The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand how to transfer skills across platforms. The document advocates for nurturing a "digital habitus," which refers to a new set of values and practices developed through participation and agency with digital tools and social media.
This presentation was prepared for a 15 minute practice session for the Foundations of University Learning and Teaching (FULT) program at UNSW in September 2010.
For more information on FULT: http://tinyurl.com/unswfult
An ignite talk I did on the correlation between judaism and the internet. The talk was for fun but there is a lot of truth and depth in some of these similarities.
As the hype cycle around MOOCs drops, the question of what narratives will survive and thrive around MOOCs opens up. This keynote panel presentation for #MRI13 suggests there are two solitudes in the post-MOOC-hype discussion - one an empty picture of undeliverable promises for higher ed, and the other a loose affiliation of complicated and sometimes conflicting interests. The lot of us on the latter side need to learn to talk to each other, to the public, and to decision-makers.
From research to reality: Transforming libraries for a global information world.Lynn Connaway
Connaway, L. S. (2019). From research to reality: Transforming libraries for a global information world. Keynote presented at the IFLA Satellite Conference, August 30, 2019, Rome, Italy.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
This presentation was prepared for a 15 minute practice session for the Foundations of University Learning and Teaching (FULT) program at UNSW in September 2010.
For more information on FULT: http://tinyurl.com/unswfult
An ignite talk I did on the correlation between judaism and the internet. The talk was for fun but there is a lot of truth and depth in some of these similarities.
As the hype cycle around MOOCs drops, the question of what narratives will survive and thrive around MOOCs opens up. This keynote panel presentation for #MRI13 suggests there are two solitudes in the post-MOOC-hype discussion - one an empty picture of undeliverable promises for higher ed, and the other a loose affiliation of complicated and sometimes conflicting interests. The lot of us on the latter side need to learn to talk to each other, to the public, and to decision-makers.
From research to reality: Transforming libraries for a global information world.Lynn Connaway
Connaway, L. S. (2019). From research to reality: Transforming libraries for a global information world. Keynote presented at the IFLA Satellite Conference, August 30, 2019, Rome, Italy.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
Leadership in a connected age: Change, challenge and productive chaos!Judy O'Connell
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
Massive Open Online Courses and the New Game of Higher EducationBonnie Stewart
Explores the emerging - and diverging - models of Massive Open Online Course (MOOC) offerings, and how Connectivist MOOCs and Xmodel MOOCs such as EdX, MITx, Udacity et al reflect very different visions of the changing game of higher education.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
Leader by the position achieved
Leader by personality, charisma
Leader by moral example
Leader by power held
Intellectual leader
Leader because of ability to accomplish things
} When we talk of education for everybody, it is
important to recognize that the world is
different for girls than it is for boys, and any
program or initiative must note this fact for
any best practices to be realized.
Leader by the position achieved
Leader by personality, charisma
Leader by moral example
Leader by power held
Intellectual leader
Leader because of ability to accomplish things
4. Image and quote by Dean Shareski http://www.flickr.com/photos/shareski/2655113202/in/pool-858082@N25 (CC BY-NC 2.0)
5. More than a resource
http://www.flickr.com/photos/graciepoo/215649963/
6. Any technology tends to
create a new human
environment...
Technological environments
are not merely passive
containers of people but are
active processes that
reshape people and other
technologies alike.
M. Mcluhan, 1962
8. Digital literacies defines those who exhibit a
critical understanding and capability for
living, learning, and working in the digital
society. JISC, 2013
13. “Learners do not appear ‘to see beyond’
the immediately obvious functionality of
the technology and there is little evidence
of transfer”
Clark et al, 2008, p.68
14. “To possess the machines,
[they] only need economic
capital; to appropriate them
and use them in accordance
with their specific purpose
[they] must have access to
embodied cultural capital,
either in person or by proxy”
Pierre Bourdieu
1986
15. The beginning of a new habitus
(that needs to be nurtured; not ignored)
How we do things around
here
historical continuum
Dispositions
16. Technology…
How we do
things
around here
How they do
things
around here
change
disrupts the historical continuum
17. Digital Habitus specific set of
values/practices
Participation
Agency
Social media has created a new world that –in one way or another - affects us all
And some people take it very seriously
To the extent that affects some of us more than other – but in general we are all affected by it – it affects the way we work, shop, socialise, live
And for that matter learn (but that is more outside the educational walls than inside
And that has to do with the traditions and the habits – the history associated with the profession of both being a teacher and a learner !
from the school walls into the world
human interaction
In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”