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.

1. resistance is futile:
the dynamics of the
science collective
Science 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, 2012
Science Teachers' Association of New South Wales

2. resistance is futile

3. Harvard creates cyborg flesh that’s half man, half machine
resistance is futile
http://www.extremetech.com/extreme/135207-harvard-creates-cyborg-flesh-thats-half-man-half-machine

4. the martian way
Asimov Crater was named on 4 May 2009, by the
International Astronomical Union. It has a diameter
of about 84 kilometres .

5. curiosity rover

7. generations

8. from here...

9. cc licensed ( BY NC ) flickr photo by Colony of Gamers: http://flickr.com/photos/colonyofgamers/4354773708/
....to here!

10. Games scholar Constance Steinkuehler describes how games
are well designed for learning and to capture interests.
http://vimeo.com/21897856
....to here!

11. “creative learning”

12. Our Information Age began, for all intents and purposes, in April
of 1993 when the Mosaic 1.0 browser made the World Wide
Web available—for free—not just for use but for contribution and
participation by anyone with access to the Internet.
Its open architecture, and its lack of a “director” or “owner”made
the potential for worldwide co-creation of knowledge, art,
science, literature, animation, and all the rest possible.

14. 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/

15. More content, streams of data,
topic structures, (theoretically)
better quality – all of these into
online environments require an
equivalent shift in our online
capabilities.

16. 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/

17. http://youtu.be/CqxF2Vdkyxw
Discover the world of Augmented Reality with the Philadelphia
Science Festival and The Franklin Institute.

18. “science”

19. 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/

20. 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

21. Digital mistake:
Confusing access to
information with
learning!

22. When your formative years are spent working your fingers
through apps and iPads, smartphones and YouTube, the digital
world and its habits can bend and shape not just how you
access information, but how you conceptualise it entirely.
Google creates the illusion of
accessibility
22

23. Being linear, Google obscures the interdependence of
information.

24. New developments in search, such as Google
instant (that shows results as you type) have
both enhanced & hindered the information
seeking habits of students by responding quickly
to search terms, and so making keyword
customization seem less relevant.
cc licensed ( BY NC SD ) flickr photo by Always Bë Cool: http://flickr.com/photos/alwaysbecool/2871346522/

25. Search is fast without necessarily being intelligent.

26. http://www.google.com/insidesearch/searcheducation/

27. What else can we do?
27
h?p://www.flickr.com/photos/tjt195/501975860/

29. also
Google Scholar Alerts

30. 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/

31. RSS topic and journal alerts

32. 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.

33. 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/

34. Take the time to keep up-to-
date with search
developments in order to
excite students about the
real meaning of the world-
wide-web.

35. http://www.wolframalpha.com/educators/
Wolfram|Alpha’s knowledge base covers an
immense range of areas

36. http://www.scirus.com/

37. http://www.search-cube.com/

38. http://www.instagrok.com/

39. http://www.kidrex.org/

40. 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
http://www.nmc.org/ available — social networks”
http://www.nmc.org/pdf/2012-horizon-report-K12.pdf

42. 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 like
Learnist, mentormob, and even InstaGrok providing more
structure to how information is not only discovered, but sequenced
and applied.
http://www.teachthought.com/featured/how-google-impacts-the-way-students-think/

43. 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

44. collecting
finding sharing
remixing
anytime anywhere
fast
CREATIVELY

45. Participation in social media
removes perceived distance
without intruding into real space

46. [social] media x 4

47. http://learningfundamentals.com.au/wp-content/uploads/Focus-mindmap-for-web.jpg

48. “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/

49. [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.

50. [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.

51. [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.

52. [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

53. [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/

54. http://youtu.be/pNvEyUjrwJA
connected educator

58. Periodic Table of QR codes
http://www.periodicvideos.com/

59. http://youtu.be/AM-Wg8IH2VE
Periodic Table of Videos has made a poster with QR codes linking to
our videos of each element. For extra stuff like this, follow us on
Facebook and Twitter.
http://www.facebook.com/periodicvideos
http://twitter.com/#!/periodicvideos

60. “creativity”

61. release a
passion for
learning
cc 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/

62. 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/

63. 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 using
materials distributed under CC licences
cc licensed ( BY SA ) flickr photo by opensourceway: http://flickr.com/photos/opensourceway/5537457437/

64. http://youtu.be/AeTlXtEOplA

65. From Canada
http://www.gameforscience.com/

66. From Austalia
http://my.plane.edu.au/

67. 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/

68. http://youtu.be/euZivv8ySyA
The MakerBot Replicator is a 3d printer that you can use in your home to create all
kinds of amazing things! In this video Bre Pettis, one of the founders of MakerBot
Industries, explains how a the MakerBot works!
Find out more at http://www.makerbot.com/
Visit http://www.thingiverse.com/

69. 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/

70. The great challenge of a digital education is meeting the needs of students
who have grown up in the digital era, and meeting the expectations of
teachers and parents who haven’t.

71. students learn best when learning connects to their present
collective
resistance is futile

72. refine your perspective
expand your skills of interaction
empower your students to be
the scientists of the future
that we need.

73. http://youtu.be/WoZ2BgPVtA0
the science collective

74. heyjudeonline
Judy O’Connell
http://heyjude.wordpress.com
Judy O’Connell