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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
resistance is futile
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
the martian way




Asimov Crater was named on 4 May 2009, by the
International Astronomical Union. It has a diameter
of about 84 kilometres .
curiosity rover
Resistance is Futile: The dynamics of the Science Collective
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 games
are 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 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.
Resistance is Futile: The dynamics of the Science Collective
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 into
online environments require an
equivalent shift in our online
capabilities.
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/CqxF2Vdkyxw




Discover the world of Augmented Reality with the Philadelphia
Science 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 to
information with
learning!
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
Being linear, Google obscures the interdependence of
                     information.
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/
Search is fast without necessarily being intelligent.
http://www.google.com/insidesearch/searcheducation/
What else can we do?
                                                27
h?p://www.flickr.com/photos/tjt195/501975860/
Resistance is Futile: The dynamics of the Science Collective
also
Google 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 search
developments in order to
excite students about the
real 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!
     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
Resistance is Futile: The dynamics of the Science Collective
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/
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
     remixing


anytime anywhere
       fast

CREATIVELY
Participation in social media
removes perceived distance
without 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/pNvEyUjrwJA




connected educator
Resistance is Futile: The dynamics of the Science Collective
Resistance is Futile: The dynamics of the Science Collective
Resistance is Futile: The dynamics of the Science Collective
Periodic Table of QR codes


   http://www.periodicvideos.com/
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
“creativity”
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/
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 using
materials distributed under CC licences
               cc licensed ( BY SA ) flickr photo by opensourceway: http://flickr.com/photos/opensourceway/5537457437/
http://youtu.be/AeTlXtEOplA
From Canada
http://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/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/
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 students
who have grown up in the digital era, and meeting the expectations of
teachers 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 interaction


empower your students to be
 the scientists of the future
         that we need.
http://youtu.be/WoZ2BgPVtA0




the science collective
heyjudeonline


Judy O’Connell


http://heyjude.wordpress.com


Judy O’Connell

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Resistance is Futile: The dynamics of the Science Collective

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