Creative Commons Creative Commons licensing allows for reuse of a image (and other intellectual content) under certain conditions. The licensing is easy to understand and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and attribution.
Creative commons licenses work as “some rights reserved rule instead of “all rights reserved” rule. Diverse set of license conditions with a range of freedoms and limitations. http://creativecommons.org/
Last one - Just for fun :-) Model the future!
Rethinking Learning in the age of digital ﬂuency
• Communication – sharing thoughts, questions, ideas and solutions • Curation – collecting and reflecting on what we encounter • Collaboration – working together to reach a goal – putting talent, expertise and ‘smarts’ to work • Critical thinking – looking at problems in a new way – linking learning across subjects and disciplines • Creativity – trying new approaches to get things done – innovation and invention
heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell email@example.com