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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/
Technology context ﬂickr photo by
giulia.forsythe http://ﬂickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license more than a ‘flipped classroom’ to ensure a pedagogical approach for co-construction of knowledge in a digital information ecology
not just a discussion about
selﬁes Robert Cornelius in 1839, believed to be the world's ﬁrst selﬁe. Photograph: Library of Congress digital footprint
chirp! a plant watering alarm
drone pilot locates missing 82-year-old man after three day search not just a about the latest technology man accused of murder asked Siri where to hide the body living replica of Vincent Van Goh’s ear
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!
Web 3.0 Web 1.0 Web
x.0 Web 2.0 Semantic Web The Web Meta Web Social Web Degree of Social Connectivity DegreeofInformationConnectivity cc""Steve"Wheeler,"University"of"Plymouth,"2010" Semantic Web of knowledge Semantic Web of intelligence Web of information Web of people & social information DegreeofInformationConnectivity
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/
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 real world opportunities
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. 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/
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. Mixed messages around technology ﬂickr photo by FotoGrazio http://ﬂickr.com/photos/fotograzio/16454497009 shared under a Creative Commons (BY-NC-ND) license
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.
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. Digital inﬂuences Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
• “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. Digital literacy
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 is not about learning
text literacy and visual literacy and digital literacy in isolation from one another but about the interaction of these literacies Transliteracy 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.
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.
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”. http://www.technologyreview.com/news/541566/a-closer-look-at-the-future-of-work/ MIT Technology Review -
Trends, challenges and development in
technologies that will inﬂuence the future of schools and libraries NMC Horizon Reports Using a modiﬁed Delphi process, a panel of 50+ education and technology experts identify topics very likely to impact technology planning and decision- making: six key trends, six signiﬁcant challenges and six important developments in technology.
Sustainable learning involves a pedagogic
fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011) Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.
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
63 cc licensed ( BY
NC ) ﬂickr photo by Cayusa: h=p://ﬂickr.com/photos/cayusa/1444806159/ “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
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. More informative results?
✴ 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
been fascinated by small, robot- like 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 Search for 'painted yellow man robot' yielded 'stickman' for a better explanation. About 3 minutes Reply
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!
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
Europeana enables people to explore
the digital resources of Europe's museums, libraries, archives and audio-visual collections. http://www.europeana.eu/portal/index.html 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/
cc licensed ﬂickr photo by
assbach: http://ﬂickr.com/photos/assbach/253218488/ Gather Seek Follow Explore Cultivating inquisitive mindsets
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.It’s about knowing, learning, sharing, and teaching, all in one. Turn personal interest into a community of interest The Solution: Infotention Training http://www.rheingold.com/university/mini-courses/
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
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
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. Model the future!
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/
• 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