The future of information

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An exploration of the connections between physical and digital collections, and how social media can further enhance teaching and learning. Presented at the State Library of Victoria's SLVLearn 2012 …

An exploration of the connections between physical and digital collections, and how social media can further enhance teaching and learning. Presented at the State Library of Victoria's SLVLearn 2012 conference, October 10, 2012.

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  • 1. The future of informationKelly Gardiner & Bethany Leong10 October 2012
  • 2. The future of …Information And what does it all mean for…• Search and social search• Open data Learning• Universal library search • Personal learning environments• Digitised collections • Game-based and challenge-based• Rich live media learning• Digital publishing • Collaborative learning • MOOCsTechnology • Changing capabilities• Mobile learning and devices• Cloud services and tools• NBN-enabled content• Voice and gesture driven interfaces• Augmented reality (via devices) P–2
  • 3. SearchHow search works now• Major search engines index publically accessible data only• Web is around 800million websites and growing 5% per monthWhat is not indexed/returned?• Library catalogues• Some dynamic content• Orphaned content (unlinked)• ‘Deep’ databases• Government publications & data• Some file types (eg captions in videos)• Phone directories• Some social media content P–3
  • 4. P–4
  • 5. Social search• Uses data from web behaviour to influence search results – yours and others• Provides answers to questions, not resources• Includes conscious and invisible peer-to peer recommendations• Risks include limiting results and reducing serendipity• Already in place in Google and integrated with Google+• Facebook search soon? Wolfgang Sievers, 1961 State Library of Victoria• See ChaCha or Quora (answers) P–5
  • 6. Integrated searchImagine … Issues• Searching across the surface and • Even more informationthe deep web • Social and personalised search• Customising your search style and might restrict our world viewpreferred sources • Most people will only ever use a• Tailoring and targeting individual simple searchsearches • Search skills are about finding• Search personalised for you and analysingthrough your data and others’ • Reliance on key commercial• Searching all libraries & vendorscollections with other sources P–6
  • 7. Digital publishing• Journal database publishers monopolies are breaking down• Ebooks formats & pricing will settle• Media and publishing houses will consolidate• Self-publishing extends to schoolsPossibilities:• Collaborative purchasing of ebooks and journals• Digital print on demand in schools• Enabling PLEs by providing tailored reading/media Press, MacRobertson’s Chocolate Factory P–7 Circa 1920, State Library of Victoria
  • 8. Creation and curation, rich media• Students research, create, upload,share and curate their own content andresources• Educators do too• Librarians always have!• Organic process in onlinecommunities leads to Pinterest &Tumblr, home made videos onYouTube• Multimedia becomes ubiquitous onall devices• Immersive web-enabled TV.• How can we enable the instinct tofind and share? Hans Bonney, circa 1965 State Library of Victoria•See Learnist P–8
  • 9. P–9
  • 10. P–10
  • 11. Personal learning environments•A Personal Learning Network is an on-tap stream of information, resources,answers, discussion, contacts andsupport• A Personal Learning Environment isall of this plus a customisable onlinespace where all your materials andtools are collected.• For students – resources can becurated and added• For teachers and library teams – freeongoing PD.Imagine it with integratedpersonalised search capacity• See VicPLN, Gooru. Mark Strizic, ca 1950 State Library of Victoria P–11
  • 12. Game-based learning•We’ve always used games in learning• Most kids now have hundreds ofhours of gaming experience• Supports engagement,comprehension, problem solving, goalsetting, creativity, collaboration, storytelling, as well as specific skills ordisciplines• Challenges can be mobile andlocation-based• Game apps on mobiles now keylearning tools.• How do we use game-like challenges Creator unknown, 1975 State Library of Victoriato enhance learning and delivercontent?• See Minecraft, SimCity. P–12
  • 13. Mobile learning and devicesLearning wherever you are•Phones, tablets, netbooks – and TVs• Extend learning beyond theclassroom/library• Enable use of rich media andinteractive learning• Enable location-based active learning• Apps like Evernote allow access toresearch and notes on any device• Class sets, BYOD, 1-1 devices• Becomes a platform for futuredevelopments.See Evernote. Alfred E. McMicken, 1932 State Library of Victoria P–13
  • 14. Cloud servicesWeb-based tools and services• Social networks for professional development• Research tools for senior students and post-secondary• Your browser now has enormous capability• Google alone has myriad features and services• More larger organisations are moving to this – Ultranet is a custom-built cloud• Online learning, collaboration and classrooms.• See Dropbox, Zotero, Mendeley, Lore, Edmodo. Wolfgang Sievers, 1979 P–14 State Library of Victoria
  • 15. Colour and movement Voice and gesture driven applications • Touch phones and tablets are gesture- driven • Games consoles (eg Kinect, Wii) • Wave your credit card – or phone • Voice activation already enabled in phones, lap tops, tablets • Next generation of those annoying phone systems: natural language enquiries – two-way • Developing eye motion and other subtle gesture-driven products • Think multimodal web (inc GPS, handwriting, voice) • Will rollout in Search soon • What does it mean for text? For literacy? For people with disabilities? Purdue University robotic nurse P–15
  • 16. National broadband & universal wireless NBN-enabled content & services • High speed connections allow greater use of rich media, games and interactives • Enables connections between schools • Roll-out fast – fibre and fixed wireless • Will it enable shared library systems? • Enables interoperable TV/web devices. • Free wireless networks will spread across cities, schools, towns, dramatically changing access. P–16
  • 17. Augmented reality •Mobile devices •Layers of space, present, past, image, real time data, nearby options •eg Google glasses •http://youtu.be/9c6W4CCU9M4 Google glasses launch 2012 P–17
  • 18. Collaborative learning•Group study & active projects animportant part of learning at all levels• Collaboration now possible online• Small-scale global interactions easy tocreate – use blogs, Skype, Google Docsor Forms, social media, video• Study tools include collaboration andsharing.• How does it change the technology weneed in library spaces?• How does it change the idea of a Argus collection, 1941classroom? State Library of Victoria• See Evernote, Edmodo, Facebook,wikis. P–18
  • 19. Online learning goes viral MOOCs • Massive Online Open Courses • Now offered free by leading universities including Stanford, Edinburgh and Harvard • Provided entirely online on platforms like Lore and Coursera • Some provide certification • Largely short courses now – but what next? • See Udacity and Coursera Marconi Wireless School, Argus, 1945 State Library of Victoria P–19
  • 20. Changing capabilitiesIssues• Automation can lead to loss of coreskills or knowledge• Understand the concepts thatunderpin technology•Should kids learn how to code? Shouldwe?• What about those who can’t accessdevices or services?• Which is more important: skills orinformation?• Our own learning never ends – andnever will• We need ourPersonal Learning Mark Strizic, ca 1950Networks. State Library of Victoria P–20
  • 21. What does information mean?And what is research?• Easy to search, not easy to find• Growing lack of research competence• Changing role of librarians andteachers: providing paths to resourcesand the skills and tools to use them?• Changing role of students: research-and action-based learning?• A complex set of competenciesResearch steps:• Define tasks and queries• Find resources• Select & evaluate information• Organise materials• Present findings. P–21
  • 22. “The need to know thecapital of Florida diedwhen my phonelearned the answer.”- Anthony Chivetta,high school student P–22
  • 23. What next? Be brave. Go play! P–23