Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Hį»C Tį»T TIįŗ¾NG ANH 11 THEO CHĘÆĘ NG TRĆNH GLOBAL SUCCESS ÄĆP ĆN CHI TIįŗ¾T - Cįŗ¢ NÄ...
Ā
Rethinking Learning in the Age of Digital Fluency
1. FACULTY OF EDUCATION CHARLES STURT UNIVERSITY
Rethinking Learning
in the age of digital ļ¬uency
ICT Integration Conference 2015 | Will IT blend?
Judy OāConnell
14 October, 2015
6. Eisenstadt (a Gutenberg scholar): the book did not take
on its own form until 50 years after it was invented by
Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]
7. The Web at 25+
Overall verdict:
āThe internet has been a plus for society and
an especially good thing for individual usersā
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
10. Technology context
ļ¬ickr photo by giulia.forsythe http://ļ¬ickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license
more than a āflipped classroomā to
ensure a pedagogical approach for
co-construction of knowledge in a
digital information ecology
11. not just a
discussion
about selļ¬es
Robert Cornelius in 1839, believed to be the world's ļ¬rst selļ¬e. Photograph: Library of Congress
digital footprint
12. chirp! a plant watering alarm
drone pilot locates missing 82-year-old man after three day search
not just a
about the
latest
technology
man accused of murder asked Siri where to hide the body
living replica of Vincent Van Gohās ear
13. ļ¬ickr photo by furiousgeorge81 http://ļ¬ickr.com/photos/furiousgeorge81/177926979 shared under a Creative Commons (BY-NC-ND) license
Igniting a new culture of learning
14. The great challenge of a digital education is meeting the
connected creative needs of students who have grown up in the
digital era, and at the same time meeting the expectations of
teachers and parents who havenāt!
20. Web 3.0
Web 1.0
Web x.0
Web 2.0
Semantic Web
The Web
Meta Web
Social Web
Degree of Social Connectivity
DegreeofInformationConnectivity
cc""Steve"Wheeler,"University"of"Plymouth,"2010"
Semantic Web
of knowledge
Semantic Web
of intelligence
Web of
information
Web of people &
social information
DegreeofInformationConnectivity
21. The semantic web, or web 3.0,
is all about data integration.
it is an infrastructure
technology
and an organised approach
to metadata
cc licensed ( BY NC SD ) ļ¬ickr photo by Jason A. Samļ¬eld: http://ļ¬ickr.com/photos/jason-samļ¬eld/4736792714/
22. you wonāt see a āWeb 3.0 insideā label
Much more than just BIG DATA and
cloud storage!
23. This socially powered web is exploding, and is
the new baseline for all our internet and technology
empowered interactions.
24. Making it possible to federate,āØ
query, browse, gather andāØ
recommend information fromāØ
disparate sources.
25. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the
imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
āInformation absorption is a
cultural and social process of
engaging with the constantly
changing world around usā. p47
28. changing their
real world
opportunities
The Fab Lab Network covers more
than 40 countries in more than 200
labs in the world. Every Fab Lab is a
potential classroom for the Fab
Academy.
http://www.fabacademy.org/
29. The Robots and Dinosaurs Hackerspace meets right
here in Sydney and offers a communal space where
geeks and artists brainstorm ideas, play games, work
on collaborative projects, and share the cost of some
great tools.
http://robodino.org/
31. It seems that a range of new forms of
learning are still relatively unrecognised or
even unacceptable within formal settings,
and even possibly informal ones.
Mixed messages around technology
ļ¬ickr photo by FotoGrazio http://ļ¬ickr.com/photos/fotograzio/16454497009 shared under a Creative Commons (BY-NC-ND) license
32. Mixed approaches
to participatory pedagogies
Many important questions are raised when āestablishedā
learning theories are seen through technology.
X
33. Participatory pedagogy
Participatory pedagogies recognise the
popular and cultural meanings of apps,
social media and tools and the ways in which
young people adapt such media in both
reļ¬exive and non-reļ¬exive ways for their own
aims and purposes.
34. Participatory pedagogy
They include such activities as learning
through social networking, searching and
retrieving information, researching
information, using information, games,
collaboration and shared interests.
35. Participatory pedagogy
Encouraging young people to become
reļ¬exive, or more reļ¬exive, about their
practices, behaviours and ethics is vital both
in the development of their stance as media
managers and producers and in the
development of voice, agency, personalisation
and an ethical stance to their own practices.
36. In talking about the essential paradigm shift that is
taking place, Stanley (2011) highlights three areas
of inļ¬uence:
Information ļ¬uency ā using search engines
effectively; evaluating online information;
collaborating in virtual environments, and
delivering material resources online.
Digital citizenship ā understanding responsible
and ethical use of information, and maintaining
safe online practices.
Digital storytelling ā reading, writing and
listening to books in many formats; creating,
collaborating and sharing in a range of mediums.
Digital inļ¬uences
Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45ā47.
37. ā¢ āKnowledge assembly,ā building a āreliable information hoardā from
diverse sources.
ā¢ Retrieval skills, plus ācritical thinkingā for making informed judgements
about retrieved information, with wariness about the validity and
completeness of internet sources.
ā¢ Reading and understanding non-sequential and dynamic material.
ā¢ Awareness of the value of traditional tools in conjunction with networked
media.
ā¢ Awareness of āpeople networksā as sources of advice and help.
ā¢ Using ļ¬lters and agents to manage incoming information.
ā¢ Being comfortable with publishing and communicating information as
well as accessing it.
Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17ā32). Peter Lang Publishing, Inc.
Digital literacy
39. Media literacy
nature and role of subliminal media effects
āThe entire process is fundamentally rhetorical:
it concerns the transformation of an audienceā
McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang.
ļ¬ickr photo by Striking Photography by Bo Insogna http://ļ¬ickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
40. Digital literacy
āreading and writing in a digital environment, in order
to position where the literacy action is taking place
and that it can be authentic, multimodal, far
reaching, multi-tool, and code interdependentā
Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital
literacy. Journal of Adolescent & Adult Literacy, 54(7), 535ā537
41. transliteracy is not about learning
text literacy and visual literacy
and digital literacy in isolation
from one another but about the
interaction of these literacies
Transliteracy
Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007).
Transliteracy: crossing divides. First Monday, 12(12).
42. Information literacy
āthe evolution of Web 2.0 and the revolution of social
media and social networking requires a fundamental
shift in how we think about information literacyā
Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information
literacy to empower learners. American Library Association.
43. comprehensive examination
approach to metacognition,
multiple intelligence theory, multi-
literacies, multiple literacies,
transliteracy, convergence and
multimodal literacy.
Metaliteracy
44. ā¦.not intended to invoke yet
another meta- or grand narrative
but rather to acknowledge the
fragmented and centred nature of
information in the post-modern
age
Metaliteracy
46. Heuristics for
instructional design!
Each of these has a common purpose to break overall
cognitive development process into parts that can more easily
structure educational processes and goals, and scaffold
learning and individual knowledge development.
48. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
49. Evolving Learning Landscape
Current thinking about 21st century skills, and the learning
experiences that support their development, are essential
starting points for capacity building. A list of the workforce
skills presented by Davies, et al (2011, pp. 8-12) include:
ā¢ Sense-making
ā¢ Social intelligence
ā¢ Novel and adaptive thinking
ā¢ Cross-cultural competency
ā¢ Computational thinking
ā¢ New-media literacy
ā¢ Transdisciplinarity
ā¢ Design mindset
ā¢ Cognitive load management
ā¢ Virtual collaboration
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
50. The Future of Work 2015
āIn addition to affecting the type of work we do,
digital and mobile technologies are changing how
we do it, where we do it (at home or remotely) and
who our competition isā.
http://www.technologyreview.com/news/541566/a-closer-look-at-the-future-of-work/
MIT Technology Review -
51. This is more than technology!
All professions of the future
require digital and information
ļ¬uency
53. Trends, challenges and
development in technologies
that will inļ¬uence the future of
schools and libraries
NMC Horizon Reports
Using a modiļ¬ed Delphi process, a panel of 50+ education and technology
experts identify topics very likely to impact technology planning and decision-
making: six key trends, six signiļ¬cant challenges and six important
developments in technology.
57. Sustainable learning involves
a pedagogic fusion between
environments, tools, formats
and meta-literacy capabilities.
(Mackey & Jacobson 2011)
Mackey, T P and Jacobson, T E 2011, āReframing information literacy as a
metaliteracyā, College & Research Libraries, vol. 72, no. 1, pp. 62ā78.
60. How should we foster and prepare
for this digital ļ¬uency?
cc licensed ( BY NC SA ) ļ¬ickr photo by fatboyke (Luc): http://ļ¬ickr.com/photos/fatboyke/2984569992/
61. More content, streams of data,
topic structures, (theoretically)
better quality - all of these in
online environments
require an equivalent shift in our
online capabilities.
62. In an age of information
abundance learning to
effectively search is one of the
most important skills most
teachers are often NOT
teaching
63. 63
cc
Ā licensed
Ā (
Ā BY
Ā NC
Ā )
Ā ļ¬ickr
Ā photo
Ā by
Ā Cayusa:
Ā h=p://ļ¬ickr.com/photos/cayusa/1444806159/
āthe ļ¬rst search result is clicked on twice as
much as the second, and the second twice
as much as the thirdā. Dan Russell, Googleās usability chief
64. Rather than simply identifying a useful page, these
systems try to pull the information from those pages
that might be what a user is looking for, and to make
this immediately apparent.
More informative results?
65. ā“ Those who know how to āthinkā about search,
versus those who donāt
ā“ Those who know how to validate soft information,
versus those who donāt
ā“ Those who know how to ļ¬nd information in new
āhotā channels versus those who donāt
ā“ Those who know how to get information to travel
to them, versus those who still chase it.
66. Whatās the
story with the
yellow blotch?
SearchReSearch blog
http://searchresearch1.blogspot.com.au/
A blog about search, search skills, teaching search, learning how to
search, learning how to use Google effectively, learning how to do
research. It also covers a good deal of sense making and
information foraging.
67. For several years people have
been fascinated by small, robot-
like ļ¬gures popping up in city
streets and other innocuous
places. These ļ¬gures, now
documented in ļ¬ickr pools and
blog posts from cities arose the
world, can be attributed to
Stikman (sometimes searched for
and referred to as "stickman"), an
anonymous grafļ¬ti artist,
sometimes perhaps going by the
alias "Bob," who has been putting
these images up since at least
2006.
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Search for 'painted
yellow man robot'
yielded 'stickman' for a
better explanation.
About 3 minutes
Reply
68. Wednesday, September 30, 2015
Search Challenge (9/30/15): Thinking outside the box
Some problems are hard.
But often, if you know where and how to search, the answers
can be found without an excess of work.
This week's Challenge is an example of exactly this idea.
If you spend more than 5 minutes on this Challenge, you
should stop and think to yourself: How else can I solve this
Challenge? Once you ļ¬gure out the method, you'll see why
I've posted this particular Challenge, and you'll have yet
another arrow in your quiver of SearchResearch skills.
69. 1. Can you create a chart showing the difference in the populations
between North and South Korea since 1970? (Just a simple line graph
would be ļ¬ne, thanks.)
2. Can you compute the market cap, total revenue, and number of
outstanding shares for each of the companies IBM, Apple, Google, and
Xerox?
3. Having recently dived in the Caribbean, I'm really interested in
whale sharks. Can you quickly compare blue whales, gray whales,
sperm whales, and whale sharks in terms of (a) lifespan, (b) maximum
length, (c) weight? (Just the facts, ma'am.)
As I said, this really is a 5 minute Challenge. Do you know a method to
make your searches that quick and effective for this kinds of data
collection / comparison?
Search on!
70. Learn about the latest
additions to search so as to
get the most out of Google.
http://www.google.com/insidesearch/howsearchworks/
thestory/index.html
71. Google Knowledge Graph
When you search, youāre not just
looking for a webpage.
Youāre looking to get answers,
understand or explore.
Google alerts too!
78. FutureLab (2010) propose that being ādigitally literate is to
have access to a broad range of practices
and cultural resources that you are able to
apply to digital tools. It is the ability to make and share
meaning in different modes and formats; to create, collaborate
and communicate effectively and to understand how and when
digital technologies can best be used to support these
processes.ā
http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
82. Global Images
The key goal of The Commons is to share
hidden treasures from the world's public
photography archives.
https://www.ļ¬ickr.com/commons
84. Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.
85. The Scout Report is the ļ¬agship publication
of the Internet Scout Research Group.
Published every Friday both on the Web and
by email subscription, it provides a fast,
convenient way to stay informed.
https://scout.wisc.edu/
87. cc licensed ļ¬ickr photo by assbach: http://ļ¬ickr.com/photos/assbach/253218488/
Gather
Seek Follow
Explore
Cultivating inquisitive mindsets
88. I need to search, scan, and
select the best resources I can
find for my own personal
interests, and by making my
choices available to others, I
create a resource for many
besides myself.Itās about knowing, learning,
sharing, and teaching, all in one.
Turn personal interest into a
community of interest
The Solution: Infotention Training
http://www.rheingold.com/university/mini-courses/
95. The beneļ¬ts of
content curation
is that you donāt
re-invent the
wheel - you
share!
Create | Collate | Contribute
96. Feedly is a great RSS feed reader to help you monitor lots of resources quickly.
Smore or Tackk works well to create newsletter types of pages where you can add new
resources and news.
Flipboard Magazines allow you to create collections of articles, links to resources,
images, news and more. Users can subscribe and get updates in a variety of ways,
depending on the source.
Tumblr blog ā itās easy to add notes, photos, links to articles to a tumblr. Your audience
can subscribe to update through their own tumblr account, visit it via itās URL or via an
RSS feed
Diigo Groups ā Bookmark items in Diigo and add items to a diigo group that your
audience can subscribe to updates via email or RSS.
RSS magic ā Anything with an RSS feed gives you lots more options. Readers can
subscribe via their own feed reader or email. And you can display updates in a widget on
your web/wiki pages.
https://cooltoolsforschool.wordpress.com/thing-22-create-a-resource-guide/
Create | Collate | Contribute
100. Find free images online http://judyoconnell.com/ļ¬nd-free-images-online/
PhotoPin ā My ļ¬rst stop for photo searching. Very easy to use
and searches a number of sources for CC licensed photos.
CC search ā search for images, video and music from one
search page. Handy!
Flickr advanced search ā Scroll to the botton of the screen
and select the Creative Commons setting & āFind content to
modify, adapt, or build uponā
Model the future!
Create | Collate | Contribute
103. Creative Commons
Creative Commons licensing allows for reuse of a image
(and other intellectual content) under certain conditions.
The licensing is easy to understand and having students
select how they want to license their own work is a great
way to get students thinking about copyright, reuse and
attribution.
Model the future!
104. Creative commons
licenses work as āsome
rights reserved rule
instead of āall rights
reservedā rule.
Diverse set of license
conditions with a range
of freedoms and
limitations.
http://creativecommons.org/
105. Last one - Just for fun :-)
Model the future!
112. ā¢ Communication
āsharing thoughts, questions, ideas and solutions
ā¢ Curation
ācollecting and reflecting on what we encounter
ā¢ Collaboration
āworking together to reach a goal
āputting talent, expertise and āsmartsā to work
ā¢ Critical thinking
ālooking at problems in a new way
ālinking learning across subjects and disciplines
ā¢ Creativity
ātrying new approaches to get things done
āinnovation and invention