Download to read offline
Uploaded bySLV Education
The future of information
The document discusses the future of information, emphasizing advancements in search technologies, digital publishing, and personal learning environments. It highlights the impact of social search, mobile learning, and collaborative learning on educational practices, while addressing concerns about information accessibility and research competencies. Additionally, it explores the role of emerging technologies such as cloud services, augmented reality, and MOOCs in transforming learning experiences.
More Related Content
Similar to The future of information
The future of information
- 1. The future ofinformation Kelly Gardiner & Bethany Leong 10 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 • MOOCs Technology • 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. Search How search worksnow • Major search engines index publically accessible data only • Web is around 800million websites and growing 5% per month What 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.
- 5. Social search • Usesdata 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 search Imagine … Issues • Searching across the surface and • Even more information the deep web • Social and personalised search • Customising your search style and might restrict our world view preferred sources • Most people will only ever use a • Tailoring and targeting individual simple search searches • Search skills are about finding • Search personalised for you and analysing through your data and others’ • Reliance on key commercial • Searching all libraries & vendors collections with other sources P–6
- 7. Digital publishing • Journaldatabase publishers monopolies are breaking down • Ebooks formats & pricing will settle • Media and publishing houses will consolidate • Self-publishing extends to schools Possibilities: • 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 and resources • Educators do too • Librarians always have! • Organic process in online communities leads to Pinterest & Tumblr, home made videos on YouTube • Multimedia becomes ubiquitous on all devices • Immersive web-enabled TV. • How can we enable the instinct to find and share? Hans Bonney, circa 1965 State Library of Victoria •See Learnist P–8
- 9.
- 10.
- 11. Personal learning environments •APersonal Learning Network is an on- tap stream of information, resources, answers, discussion, contacts and support • A Personal Learning Environment is all of this plus a customisable online space where all your materials and tools are collected. • For students – resources can be curated and added • For teachers and library teams – free ongoing PD. Imagine it with integrated personalised search capacity • See VicPLN, Gooru. Mark Strizic, ca 1950 State Library of Victoria P–11
- 12. Game-based learning •We’ve alwaysused games in learning • Most kids now have hundreds of hours of gaming experience • Supports engagement, comprehension, problem solving, goal setting, creativity, collaboration, story telling, as well as specific skills or disciplines • Challenges can be mobile and location-based • Game apps on mobiles now key learning tools. • How do we use game-like challenges Creator unknown, 1975 State Library of Victoria to enhance learning and deliver content? • See Minecraft, SimCity. P–12
- 13. Mobile learning anddevices Learning wherever you are •Phones, tablets, netbooks – and TVs • Extend learning beyond the classroom/library • Enable use of rich media and interactive learning • Enable location-based active learning • Apps like Evernote allow access to research and notes on any device • Class sets, BYOD, 1-1 devices • Becomes a platform for future developments. See Evernote. Alfred E. McMicken, 1932 State Library of Victoria P–13
- 14. Cloud services Web-based toolsand 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 an important part of learning at all levels • Collaboration now possible online • Small-scale global interactions easy to create – use blogs, Skype, Google Docs or Forms, social media, video • Study tools include collaboration and sharing. • How does it change the technology we need in library spaces? • How does it change the idea of a Argus collection, 1941 classroom? State Library of Victoria • See Evernote, Edmodo, Facebook, wikis. P–18
- 19. Online learning goesviral 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 capabilities Issues • Automationcan lead to loss of core skills or knowledge • Understand the concepts that underpin technology •Should kids learn how to code? Should we? • What about those who can’t access devices or services? • Which is more important: skills or information? • Our own learning never ends – and never will • We need ourPersonal Learning Mark Strizic, ca 1950 Networks. State Library of Victoria P–20
- 21. What does informationmean? And what is research? • Easy to search, not easy to find • Growing lack of research competence • Changing role of librarians and teachers: providing paths to resources and the skills and tools to use them? • Changing role of students: research- and action-based learning? • A complex set of competencies Research steps: • Define tasks and queries • Find resources • Select & evaluate information • Organise materials • Present findings. P–21
- 22. “The need toknow the capital of Florida died when my phone learned the answer.” - Anthony Chivetta, high school student P–22
- 23. What next? Bebrave. Go play! P–23