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Resistance is Futile: The dynamics of the Science Collective

Resistance is Futile: The dynamics of the Science Collective



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 ...

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.



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    Resistance is Futile: The dynamics of the Science Collective Resistance is Futile: The dynamics of the Science Collective Presentation Transcript

    • resistance is futile: the dynamics of the science collectiveScience Education:Towards Critical Literacy (K-12)Judy O’Connell cc licensed ( BY NC SA ) flickr photo by Luminis Kanto: http://flickr.com/photos/12609729@N07/4190433317/Saturday, September 8, 2012Science Teachers Association of New South Wales
    • resistance is futile
    • Harvard creates cyborg flesh that’s half man, half machine resistance is futilehttp://www.extremetech.com/extreme/135207-harvard-creates-cyborg-flesh-thats-half-man-half-machine
    • the martian wayAsimov Crater was named on 4 May 2009, by theInternational Astronomical Union. It has a diameterof about 84 kilometres .
    • curiosity rover
    • generations
    • from here...
    • cc licensed ( BY NC ) flickr photo by Colony of Gamers: http://flickr.com/photos/colonyofgamers/4354773708/ ....to here!
    • Games scholar Constance Steinkuehler describes how gamesare well designed for learning and to capture interests. http://vimeo.com/21897856 ....to here!
    • “creative learning”
    • Our Information Age began, for all intents and purposes, in Aprilof 1993 when the Mosaic 1.0 browser made the World WideWeb available—for free—not just for use but for contribution andparticipation by anyone with access to the Internet.Its open architecture, and its lack of a “director” or “owner”madethe potential for worldwide co-creation of knowledge, art,science, literature, animation, and all the rest possible.
    • A New Culture of Learning ~ Cultivating the Imagination for a World of Constant Change: Douglas Thomas and John Seely Brown The Internet has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself, changing the flow of news, effecting tacit as well as explicit knowledge, and embedding a new culture of learning.cc licensed ( BY NC ND ) flickr photo by jasonstaten: http://flickr.com/photos/jasonstaten/3037250330/
    • More content, streams of data,topic structures, (theoretically)better quality – all of these intoonline environments require anequivalent shift in our onlinecapabilities.
    • 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/
    • http://youtu.be/CqxF2VdkyxwDiscover the world of Augmented Reality with the PhiladelphiaScience Festival and The Franklin Institute.
    • “science”
    • Understand and negotiate the knowledge world.Our students need to know how to juxtapose text,sound, media and social connections in real time. 19 cc  licensed  (  BY  NC  SD  )  flickr  photo  by  ianus:  h?p://flickr.com/photos/ianus/696177/
    • cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  h?p://flickr.com/photos/79286287@N00/215951891/ They need to know how to find, filter, then mix and match what they see, hear and experience
    • Digital mistake:Confusing access toinformation withlearning!
    • When your formative years are spent working your fingersthrough apps and iPads, smartphones and YouTube, the digitalworld and its habits can bend and shape not just how youaccess information, but how you conceptualise it entirely. Google creates the illusion of accessibility 22
    • Being linear, Google obscures the interdependence of information.
    • New developments in search, such as Googleinstant (that shows results as you type) haveboth enhanced & hindered the informationseeking habits of students by responding quicklyto search terms, and so making keywordcustomization seem less relevant. cc licensed ( BY NC SD ) flickr photo by Always Bë Cool: http://flickr.com/photos/alwaysbecool/2871346522/
    • Search is fast without necessarily being intelligent.
    • http://www.google.com/insidesearch/searcheducation/
    • What else can we do? 27h?p://www.flickr.com/photos/tjt195/501975860/
    • alsoGoogle Scholar Alerts
    • By showing our students how to connect a database information repository (such as EBSCO, Gale, or JStor) or a local library service with Google Scholar, we are helping students broaden the scope of their information seeking, while at the same time refining the quality of the information response.cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2786242106/
    • RSS topic and journal alerts
    • When a technology focus subverts students’ conversation and development of critical thinking skills (and their ability to evaluate and analyse the information at hand), the mental processes that change knowledge from information to concept are not learned.Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3), 72-75.
    • Put intelligence back into search Knowledge 2.0 http://bit.ly/knowledge2 cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/
    • Take the time to keep up-to-date with searchdevelopments in order toexcite students about thereal meaning of the world-wide-web.
    • http://www.wolframalpha.com/educators/ Wolfram|Alpha’s knowledge base covers an immense range of areas
    • http://www.scirus.com/
    • http://www.search-cube.com/
    • http://www.instagrok.com/
    • http://www.kidrex.org/
    • Horizon Report 2012 A pp! theG 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 http://www.nmc.org/ available — social networks” http://www.nmc.org/pdf/2012-horizon-report-K12.pdf
    • The natural limitations of search has resulted in expansion of choice in information curation. The traditional social bookmarking sites like StumbleUpon, diigo, pearltrees, Scoopit, and others enable users to save information. Products like pinterest allow for collection of visual artifacts, allowing users to organize them into infinite categories.But recent software has taken this even further, with apps likeLearnist, mentormob, and even InstaGrok providing morestructure to how information is not only discovered, but sequencedand applied. http://www.teachthought.com/featured/how-google-impacts-the-way-students-think/
    • cc""Steve"Wheeler,"University"of"Plymouth,"2010"Degree of Information Connectivity Web 3.0 Web x.0 Semantic Web Meta Web Web 1.0 Web 2.0 The Web Social Web Degree of Social Connectivity
    • collecting finding sharing remixinganytime anywhere fastCREATIVELY
    • Participation in social mediaremoves perceived distancewithout intruding into real space
    • [social] media x 4
    • http://learningfundamentals.com.au/wp-content/uploads/Focus-mindmap-for-web.jpg
    • “The simultaneous engagement with multiple crowds (which is more or less impossible in the offline world) is a genuine challenge in the age of social media.cc licensed ( BY NC ) flickr photo by Kapungo: http://flickr.com/photos/kapungo/1438662400/
    • [learning] self Personal learning environment – relying on the people we connect with through social networks and collaborative tools e.g. Twitter, Yammer. Personal learning network – knowing where or to whom to connect and find professional content.
    • [learning] self Personal web tools – used for tracking our life and powering our information organisation e.g. photos to Facebook, pictures to Flickr, photos to Twitter.
    • [learning] self Cloud computing – utilising open access between sources and devices e.g. Edmodo, Evernote, Diigo. Mixed reality – adopting e-devices and augmented reality e.g. ebooks, QRcodes, Layar browser. Content curation – utilising web services to filter and disseminate resources, news, and knowledge prompts.
    • [information] self Zotero http://www.zotero.org/ Digging into digital research http:// heyjude.wordpress.com/2011/05/06/digging-into-research/ Using Zotero with students http://librariansarego.blogspot.com.au/2011/09/using- zotero-with-students.html
    • [information] self Evernote http://evernote.com/ Digging into digital research http:// heyjude.wordpress.com/2011/05/06/digging-into- research/ Evernote for students http://jennyluca.com/2011/06/26/explaining-evernote/
    • http://youtu.be/pNvEyUjrwJAconnected educator
    • Periodic Table of QR codes http://www.periodicvideos.com/
    • http://youtu.be/AM-Wg8IH2VEPeriodic Table of Videos has made a poster with QR codes linking toour videos of each element. For extra stuff like this, follow us onFacebook and Twitter.http://www.facebook.com/periodicvideoshttp://twitter.com/#!/periodicvideos
    • “creativity”
    • release a passion for learningcc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ Never risk being a teacher only suitable for a bygone era cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
    • Creative Commons works to increase sharing,collaboration and innovation worldwide. share reuse remix cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
    • Use Creative Commons http://creativecommons.org.au/ What CC is Who is using CC How you can make use of CC The advantages of applying CC licences and usingmaterials distributed under CC licences cc licensed ( BY SA ) flickr photo by opensourceway: http://flickr.com/photos/opensourceway/5537457437/
    • http://youtu.be/AeTlXtEOplA
    • From Canadahttp://www.gameforscience.com/
    • From Austalia http://my.plane.edu.au/
    • Makerspace or Fab Lab in your school Fabrication Labs (fab labs), Hackerspaces, and Tech Shops, share common goals of collaboration and making.cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/
    • http://youtu.be/euZivv8ySyAThe MakerBot Replicator is a 3d printer that you can use in your home to create allkinds of amazing things! In this video Bre Pettis, one of the founders of MakerBotIndustries, explains how a the MakerBot works!Find out more at http://www.makerbot.com/Visit http://www.thingiverse.com/
    • 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/
    • The great challenge of a digital education is meeting the needs of studentswho have grown up in the digital era, and meeting the expectations ofteachers and parents who haven’t.
    • students learn best when learning connects to their present collective resistance is futile
    • refine your perspective expand your skills of interactionempower your students to be the scientists of the future that we need.
    • http://youtu.be/WoZ2BgPVtA0the science collective
    • heyjudeonlineJudy O’Connellhttp://heyjude.wordpress.comJudy O’Connell