The document discusses preparing students for Web 3.0 learning. It notes that the amount of information available online is growing exponentially, and new technologies like augmented reality, big data analytics, and linked open data are changing how information can be accessed and used. It argues that these changes require equivalent shifts in how online capabilities are understood to ensure students can fully take advantage of new information environments.
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
This document provides a history of educational technology from 4000 BC to the future. It describes some of the major developments throughout history including the abacus in 2700 BC, the printing press in 1436, the development of slide rules and calculators in the 1700s-1800s, the introduction of computers and the internet in the 1960s-1980s, and emerging technologies like virtual and augmented reality being applied to education. The timeline shows how technology has increasingly been integrated into classrooms over the past centuries and will likely continue transforming education.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
This document provides a history of educational technology from 4000 BC to the future. It describes some of the major developments throughout history including the abacus in 2700 BC, the printing press in 1436, the development of slide rules and calculators in the 1700s-1800s, the introduction of computers and the internet in the 1960s-1980s, and emerging technologies like virtual and augmented reality being applied to education. The timeline shows how technology has increasingly been integrated into classrooms over the past centuries and will likely continue transforming education.
The document discusses competency standards for integrating information and communication technology (ICT) in pre-service teacher education. It identifies the ICT competency standards set by CHED-UNESCO for Philippine teachers, which include 6 domains: understanding ICT policies; curriculum and assessment; pedagogy; technology tools; organization and administration; and teacher professional learning. It also discusses the ISTE standards for teachers and students. The goals are to equip future teachers with ICT skills to develop 21st century learners and enhance the teaching-learning process.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
History of-educational-technology-timelineTics Umg
This document provides a timeline of key developments in educational technology from 40,000 BC to 2008 AD. Some notable milestones include the development of painting and drawing as means of communication around 40,000 BC, the founding of Plato's Academy in 389 BC which began a new movement in education, and Gutenberg inventing the printing press in 1453 which transformed society by allowing mass publication.
1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
Digital literacy skills in the 21st centurytcc_joemarie
Digital literacies have broadened beyond just computer literacy and now include skills like media literacy, financial literacy, and global understanding. Digital literacy refers to an individual's ability to effectively function in a digital society and involves skills like accessing and understanding online media and content. There are several components of digital literacy including media literacy, information literacy, ICT literacy, communication/collaboration skills, identity management, learning skills, and digital scholarship. Core 21st century skills that are important for digital literacy include critical thinking, creativity, communication, and collaboration.
Human: Thank you for the summary. Can you provide a 2 sentence summary as well?
21st Century Learners 21st Century LearningLori Reed
The document discusses the differences between 19th/20th century learning and 21st century learning. 21st century learning focuses on skills like learning how to learn, teach others, embrace informal learning opportunities, see educators as lifelong learners, and adapt to changing ideas. It emphasizes that the illiterate will be those unable to learn and relearn. Five things are suggested to promote 21st century skills: learn yourself, teach others, embrace informal learning, see yourself as an educator, and challenge preconceived ideas. Learning is portrayed as a journey rather than a destination in this new era.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
This document provides a history of educational technology from ancient times to the modern era. It discusses how early technologies like the abacus aided counting and calculations. In the 19th century, technologies like textbooks, blackboards, and improved writing implements were introduced. Important developments included the invention of photography and instructional television. During World War II, the US government encouraged the use of technology for military training, spurring the development of technologies like microteaching and computer-assisted instruction. The introduction of computers in the 1950s, the development of the Internet and World Wide Web in the 1990s, and the rise of mobile technologies have transformed educational technology.
This document discusses flexible learning environments and online distance learning. It defines distance learning and describes various learning management systems (LMS) that can be used, such as Moodle, Google Classroom, and Edmodo. It also discusses synchronous and asynchronous learning, blended learning models, and using online communities/social networking for education. The benefits and dangers of social networking are outlined, as well as tips for safe social networking. References are provided at the end.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This document discusses the use of social networks in education. It defines social networks as online services that allow people with shared interests to collaborate. Popular social networks like Facebook and LinkedIn are mentioned. Research shows students spend significant time on social media and find it useful for educational activities like collaboration. The document also describes a case study where a class set up a private social network on Ning and found it encouraged interaction, sharing, and a sense of community among students. Students responded positively to using social media for learning in a survey. The conclusion is that interest is growing in using social networks in education.
The document discusses several key theories of learning from a psychological perspective. It describes theories such as behaviorism, which includes concepts from theorists like Thorndike, Pavlov, Skinner, Bandura and Gagné. Behaviorist theories focus on stimulus-response and reinforcement. Cognitive theories examine information processing and development. Phenomenological theories focus on the whole child. Learning is defined as a change in behavior resulting from experience. Major principles of learning emphasize that learning is activated by the learner and involves discovery, experience, cooperation and problem solving.
The document discusses the role of information and communication technology (ICT) in teaching and learning. It states that ICT allows teachers to create more learner-centric environments by supporting moves from traditional teacher-centric styles to more student-focused methods. ICT can be used to reinforce existing teaching practices as well as change how teachers and students interact. The document provides examples of how teachers can use technologies like overhead projectors, electronic whiteboards, language labs, online lectures, and learning management systems to support administrative tasks, deliver lessons, and promote understanding of difficult concepts.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
The document discusses emerging technologies for learning including distributed cloud computing, smart mobile technology, collaborative intelligent filtering, 3D visualization, and learner analytics. It argues that these technologies will transform learning by taking classrooms into the real world through ubiquitous connectivity between personal devices, augmented reality, and connecting existing data for new uses through an extended semantic web. The future of learning is predicted to involve mobile and ambient learning, augmented reality, games-based learning, gesture computing and more intelligent connections between information, people and devices.
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
History of-educational-technology-timelineTics Umg
This document provides a timeline of key developments in educational technology from 40,000 BC to 2008 AD. Some notable milestones include the development of painting and drawing as means of communication around 40,000 BC, the founding of Plato's Academy in 389 BC which began a new movement in education, and Gutenberg inventing the printing press in 1453 which transformed society by allowing mass publication.
1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
Digital literacy skills in the 21st centurytcc_joemarie
Digital literacies have broadened beyond just computer literacy and now include skills like media literacy, financial literacy, and global understanding. Digital literacy refers to an individual's ability to effectively function in a digital society and involves skills like accessing and understanding online media and content. There are several components of digital literacy including media literacy, information literacy, ICT literacy, communication/collaboration skills, identity management, learning skills, and digital scholarship. Core 21st century skills that are important for digital literacy include critical thinking, creativity, communication, and collaboration.
Human: Thank you for the summary. Can you provide a 2 sentence summary as well?
21st Century Learners 21st Century LearningLori Reed
The document discusses the differences between 19th/20th century learning and 21st century learning. 21st century learning focuses on skills like learning how to learn, teach others, embrace informal learning opportunities, see educators as lifelong learners, and adapt to changing ideas. It emphasizes that the illiterate will be those unable to learn and relearn. Five things are suggested to promote 21st century skills: learn yourself, teach others, embrace informal learning, see yourself as an educator, and challenge preconceived ideas. Learning is portrayed as a journey rather than a destination in this new era.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
This document discusses curriculum evaluation models and processes. It identifies several purposes of curriculum evaluation, including providing feedback to learners, determining how well objectives are achieved, and improving the curriculum. Several models of curriculum evaluation are described, including Provus' discrepancy model, Tyler's objectives-based model, Stufflebeam's CIPP model focusing on content, inputs, process and products, and Stake's congruency-contingency model examining antecedents, transactions, and outcomes. The document emphasizes that curriculum evaluation involves systematically gathering and analyzing data to make judgments about a curriculum's effectiveness.
This document provides a history of educational technology from ancient times to the modern era. It discusses how early technologies like the abacus aided counting and calculations. In the 19th century, technologies like textbooks, blackboards, and improved writing implements were introduced. Important developments included the invention of photography and instructional television. During World War II, the US government encouraged the use of technology for military training, spurring the development of technologies like microteaching and computer-assisted instruction. The introduction of computers in the 1950s, the development of the Internet and World Wide Web in the 1990s, and the rise of mobile technologies have transformed educational technology.
This document discusses flexible learning environments and online distance learning. It defines distance learning and describes various learning management systems (LMS) that can be used, such as Moodle, Google Classroom, and Edmodo. It also discusses synchronous and asynchronous learning, blended learning models, and using online communities/social networking for education. The benefits and dangers of social networking are outlined, as well as tips for safe social networking. References are provided at the end.
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This document discusses the use of social networks in education. It defines social networks as online services that allow people with shared interests to collaborate. Popular social networks like Facebook and LinkedIn are mentioned. Research shows students spend significant time on social media and find it useful for educational activities like collaboration. The document also describes a case study where a class set up a private social network on Ning and found it encouraged interaction, sharing, and a sense of community among students. Students responded positively to using social media for learning in a survey. The conclusion is that interest is growing in using social networks in education.
The document discusses several key theories of learning from a psychological perspective. It describes theories such as behaviorism, which includes concepts from theorists like Thorndike, Pavlov, Skinner, Bandura and Gagné. Behaviorist theories focus on stimulus-response and reinforcement. Cognitive theories examine information processing and development. Phenomenological theories focus on the whole child. Learning is defined as a change in behavior resulting from experience. Major principles of learning emphasize that learning is activated by the learner and involves discovery, experience, cooperation and problem solving.
The document discusses the role of information and communication technology (ICT) in teaching and learning. It states that ICT allows teachers to create more learner-centric environments by supporting moves from traditional teacher-centric styles to more student-focused methods. ICT can be used to reinforce existing teaching practices as well as change how teachers and students interact. The document provides examples of how teachers can use technologies like overhead projectors, electronic whiteboards, language labs, online lectures, and learning management systems to support administrative tasks, deliver lessons, and promote understanding of difficult concepts.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
The document discusses emerging technologies for learning including distributed cloud computing, smart mobile technology, collaborative intelligent filtering, 3D visualization, and learner analytics. It argues that these technologies will transform learning by taking classrooms into the real world through ubiquitous connectivity between personal devices, augmented reality, and connecting existing data for new uses through an extended semantic web. The future of learning is predicted to involve mobile and ambient learning, augmented reality, games-based learning, gesture computing and more intelligent connections between information, people and devices.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
This document summarizes the rise of mobile technologies and their impact on libraries. It begins with 3 key points:
1) Mobile devices are increasingly how people access the internet. By 2013, mobile phones will overtake PCs as the most common web access device.
2) Libraries recognize the need to provide services and content optimized for mobile to remain relevant to users who access information anywhere, anytime from various devices.
3) A growing number of academic and public libraries are implementing mobile friendly services like mobile websites, apps, and QR codes to enhance access to collections and resources.
Anytime, anywhere, any device: mobile technologies in libraries
Mobile technology is increasingly becoming the preferred method of internet access by teenage users, and what better way for libraries to be perceived as useful and relevant than to provide instant, online, 24/7 access to reliable information using this technology? Hear how universities, schools and public libraries are marketing their services using mobile phones and devices.
Walking Our Way to the Web - Fabien Gandon
The Web: Scientific Creativity, Technological Innovation and Society
XXVIII Conference on Contemporary Philosophy and Methodology of Science
9 and 10 March 2023
University of A Coruña
The prospect of Walking our Way to the Web may sound strange to contemporary readers of this article for whom the Web is omnipresent. However, the slogan of the World Wide Web Consortium (W3C) has been, for years, and remains today, to lead “the Web to its full potential” meaning we haven’t reached that potential yet, whatever it is. The first architect of the Web himself, Tim Berners-Lee, said in an interview in 2009: “The Web as I envisaged it, we have not seen it yet. The future is still so much bigger than the past”. And he is still very active, together with the W3C members and Web experts world-wide, in proposing evolutions of the Web architecture to improve its growing usages and applications. In this article we will review the path that led us to the actual Web, the shape it is taking now and the possible evolutions, good and bad, we can identify today. This will lead us to consider the distance that we witness between the initial vision and the reality of the Web today, and to reflect on the possible divergence between the potential we see in the Web and the directions it could take. Our goal in this article is to reflect on how we could walk the delicate path to the full potential of the Web, finding the missing links and avoiding the one too many links.
"'Tis true. There's magic in the Web: The Short and the Long of Co-Creation, Web Science, and Data Driven Innovation". Keynote for the DATA-DRIVEN INNOVATION WORKSHOP 2016 collocated with ACM Web Science 2016, Hannover, Germany, Sunday 22 May 2016
What will education and teaching look like in the future. Emerging technologies, changing pedagogies, new literacies and digital learners. This presentation is produced for teachers and trainers.
This document provides an overview of an introductory educational technology course, including how the class and students have changed over time due to technology. It discusses how students today are always connected wirelessly and have grown up with technologies like Google, texting, and barcodes. The document also summarizes concepts related to information literacy and Web 2.0 technologies like tagging, RSS feeds, mashups, and wikis that have impacted modern learning. Activities are suggested for students to learn about characteristics of Web 2.0 and create wikis.
Keynote talk at the Web Science Summer School, Singapore, 8 December 2014. Today we see the rise of Social Machines, like Twitter, Wikipedia and Galaxy Zoo—where communities identify and solve their own problems, harnessing commitment, local knowledge and embedded skills, without having to rely on experts or governments.
The Social Machines paradigm provides a lens onto the interacting sociotechnical systems of our hybrid digital-physical world, citizen-centric and at scale—emphasising empowerment and sociality in a world of pervasive technology adoption and automation.
This talk will present the Social Machines paradigm as an approach to social media analytics and a rethinking of our scholarly practices and knowledge infrastructure.
Semantic web approach towards interoperability and privacy issues in social n...ijwscjournal
The Social Web is a set of social relations that link people through World Wide Web. This Social Web
encompasses how the websites and software are designed and developed to support social relations. The
new paradigms, tools and web services introduced by Social Web are widely accepted by internet users.
The main drawbacks of these tools are it acts as independent data silos; hence interoperability among
applications is a complex issue. This paper focuses on this issue and how best we can use semantic web
technologies to achieve interoperability among applications.
This document provides an overview of the evolution of the World Wide Web. It discusses the transition from Web 1.0, which focused on making the web accessible, to Web 2.0, which emphasized user participation and social media. Web 3.0 aims to make the web more intelligent through machine learning, personalization, and allowing interconnected devices to exchange data automatically. It is characterized by intelligence, personalization, interoperability, and virtualization. Key aspects enabling Web 3.0 include semantic web technologies, ubiquitous computing, and the growing Internet of Things.
SEMANTIC WEB APPROACH TOWARDS INTEROPERABILITY AND PRIVACY ISSUES IN SOCIAL N...ijwscjournal
The Social Web is a set of social relations that link people through World Wide Web. This Social Web encompasses how the websites and software are designed and developed to support social relations. The new paradigms, tools and web services introduced by Social Web are widely accepted by internet users. The main drawbacks of these tools are it acts as independent data silos; hence interoperability among applications is a complex issue. This paper focuses on this issue and how best we can use semantic web technologies to achieve interoperability among applications.
Technology has come a long way in recent years, with a number of new developments and advancements that are shaping the way we live and work. One of the most talked about technologies is 5G, the fifth generation of cellular networks. It promises faster data speeds, greater capacity and more reliable connections, making it an ideal technology for powering the internet of things, virtual and augmented reality, and other cutting-edge applications.
Another rapidly developing technology is Artificial Intelligence (AI) and Machine Learning (ML). AI refers to the ability of machines to imitate intelligent human behavior, while Machine Learning is a subset of AI that allows systems to learn and improve from experience without being explicitly programmed. These technologies are being used to improve everything from healthcare and transportation to business and finance.
Web 1.0, Web 2.0, and Web 3.0 are different stages in the evolution of the World Wide Web. Web 1.0 was the first generation of the web, characterized by static HTML pages, limited interactivity, and limited multimedia. Web 2.0 saw the emergence of social media, user-generated content, and Web Applications. Web 3.0 is the next phase of the web, which is expected to be more intelligent, personalized, and interactive. It will be built on the technologies like semantic web, blockchain and AI, that will make the web more connected and interoperable.
Blockchain is a distributed ledger technology that enables secure and transparent transactions. It is the underlying technology behind cryptocurrencies like Bitcoin, but it has many other potential uses, such as supply chain management, voting systems, and smart contracts.
Metaverse is another exciting technology, which refers to a virtual space where users can interact with each other and with virtual objects in a realistic way. It is expected to be a combination of virtual reality, augmented reality and blockchain technology, which will create a new digital world where people can interact, transact, and create new content and experiences.
Keynote talk for NCRM Stream Analytics workshop, 19 January 2017, Manchester.
My talk is called "New and Emerging Forms of Data: Past, Present, and Future” and I will be giving a perspective from my role as one of the ESRC Strategic Advisers for Data Resources, in which I was responsible for new and emerging forms of data and realtime analytics. The talk also includes some of the current work in the Oxford e-Research Centre on Social Machines (the SOCIAM project) and an introduction to the PETRAS Internet of Things project.
The talk raises a number of important issues looking ahead, including massive scale of data that is already being supplied by Internet of Things, the implications of automation in our research, reproducibility and confidence in research results. I will also ask, how can the new forms of data and new research methods enable social scientists to work in new ways, and can we move on from the dependence on the traditional investment in longitudinal studies?
This document discusses social media, social networks, and internet investigations. It provides characteristics of social media like being a way to share information widely and characteristics of social networks like bringing together people with common interests. It also discusses skills and mindsets for success on social platforms, definitions of the surface web and deep web, and privacy and security considerations for online investigations.
This document discusses the emergence of tools and practices to help people manage the growing amount of information and data. It describes how data visualization tools will play an important role, allowing people to interact with and find patterns in large datasets. These tools will include network diagrams, interactive visualizations that allow user comments and sharing, and visualizations created by foundations to communicate data to broad audiences. The document also notes that social filtering, ambient displays, agents and interfaces will be other important tools to help people cope with information overload in the coming decade.
Virtual reality uses electronic equipment to simulate a 3D environment that can be interacted with, while cyberspace refers to the notional environment where communication over computer networks occurs. Cyberspace can be thought of as a virtual reality where one can navigate computer networks. Cyberspace provides opportunities to reshape society and culture through hidden identities and borderless communication, though some argue its use of spatial metaphors is misleading.
Similar to Preparing our students for Web 3.0 learning (20)
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
Eduwebinar: Our Everyday Tools for SuccessJudy O'Connell
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Learning in a Changing World: Racing against TimeJudy O'Connell
Are you racing against time to update your capacity to engage with established and emerging technology? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
Are you ready to consider gaming in your curriculum? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
Remix Culture as a Professional and Creative HabitJudy O'Connell
Let's talk for 10 minutes about creativity, creative commons, and working with images in online spaces. Whether it's blogging, creating presentations teachers need to be able to work quickly, with excitement, and be able to model design and management principles.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Preparing our students for Web 3.0 learning
1. Preparing our students
for Web 3.0 learning November 11, 2012
International Schools Library Network, Singapore
Judy O’Connell
2. Today’s novelty is
tomorrow’s norm
Are you
prepared?
cc licensed ( BY NC SA ) flickr photo by Stuck in Customs: http://flickr.com/photos/stuckincustoms/6756753669/
3. Our Information Age really began in April of 1993
when the Mosaic 1.0 browser made the World Wide
Web available for contribution and participation by
anyone with access to the Internet.
For the first time we had possibilities for worldwide
co-creation of knowledge, art, science, literature,
animation, and all the rest possible.
8. Harvard creates cyborg flesh that’s half man, half machine
X
Future Current realities
http://www.extremetech.com/extreme/135207-harvard-creates-cyborg-flesh-thats-half-man-half-machine
9. The martian way
Asimov Crater was named on 4 May 2009, by the
International Astronomical Union. It has a diameter
of about 84 kilometres .
10.
11. Nasa's augmented reality app let
students examine Curiosity Mars rover
http://www.wired.co.uk/news/archive/2012-07/12/nasa-augmented-reality-app
12.
13. We live in a connected
world. Nearly two
billion people connect
to the internet, share
information and
communicate over
blogs, Wikis, social
networks and a host of
other media.
14. Anything imaginable is
capable of being
connected to the
network, become
intelligent offering
almost endless
possibilities.
15. We already have
internet devices
attached to our ears,
and some even have
embedded devices
connected to their
doctors.
16. “Internet of Things”
2020
fifty billion devices connected to
the internet.
people and objects able to
connect to the Internet at anytime
from anywhere.
19. Ubiquitous connectivity
cc licensed ( BY NC SA ) flickr photo by Leonard John Matthews: http://flickr.com/photos/mythoto/1234638761/
20. New literacies
cc licensed ( BY NC ) flickr photo by zinjixmaggir: http://flickr.com/photos/dilaudid/278649026/
21. More content and streams of
data - all of these changes into
online environments require an
equivalent shift in our
understandings of online
capabilities.
23. Researchers Sequence Entire
Genome of A Baby In Only 50 Hours
“By obtaining an interpreted genome in about
two days, physicians can make practical use of
diagnostic results to tailor treatments to individual
infants and children.”
24. Gamers Unlock Protein Mystery
.... that Baffled Researchers For Years
Developed by
researchers at the
University of
Washington,
Foldit turns
scientific problems
into competitive
games.
Khatib, F., DiMaio, F., Cooper, S., Kazmierczyk, M., Gilski, M., Krzywda, S., Zabranska, H., et al. (2011).
Crystal structure of a monomeric retroviral protease solved by protein folding game players. Nat Struct
Mol Biol, 18(10), 1175–1177. doi:10.1038/nsmb.2119
25. 12-year-old uses Dungeons and
Dragons in science research
The volunteers
looked at eyes
early and
frequently,
whether they
were on the
creatures’
faces or not.
http://mblogs.discovermagazine.com/notrocketscience/2012/10/30/12-year-old-uses-dungeons-and-dragons-to-help-scientist-dad-with-his-research/
26. 19-year-old girl in Egypt invents
a spacecraft propulsion device
Mustafa’s device is based on a scientific mix
between quantum physics, space technology,
chemical reactions and electrical sciences.
http://thenextweb.com/africa/2012/05/18/19-year-old-girl-in-egypt-invents-a-spacecraft-propulsion-device/
27. Unravel our information and
knowledge environments
cc licensed ( BY NC SA ) flickr photo by liquidnight: http://flickr.com/photos/liquidnight/6863976312/
28. new frontier of analytics BIG DATA
Examples of such data sets
range from billions of Google
searches conducted by millions
of users to the data collected by
millions of weather sensors
around the globe to all the
purchases of British
supermarket shoppers.
29. Google has been ahead of public health authorities in monitoring flu
outbreaks by compiling public searches for flu-related information by
geography.
30. Google Crisis maps provides comprehensive information with a range
of information filters and image resources. http://google.org/crisismap/2012-sandy
31. Predictive Medical Technologies analyzes
records of intensive care patients to detect
events that might be signals of adverse
events, such as cardiac arrest or
arrhythmia. Once trends are identified,
real-time monitoring of patients can spot
similar patterns and give doctors critical
early warning.
32. levels of accessibility LINKED DATA
Transform expertise in working
with metadata into expertise in
working with ontologies or
models of knowledge.
33. Whereas traditional library
metadata has always been focused
on helping humans find and make use of
information, linked data ontologies
are focused on helping machines find and
make use of information.
cc licensed ( BY NC ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/30916171/
35. This uri ‘http://id.loc.gov/
authorities/sh85042531’
has now become the
globally available, machine
and human readable,
reliable source for the
description for the subject
heading of ‘Elephants’
containing links to its
related terms (in a way
that both machines and
humans can navigate).
36. existing data reconnected for
different and smarter uses
cc licensed ( BY ) flickr photo by paul (dex): http://flickr.com/photos/dexxus/3146028811/
37. Degree ofofInformation Connectivity
cc""Steve"Wheeler,"University"of"Plymouth,"2010"
Degree Information Connectivity
Web 3.0 Web x.0
SemanticWeb
Semantic Web
Semantic Web
Meta Web
of knowledge of intelligence
Web 1.0 Web 2.0
Web of
The Web
Web of people &
Social Web
information social information
Degree of Social Connectivity
38. Web 3.0 is all about data
cc licensed ( BY NC ) flickr photo by Anthony Mattox: http://flickr.com/photos/amattox/3236510649/
39. The goal of linked data is to
enable computers to do more
useful work for us by teaching
machines to read web pages.
cc licensed flickr photo by ralphbijker: http://flickr.com/photos/17258892@N05/2588347668/
40. It is about common formats and
metadata which allow for
integration and combination of
data drawn from diverse
sources.
45. 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.
50. Connections and
experiences
augmented and
transformed through
immersive
technology and
smart data.
Web 3.0
51. How does technology impact
the way student’s think?
cc licensed ( BY NC SA ) flickr photo by fatboyke (Luc): http://flickr.com/photos/fatboyke/2984569992/
53. More content, streams of data,
topic structures, (theoretically)
better quality – all of these in
online environments require an
equivalent shift in our online
capabilities.
54. Learn about the latest additions
to search so you can get the
most out of Google.
http://www.google.com/insidesearch/features/
57. 1. Find the right thing
2. Get the best summary
3. Go broader and deeper
58. Wolfram|Alpha is a free online computational
knowledge engine that generates answers to
questions in real time by doing computations on its
own vast internal knowledge base.
http://www.wolframalpha.com/educators/
59. Think strategically!
Knowledge 2.0 http://bit.ly/knowledge2
cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/
60. The International Society for Technology
in Education (ISTE) and the Computer
Science Teachers Association (CSTA)
have collaborated with leaders from
higher education, industry, and K–12
education to develop an operational
definition of computational thinking.
http://www.iste.org/learn/computational-thinking
61. Computational thinking (CT) is a problem-solving process that includes
(but is not limited to) the following characteristics:
• Formulating problems in a way that enables us to use a computer and
other tools to help solve them.
• Logically organizing and analyzing data
• Representing data through abstractions such as models and
simulations
• Automating solutions through algorithmic thinking (a series of ordered
steps)
• Identifying, analyzing, and implementing possible solutions with the goal
of achieving the most efficient and effective combination of steps and
resources
• Generalizing and transferring this problem solving process to a wide
variety of problems
67. We are on the brink of an extraordinary revolution that will
change our world forever. In this new world everyone,
everything and everywhere will be connected in real time.
This theNetworked Society will
fundamentally change the way we innovate, collaborate,
produce, govern and sustain.
68. Citadels of learning
cc licensed ( BY NC ) flickr photo by SonOfJordan: http://flickr.com/photos/sss-showcase/3574286448/
69. Towers of learning
cc licensed ( BY SA ) flickr photo by Tom Raftery: http://flickr.com/photos/traftery/4773457853/
70.
71.
72.
73. Guilds of learning
cc licensed ( BY NC ) flickr photo by Photos o' Randomness: http://flickr.com/photos/christajoy42/2706151238/
75. Horizon Report 2012
A pp!
the
G et
“K-12 must address the increased
blending of formal and informal
learning.”
“Students can take advantage of
learning material online, through
games and programs they may
have on systems at home, and
through their extensive — and
constantly available — social
networks”
http://www.nmc.org/ http://www.nmc.org/pdf/2012-horizon-report-K12.pdf
76. Reading, writing, gaming, trans-media, immersive
worlds, and augmented reality, are all part of the new
digital frontiers leading the re-invention of learning.
cc licensed ( BY NC SA ) flickr photo by Curious Expeditions: http://flickr.com/photos/curiousexpeditions/622806411/
77. It makes sense to interact both synchronously and
asynchronously, formally or informally, at school, at home,
or on mobile devices.
78. Teachers owe it
to their students
to “keep up”.
Are you
prepared?
cc licensed ( BY NC SA ) flickr photo by Stuck in Customs: http://flickr.com/photos/stuckincustoms/6756753669/
79. If you don’t already have it, develop a
playful collaborative mentality.
Step out of your comfort zone - isn’t
that what you ask of your students
every day?
80. Drivers of change
Use technology in every possible way for
relevant and authentic learning experiences
Harness knowledge, skills and abilities of
students through social software
81. Go inside!
cc licensed ( BY NC ) flickr photo by chiaralily: http://flickr.com/photos/chiaralily/5093233414/
83. http://www.inanimatealice.com/
Set in a technology saturated near future, Inanimate Alice tells the
story of a girl called Alice, merging text with animation, videos, music
and games to explore what it means to conduct your life online.
85. https://sos.fbi.gov/
Surf Island is a playable, web-based game world for school children
from grades 3 to 8. By playing simple games, the children learn about
online threats ranging from malware to internet predators to cyber
bullies. Schools can compete against each other for points and
winning schools get a visit from a real FBI agent!
86. In virtual games, students
act as investigative reporters,
environmental scientists,
and historians who resolve
meaningful dilemmas.
http://questatlantis.org/
87. Games for Change is a leading organization that promotes games
with social change messages and strategies, from Sweatshop, a
darkly comedic game where players manage a sweatshop,
highlighting the poor conditions for factory workers, to Darfur is
Dying
90. http://massivelyminecraft.org/
Now parents are also seeing the value of
gaming outside of school, and what students
are learning to do, think and be involved with
makes classroom learning seem tragic.
91. Minecraft – Students teaching teachers :)
@dbatty1
http://dbatty.wordpress.com/2012/11/02/minecraft-students-teaching-teachers/
93. Steam
is
a
digital
distribu,on,
digital
rights
management,
mul,player
and
communica,ons
pla6orm
developed
by
Valve
Corpora.on.
Portal
2
is
a
first-‐person
puzzle-‐pla6orm
video
game
developed
and
published
by
Valve
Corpora,on.
95. Today, games are
ubiquitous. Instead of
being confined to
cardboard boxes, we
carry games on
smartphones in our
pockets and use
strategies borrowed from
gaming .
98. The great challenge of a digital education is meeting the
needs of students who have grown up in a digital era.
99. It makes incredible sense to consider how ‘internet
spaces’ social software and mobile devices can be used to
leverage opportunities for learning.
cc licensed ( BY NC SA ) flickr photo by joannamkay: http://flickr.com/photos/jokay/7918666820/
100. The core attributes found in the ISTE and IASL standards include:
• intellectual curiosity and innovation
• ability to locate, select, evaluate and structure information
• problem solving and decision-making creative and critical thinking
• communication, negotiation and collaboration skills
101. The core attributes found in the ISTE and IASL standards include:
• ethical and productive users and producers of media
• responsible and flexible users of social media
• active digital citizenship
• capacity to think across disciplines and form authentic
knowledge connections.
102. Teacher librarians can play a
leading role in schools in
relation to the social and ethical
issues of online publishing and
usage, cyber bullying, plagiarism
and copyright.
103. School libraries should be hubs of
professional development,
action research, and idea
experimentation as teacher
librarians work collaboratively with
students and teachers.
104. The spaces and places of libraries
should be physical and virtual, adopting and
adapting Web 2.0 media tools to enhance and
envelop school learning communities into a series
of globally powered learning commons—dynamic,
collaborative 21st century library environments!
105. The spaces and places of libraries
should be physical and virtual, adopting and
adapting a Web 3.0 mindset —dynamic,
collaborative, information responsive makers and
creators of ideas and action!
106. School libraries: The paradigm flip
Teachers and teacher librarians will then actively work
alongside students, sometimes leading, sometimes
following, and crafting an environment where students
can always know what, where and how to be the best
learners they can possibly be.
cc licensed ( BY NC ) flickr photo by JB London: http://flickr.com/photos/jb-london/3914363613/
107. School libraries and teacher librarians
must be leaders in today’s
interactive enquiry environments.
108. finding
sharing
collecting
contributing
playing remixing
anytime anywhere
fast
CREATIVELY
109. Be strategic
Be proactive Be responsive
Know your vision
Be your vision
Communicate your vision
CREATIVELY
110. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/
Never risk being a teacher librarian only
suitable for a bygone era
111. It’s not about devices, it’s about
thinking with technology!