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Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
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Taming Information Chaos with the Power of 2.0

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Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. …

Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.

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  • 1. Taming Information Chaos withthe Power of 2.0 Judy O’Connell FACULTY OF EDUCATION
  • 2. http://flic.kr/p/kLURu http://flic.kr/p/PYoqv http://flic.kr/p/6V86gv
  • 3. 6th August, 1996 ?
  • 4. Nomemory of a timewithout the Internet
  • 5. Born into an era that is changing their literacy andinformation encounters cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/
  • 6. http://www.elon.edu/predictions/
  • 7.
  • 8. Now we have an information ecology that is conducive to knowledge flow between content and digital connections http://www.flickr.com/photos/cdm/54246114/
  • 9. Ourknowledge encounters arerevolutionised cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
  • 10. Children of the digital revolution http://www.abs.gov.au/socialtrends The most popular use for the internet was educational activities. Educational activities were most popular among older children cc licensed ( BY SD ) flickr photo by Ernst Vikne: http://flickr.com/photos/iboy/3447925723/
  • 11. 2011 K-12 EDITION
  • 12. Sense-making and the ability to assess the credibility of information are paramount. Horizon Report 2011 K-12 EditionCloud computing is saving schools money and resources. It has openeddoors for more exibility, more space, more collaboration, and ultimately, more creativeuses of Internet resources for educators to incorporate in their classrooms. Mobile “always connected” devices are the doorways to the content and social tapestries of the Internet. The vast potential for learning. They embody the convergence of technology and support exible access to multiple sources of content. 21st century developments
  • 13. Sense-making and the ability to assess the credibility of information are paramount. Horizon Report 2011 K-12 EditionTime to adoption Horizon - two to three years Game-based learning Open content Time to adoption Horizon - four to five years Learning analytics Personal Learning Environments 21st century developments
  • 14. cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
  • 15. cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
  • 16. Children of the digital revolutionNeed pedagogy for the digital revolution! http://flic.kr/p/6fFwb4
  • 17. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 18. What is your digitaladaptability? How are you learning?How are they learning because of your learning?
  • 19. I’m managing my digital identity. I’m managing my digital network. cc licensed ( BY NC SD ) flickr photo by Ѕolo: http://flickr.com/photos/donsolo/2933197179/
  • 20. cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
  • 21. PLE I’ll show you mine, if you’ll show me yours!The goal is for students to have real choice! cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
  • 22. The value-add is in thecoaching andtroubleshootingwhen students areapplying their learning,and in challengingstudents to apply theirthinking to hands-onlearning bydoing and working inteams. http://thefischbowl.blogspot.com/ cc licensed ( BY ) flickr photo by clevercupcakes: http://flickr.com/photos/clevercupcakes/4397152402/
  • 23. cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser: http://flickr.com/photos/clickflashphotos/3450592233/
  • 24. 27cc  licensed  (  BY  NC  ND  )  flickr  photo  by  I_am_Joey_H:  hBp://flickr.com/photos/rockjammer/3873326994/
  • 25. cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  hBp://flickr.com/photos/79286287@N00/215951891/
  • 26. 29cc  licensed  (  BY  )  flickr  photo  by  Spree2010:  hBp://flickr.com/photos/spree2010/4930763550/
  • 27. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  Always  Bë  Cool:  hBp://flickr.com/photos/alwaysbecool/4828439402/
  • 28. I’m managing my information? I’m managing my knowledge work?
  • 29. cc licensed ( BY NC SD ) flickr photo by Daniel*1977: http://flickr.com/photos/didmyself/3076465113/
  • 30. cc licensed ( BY ) flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3867744073/
  • 31. Does anyone know of anygood online videos showingbeginner debating, suitablefor Year 7 students? Imthinking of Youtube,Teachertube etc.
  • 32. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 33. ‣ Facilitate and inspire student learning and creativity‣ Design and develop digital-age learning experiences and assessments‣ Design and develop digital-age learning experiences and assessments‣ Model digital-age work and learning‣ Promote and model digital citizenship and responsibility‣ Engage in professional growth and leadership cc licensed ( BY NC SD ) flickr photo by pietroizzo: http://flickr.com/photos/pietroizzo/2034681616/
  • 34. Information curation & dissemination
  • 35. Seek FollowGather Explore cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
  • 36. http://delicious.com/hrheingold/crap_detectionInformation labyrinth ‘crap’ detection cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
  • 37. cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
  • 38. cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2786242106/
  • 39. • ask good questions in order to get good answers• access and acquire material from the appropriate digital information sources• analyze the raw material to distinguish value, bias, and re-usable information• apply the knowledge within a real-world problem or simulation• and assess the process and the product.
  • 40. http://bit.ly/informationfluency
  • 41. 49cc  licensed  (  BY  NC  )  flickr  photo  by  Cayusa:  hBp://flickr.com/photos/cayusa/1444806159/
  • 42. ..... because your knowledge and myknowledge, based on what searchresults we are served, may be verydifferent from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything,
  • 43. 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/
  • 44. cc licensed ( BY NC ) flickr photo by vgm8383: http://flickr.com/photos/vgm8383/2330598837/
  • 45. Quintura – A Keyword CloudAlternative to the Wheel Use Google’s Related Search
  • 46. Use Google’s Related SearchThis offers a greater range of keywords than using the‘default’ related keywords that normally appear at thebottom of your search result page.
  • 47. 10 X 10 http://tenbyten.org/
  • 48. cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/
  • 49. Kids & Teens Meta Search Subscribe to search Power Search engine news cc licensed Hooded Fang*: http://flickr.com/photos/ hoodedfang/2874263963/ http://www.pandia.com/index.htmlcc licensed flickr photo by : http://flickr.com/photos/crystaljingsr/3915512820/
  • 50. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ Picking the right tool http://bit.ly/knowledge2
  • 51. cc licensed ( BY ND ) flickr photo by HikingArtist.com: http://flickr.com/photos/hikingartist/4193332430/
  • 52. “The students surveyed often looked injournals or databases unsuited to their field ofstudy and displayed a poor understanding ofhow to refine search results”. While the interface of Google and other similar search engines might be more intuitive, what’s going on behind the scenes isn’t intuitive at all, and very few students had a clear conception of how search engines work. This lack of understanding compounds the problem of building an effective search strategy.”
  • 53. By showing our students how to connect adatabase information repository (such asEBSCO, Gale, or JStor) or a local libraryservice with Google Scholar, we are helpingstudents broaden the scope of their informationseeking, while at the same time refining thequality of the information response.
  • 54. alsoGoogle Scholar Alerts
  • 55. 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.
  • 56. Re-think what ‘collection’ of information means,thereby supporting personalized and collaborativeinformation seeking and knowledge conversations. cc licensed ( BY NC SD ) flickr photo by Pricklebush: http://flickr.com/photos/pricklebush/224674200/
  • 57. Search strategiesEvaluation strategiesCritical thinking and problem solvingNetworked conversation & collaborationCloud computing environmentsEthical use and production of informationInformation curation of personal & distributed knowledge. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 58. Essentialtools for teachers cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
  • 59. hBp://www.evernote.com 78
  • 60. 79
  • 61. http://www.scoop.it/t/digital-citizenship-in-schools
  • 62. cc licensed ( BY NC ) flickr photo by Sebastián-Dario: http://flickr.com/photos/sebastian-silva/2814884869/
  • 63. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 64. MicrobloggingSocial bookmarking and taggingCollaborative writingInformation management – e.g. Zotero, Endnote, EasybibInformation capture on multiple devices – e.g. EvernoteLibrary resources, databases all used for information collection, RSS topic and journal alerts, and compatible with research organisation toolsAggregators and start pagesOnline storage for access across multiple platforms
  • 65. It’s not informationoverload....it’s filter failure! cc licensed ( BY NC ) flickr photo by bourgeoisbee: http://flickr.com/photos/bourgeoisbee/2298587898/
  • 66. Choose the right tool to re-frame information collection as highly flexible and collaborative information and knowledge conversations, while also facilitating information organisation. cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387327059/
  • 67. Technology and online integration can facilitate criticalthinking, creativity and knowledgeable actions, rather than merely being a skills activity. cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387387075/
  • 68. Re-think information collection to become highlyflexible and collaborative forms of informationorganization and dissemination. cc licensed ( BY NC SD ) flickr photo by Andreas Blixt: http://flickr.com/photos/mr-blixt/4504547877/
  • 69. Query, browse, gather, curateand share information frommany sources. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 70. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
  • 71. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  greekadman:  h>p://flickr.com/photos/papazimouris/346630496/
  • 72. heyjudeonlineJudy O’Connellhttp://heyjude.wordpress.comJudy O’Connell
  • 73. !"#$%&()&*(&()+&,-($.(+.&
  • 74. !"#$%&$(#)"*+%,"# !!!"#!$"%&"()* &(+,#!$"%&"()** -./%&0*1233*453*132*

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