Why Social Networks Matter


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OSLA Spotlight presentation for the OLA Super

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  • Esta es un área que como docente estoyempezando a tener en cuenta. Sus presentaciones me encantan y me gustaría contar con Usted en @Ecoeducacion. Cordial Saludo desde Colombia, Sur América.
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Why Social Networks Matter

  1. 1. Why Social Networks Matter Dr. Alec Couros OLA Super Conference OSLA Spotlight Speaker February 2012 Toronto, Ontario
  2. 2. #sc12#tlchat#libchat
  3. 3. me
  4. 4. Outdated Faculty Profile
  5. 5. The Blur
  6. 6. An Open Educator
  7. 7. eci831.ca
  8. 8. “Web 2.0 tools exist that might allow academics to reflectand reimagine what they do as scholars. Such tools might positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose to build serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students.” (Greenhow, Robelia, & Hughes, 2009)
  9. 9. Open Doctrine
  10. 10. journey(quick version)
  11. 11. Knowledge
  12. 12. knowledge• what is k?• how is k acquired?• how do we know what we know?• why do we know what we know?• what do humans know?• who controls k?• how is k controlled?
  13. 13. human thought/ideas human language source codehigh-level language (e.g. C++, Java, PERL) low-level language (assembly language) code irretrievable machine code (binary)
  14. 14. @jonmott
  15. 15. From  NAGPS  (2011)  via  h4p://bit.ly/oIwVut
  16. 16. From  NAGPS  (2011)  via  h4p://bit.ly/oIwVut
  17. 17. From  NAGPS  (2011)  via  h4p://bit.ly/oIwVut
  18. 18. Openness
  19. 19. “Open Education is the simple and powerful idea that the world’s knowledge is a public good and that technology in general andthe Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse knowledge.” (William & Flora Hewlett Foundation)
  20. 20. Free/Open Content “describes any kind of creative work in a format that explicitly allows copying and modifying of its information by anyone, notexclusively by a closed organization, firm, or individual.” (Wikipedia)
  21. 21. 25
  22. 22. 26
  23. 23. media shift
  24. 24. Shifts in MediaEarly Day of PC in Schools Today’s Social/Mobile Reality
  25. 25. Shifts in Society
  26. 26. “The average digital birth of children happens at about 6 months.” “In Canada, US, UK, France Italy, Germany & Spain ... 81% of children under the age of two have some kind of digital profile or footprint.”
  27. 27. http://www.flickr.com/photos/dkuropatwa/4285762190
  28. 28. Consume
  29. 29. Produce
  30. 30. Remix
  31. 31. Share http://www.flickr.com/photos/dolmansaxlil/4802611949/
  32. 32. myth of the digital native
  33. 33. Children and young people are described as ‘the collaboration generation’, eager to work togethertowards common goals, share content and draw upon“the power of mass collaboration”. This combination of individualisation and collaboration is often presented as giving young people a propensity to question, challenge and critique. These are individuals who “typically can’t imagine a life where citizens didn’t have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. The Digital Native - Myth & Reality, Selwyn (2009)
  34. 34. Are We To Believe This?
  35. 35. Or This?
  36. 36. Or This?
  37. 37. “... age is not a determining factor in students’ digital lives; rather, their familiarity and experience using ICTs is more relevant.” “... the notion of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide ... characterized not by age but by access and opportunity.”
  38. 38. Postliterate are “those who can read who choose to meet their primary information and recreational needs through audio, video, graphics, and gaming. Print forthe postliterate is relegated to brief personal messages, short information needs, and other functional, highlypragmatic uses such as instructions, signage, and time- management device entries - each often highly supplemented by graphics. The postliterate’s need forextended works or larger amounts of information is met through visual and/or auditory formats. Libraries for a Postliterate Society, Johnson (2009)
  39. 39. in practice
  40. 40. Categories of Tools
  41. 41. Blogs & Wikis
  42. 42. Simple Blogging
  43. 43. Microblogging
  44. 44. Social Bookmarking
  45. 45. Info/File Management
  46. 46. Media Sharing
  47. 47. Social Networking
  48. 48. Social Curation
  49. 49. Networks
  50. 50. Network Literacies • “Understanding how networks work is one of the most important literacies of the 21st century.” (2010)Howard Rheingold
  51. 51. Politicshttp://www.anduro.com/calgary-mayor-race.html
  52. 52. Services
  53. 53. Reputation
  54. 54. Meaningful Projects“Dear Photograph:Thank you for everything we had.”
  55. 55. Protest
  56. 56. Human Connections
  57. 57. God bless you and your familythrough this difficult time.
  58. 58. My best attempt, I onlyremoved the tubing, leftcolors and levels alone. Iam sorry for your loss.
  59. 59. I color corrected theskintones a bit as well.
  60. 60. minor lighting, a 6 x 4 crop for printing in standard size & removed some of the background. well done fellow redditors !!!!
  61. 61. Hope nobody thinks this is in poor taste... please acceptmy warmest wishes and deepest sympathy for your loss.
  62. 62. Fixed thechair
  63. 63. OK black background gone. Sorry it took so long, hadto start over. Thanks again to wahoorob for doing thehard part.
  64. 64. Sorry for the late help. I wentfor simplicity. Enjoy - and Ihope you remember her well.
  65. 65. Tools + Networks
  66. 66. Example #1: Power Of (Global) Audience ps22chorus.blogspot.com
  67. 67. Example #2: Learning Through Networks
  68. 68. Example #3: Teaching/Learning Online
  69. 69. big ideas
  70. 70. Digital Fluency
  71. 71. Framework for Student Learning, Government of Alberta (2011)
  72. 72. “Technological fluency means much more than the ability to use technological tools;that would be equivalent to understanding a few common phrases in a language. To become truly fluent in a language (like English or French), one must be able toarticulate a complex idea or tell an engaging story -- that is, to be able to make things of significance with these tools. ” The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
  73. 73. The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
  74. 74. The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
  75. 75. “... our ability to use digital technologies to have the intended positive effect on people & situations.” “... the more fluent a person is, the better they are able to predict the outcome of their actions.” The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)
  76. 76. Sharing http://www.flickr.com/photos/dolmansaxlil/4802611949/
  77. 77. On Sharing ... “it’s about overcoming the inner 2 year old in you that screams mine, mine, it’s mine.” (Wiley, TEDxNYED, 2010)
  78. 78. Identityhttp://www.flickr.com/photos/jaumedurgell/740880616/sizes/l/in/photostream/
  79. 79. Best Job in the World
  80. 80. http://www.flickr.com/photos/will-lion/3356252350/
  81. 81. Relationships
  82. 82. 21st Century Learning Networks
  83. 83. 21st Century Learning Networks
  84. 84. @shareski
  85. 85. Don’t limit a child to yourown learning, for he was born in another time. ~Tagore http://couros.ca couros@gmail.com @courosa