The document discusses the impact of digital technologies and connectivity on leadership. It notes that the internet has changed how information is accessed, shared and used to construct knowledge in just 25 years. True leadership in this age requires embracing change, welcoming innovation, and leveraging social media and online tools to meet the challenges of a globally connected world. Leaders must understand how new technologies impact learning and knowledge sharing to guide their organizations effectively.
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
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?
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Social Media, Social Networking and School Libraries.Judy O'Connell
Social networking is a participatory medium that is changing the very nature of our professional connections, our community practices and the nature of learning interactions in these environments. It has become essential for teacher librarians to become professionally competent social media use to be able learn, teach, and communicate in 21st century environments
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Eduwebinar: Our Everyday Tools for SuccessJudy O'Connell
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Learning in a Changing World: Racing against TimeJudy O'Connell
Are you racing against time to update your capacity to engage with established and emerging technology? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Retech: Digital Innovation and Integration in the ClassroomKathryn Schravemade
Presentation for @eduwebinar with @helenstower1
A key goal of future proof education is to ensure students are engaging with information, people and technologies as ‘connected learners’ and that this engagement is effective, safe and ethical.
In our particular school setting, it was identified that traditional ICT subjects focused on the development of software usage skills, which no longer supported the evolving needs of our students. Instead we needed students to develop skills in digital citizenship so that they could participate effectively in an online and networked world. Retech (Research and Technology) is a Middle Years learning experience that has developed in response to this need.
This presentation will explore some of the skills taught in Retech:
Cybersafety & building a positive digital footprint;
Information literacies such as smart searching, curation, effective note taking, licensing and attribution;
Using blogs and social media for building a PLN (Personal Learning Network);
Collaboration through shared bookmarks, notes & Google Groups;
Inquiry and problem solving; and
Creating and presenting with digital tools such as video productions, podcasts and infographics.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Keynote presentation to the NZ Adult Literacy Practitioners Association (ALPA) focusing on the potential for ICTs to be used to enable better learning for adult literacy students.
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
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?
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Social Media, Social Networking and School Libraries.Judy O'Connell
Social networking is a participatory medium that is changing the very nature of our professional connections, our community practices and the nature of learning interactions in these environments. It has become essential for teacher librarians to become professionally competent social media use to be able learn, teach, and communicate in 21st century environments
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
Eduwebinar: Our Everyday Tools for SuccessJudy O'Connell
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Learning in a Changing World: Racing against TimeJudy O'Connell
Are you racing against time to update your capacity to engage with established and emerging technology? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Retech: Digital Innovation and Integration in the ClassroomKathryn Schravemade
Presentation for @eduwebinar with @helenstower1
A key goal of future proof education is to ensure students are engaging with information, people and technologies as ‘connected learners’ and that this engagement is effective, safe and ethical.
In our particular school setting, it was identified that traditional ICT subjects focused on the development of software usage skills, which no longer supported the evolving needs of our students. Instead we needed students to develop skills in digital citizenship so that they could participate effectively in an online and networked world. Retech (Research and Technology) is a Middle Years learning experience that has developed in response to this need.
This presentation will explore some of the skills taught in Retech:
Cybersafety & building a positive digital footprint;
Information literacies such as smart searching, curation, effective note taking, licensing and attribution;
Using blogs and social media for building a PLN (Personal Learning Network);
Collaboration through shared bookmarks, notes & Google Groups;
Inquiry and problem solving; and
Creating and presenting with digital tools such as video productions, podcasts and infographics.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Keynote presentation to the NZ Adult Literacy Practitioners Association (ALPA) focusing on the potential for ICTs to be used to enable better learning for adult literacy students.
Leading Schools with Digital Vision (Memphis Sept 2010)Wesley Fryer
This presentation was shared at the opening keynote at the Martin Institute's Fall 2010 conference in Memphis, Tennessee. Much of the world has gone digital, so must learning at school. Creativity is vital, and good leadership matters. Stagnant, accomodation-level technology integration makes technology investments in our schools a waste of money. School leaders can and should encourage teachers to use digital learning tools in transformative ways to open new doors of opportunity for students as well as parents. By focusing on creating, communicating / sharing, and collaborating, principals can help develop a shared instructional vocabularly with teachers which is focused on student engagement. Without creation, there can be no creativity. How will you let your students create? How will you give students choices? How will your students teach the curriculum? These are essential questions to ask together with teachers, as we seek to effectively (and legally) "talk with media / pictures" and leverage the constructive power of digital media tools for learning inside and outside the classroom.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
MEGT Personalized Learning October 2015Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Utilizing Technology to Construct Personalized Learning Experiences
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Similar to Leadership in a connected age: Change, challenge and productive chaos! (20)
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
Are you ready to consider gaming in your curriculum? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
Remix Culture as a Professional and Creative HabitJudy O'Connell
Let's talk for 10 minutes about creativity, creative commons, and working with images in online spaces. Whether it's blogging, creating presentations teachers need to be able to work quickly, with excitement, and be able to model design and management principles.
Revolutionising Libraries with Social MediaJudy O'Connell
With the emergence of tools such as Twitter, Facebook, blogs, wikis, LinkedIn, virtual worlds and more, it has become important to offer a more customer-driven, socially rich and collaborative model of service and content delivery from our libraries.
Social media has few barriers. It's not about budget or acquiring the necessary tools.
What we need are experienced social media staff who can lead our libraries into participatory environments for the benefit of all.
Here you will find many key links and resources to support the workshop Revolutionising Libraries.
Learning without Frontiers: School libraries and meta-literacy in actionJudy O'Connell
Since their establishment school libraries have been instrumental in language and writing, showcasing and empowering the best in good reading and research immersion for their students. Now the best minds on our planet are suggesting that the Internet and the technology tools it has spawned will continue to be arguably the most influential invention of our time. With the maturation of the web we now use and interpret multiple kinds of literacy which are embedded in multimodal texts. Because of it we have found ourselves in the midst of highly dynamic and dramatically changing literacy learning landscapes – new frontiers populated by a plethora of mind matters as diverse as Alice in Wonderland, Angry Birds, Audioboo and Augmented Reality.
So you think you can curate resources, nurture literacy and teach in this new information ecology? Don your dark glasses and be prepared for the ride of your (professional) life in Learning without frontiers. This presentation will explore how teacher librarians can bind together teaching, emerging technologies, and the growing number of literacies to promote information-rich meta-literacy media environments suitable for 21st century school libraries.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
7. productive chaos
The Web at 25
Overall verdict:
The internet has been a plus for society and an
especially good thing for individual users
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
8. what does it really mean for
leadership
in a connected age?
9. not just a
discussion
about selfies
digital footprint
Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress
10. not just about what we
want to buy
http://www.businessinsider.com.au/the-internet-is-getting-too-big-and-its-becoming-a-problem-for-some-service-providers-2014-8?op=1
11. drone pilot locates missing 82-year-old man after three day search
chirp! a plant watering alarm
not just a
about our
technology
man accused of murder asked Siri where to hide the body
12. It’s about what we grow!
12
http://www.wired.co.uk/news/archive/2014-07/11/indoor-farm
13. Douglas Adams!
!
“I've come up with a set of rules that describe our reactions to
technologies:!
!
1. Anything that is in the world when you’re born is normal
and ordinary and is just a natural part of the way the world
works.!
!
2. Anything that's invented between when you’re fifteen and
thirty-five is new and exciting and revolutionary and you can
probably get a career in it.!
!
3. Anything invented after you're thirty-five is against the
natural order of things.”
creative commons licensed (BY-NC-ND) flickr photo by JR_Paris: http://flickr.com/photos/jrparis/33237333
14. Steve Jobs
!
!
!
!
!
!
Technology is nothing. What’s important is that you have
a faith in people, that they’re basically good and smart,
and if you give them tools, they’ll do wonderful things
with them.
15. !
Leadership in a connected age
embrace change
welcome innovation
meet the challenges of our global connected future
creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522
5
17. We have a digital
information ecology
which demands a new knowledge
flow between content and
connections.
18. “Information absorption is a cultural
and social process of engaging with
the constantly changing world
around us”. p47
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.
19. “The current learning landscape is constantly changing in
terms of what is learned, the context in which learning takes
place, and who is learning.”(Paas, 2011, p. 2)
!
The following aspects impact on the learner or his/her learning:
!
oEvolving needs of learners!
oDeveloping knowledge building environments!
oFocusing on personalisation!
oEvolving spaces for learning
oEvolving learning devices or hardware!
oEvolving pedagogy
Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R
Harris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching,
Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/
20. Assessment and teaching of 21C skills
!
o Ways of thinking. Creativity, critical thinking, problem-solving,
decision-making and learning
o Ways of working. Communication and collaboration
o Tools for working. Information and communications technology
(ICT) and information literacy
o Skills for living in the world. Citizenship, life and career, and
personal and social responsibility (ATC21s 2012).
ATC21s (Assessment and Teaching of 21st C skills – Melbourne University) 250 researchers across 60 institutions
worldwide. http://atc21s.org/index.php/about/what-are-21st-century-skills/
22. The urgent dimensions of learning
The mechanisms for engaging with information and processes of learning in
the acquisition of new knowledge has become a deeper process of individual
and collaborative learning activities, problem solving and artefact
development, occurring through an integration of face-to-face and online
interactions within a community, involving absorption, integration and
systemisation of the information received by the receiver in their own pre-existing
cognitive structure, which are the result of personal experience, and
earlier knowledge transactions.
Trentin, G., (2011). Technology and knowledge flows : the power of networks. Chandos Pub, Oxford.
25. http://www.fabacademy.org/
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.
26. Makerspace or Fab Lab in your
school!
Think smarter. Be new.
Be creative
cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/
28. The great challenge of a digital learning is meeting the
connected creative needs of students who have grown
up in the digital era, while at the same time meeting the
expectations of teachers and parents who haven’t!
29. information access
and sharing
creative commons licensed (BY-NC-SA) flickr photo by Ed Yourdon: http://flickr.com/photos/yourdon/3088582622
30. learning today requires that teachers
understand reading and information
seeking in a connected world....
31. Our students, voracious social media users, may be
hiding some of their story, faking perfection through their
perfect-only final product. But, there is no “faking out”
innovative educators – their teachers. Teachers know that
the process of getting there is less than a perfect road
and where the learning happens. The imperfect road
becomes the strength of the lesson.
Edudemic http://www.edudemic.com/hiding-in-plain-sight/
34. Pocket-sized moleskin notebook
Evernote integrates with
FastPencil so you can
publish your notes as a
Evernote
c. 2010 everywhere!
http://thenextweb.com/apps/2014/07/29/evernote-integrates-fastpencil-can-publish-notes-book/
book!
35. “We have a romantic attachment to skills from the
past. Longhand multiplication of numbers using paper
and pencil is considered a worthy intellectual
achievement. Using a mobile phone to multiply is not.
!
But to the people who invented it, longhand
multiplication was just a convenient technology.”
Sugata Mitra is professor of educational technology at
Newcastle University, and the winner of the $1m TED
Prize 2013. He devised the Hole in the Wall experiment,
where a computer was embedded in a wall in a slum in
Delhi for children to use freely.
http://m.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google?INTCMP=SRCH
36. Once the usefulness of simulation models became
clear, the Asian Development Bank dropped its
opposition to a centuries-old water management
practice when Lansing’s computer model of the
complex Balinese irrigation system showed the
functional role of traditional water temples bore a
“close resemblance to computer simulations of
optimal solutions”
!
Juarrero, A. (2010). Complex dynamical systems theory. Cognitive Edge Network.
creative commons licensed (BY-NC-ND) flickr photo by Paul D'Ambra - Australia: http://flickr.com/photos/behindthesteeringwheel/8604765565
37. creative commons licensed (BY-NC-SA) flickr photo by colemama: http://flickr.com/photos/colemama/3776316986
41. 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]
42. Blueprint for successful leadership!
Knowing the trends in knowledge
construction and participatory culture.!
!
Knowing how to leverage social media.!
!
Is the “Gutenberg Parenthesis” a way
of understanding the introduction of
the flipped classroom and its
epistemological conundrums?
creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645
43. It’s Monday morning,
and as I sit down for
my morning cup of
tea and toast, I open
my iPhone to see
what’s in my email,
and what items in
my calendar will
need my attention.
44. It’s Monday morning,
and as I sit down for
my morning cup of
tea and toast, I open
my iPhone to see
what’s in my email,
and what items in
my calendar will
need my attention.
45. In just a couple of minutes of my twitter feed (never mind all the
hours I was asleep) I found:
• Founders Online – a new online History resources from the
US
• Information about the new Dr Who episodes I must review!
• Google’s efforts to build a system to help eradicate Child Porn
on the web
• A good post about the new learning organisation
• A commentary article from the ABC that asks if Big Data is all
that it’s cracked up to be
• A post speculating on MOOCs as slowly deflating bubbles
• A little piece of historical memorabilia about to happen – last
telegram in the world
• A new Project Tomorrow research report which confirms that
teachers’ unsophisticated use of tech is creating the second
level digital divide
46. Microlearning: hungry for knowledge nuggets
Microlearning ticks all the teaching boxes: bite-sized
nuggets of content are easy to digest, understand
and remember. Often mobile-friendly, visual and
sharable, the short bursts of information leave you
sufficiently satisfied and likely to come back for more.
At the BI Norwegian School of Business, through a number of pilot programmes, they
have been adapting fragmented content to mobile devices, finding that the right mix of
mobile learning makes courses more engaging and also helps part-time students stay up-to-
date.
http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/
48. 2014 K-12 Horizon Project
Significant challenges in technology adoption:!
!
Creating authentic learning opportunities
Integrating personalised learning
Complex thinking and communication
Safety of student data
competition from new models of education
keeping formal education relevant
!
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
51. http://www.edtechcrew.net/
You could try .....
creative commons licensed (BY-ND) flickr photo by CaparolSverige: http://flickr.com/photos/caparolsverige/8252425340
54. What if all Pixar
Movies were part
of the same
http://www.slj.com/2014/09/opinion/consider-the-source/let-pixar-turn-your-library-into-a-laboratory-consider-
the-source/#_
timeline?
Or you could try .....
http://www.pixartheory.com/
The step-by-step building of the Pixar
map is basically show-how-much-you-know
fun, the overall effort is perfect
training in the research process.
55. You could try .....
Collection: INF530 Concept & Practices in a Digital Age
http://amzn.com/w/37FSRQBVI5C5W
56. Knowledge as a Thing and a Flow
read in all contexts and differentiate
!
understand
creative commons licensed (BY-NC) flickr photo by hjl: http://flickr.com/photos/hjl/9609706361
57. More content, streams of data,
topic structures, (theoretically)
better quality - all of these in
online environments
require an equivalent shift in our
online capabilities.
58. Seek Follow
cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
Gather
Explore
59. The way you use a search engine, stream
video from your phone, update your
Facebook status, edit a wikipedia page,
matters to you, to me, and to everyone,
because the way people use a new
medium in its early years can influence
the way that medium is used and misused
for centuries to come.
60. cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
rapidly navigate information
pathways to construct knowledge
61. How does search impact the way students think and
the way we organise information access?
Google creates the illusion of accessibility
http://www.wolframalpha.com/educators/
http://www.google.com/insidesearch/searcheducation/index.html
62. Being personalised may be snake oil.
!
..... because your knowledge and my knowledge,
based on what search results we are served, may
be very different from each other.
Siva
Vaidhyanathan
in
The
Googlization
of
Everything,
Filter bubble!
creative commons licensed (BY-SA) flickr photo by Je.T.: http://flickr.com/photos/jetow/4795118657
63. How much does
Google really
know about us, in
practical terms,
and — more
importantly —
how much should
we care?
One interesting
place this comes
up is at Netflix —
the basic math
behind the Netflix
code tends to be
conservative.
65. The world's first microchip, handmade in 1958 by Jack Kilby.
This piece of history won Kilby a Nobel Prize and represents
one of the first steps leading to the modern computing era.
http://www.nbcnews.com/tech/tech-news/worlds-first-microchip-fails-sell-auction-n136996
Come from…
66. Come to…
• Peer critiquing
• User-generated content
• Collective aggregation
• Community formation
• Digital personas
• Digital Citizenship
adding interactivity and connectivity to everyday things
67. Beyond digital
citizenship
A definitive guide to
verifying digital content
for emergency
coverage
http://verificationhandbook.com/book/chapter10.php
Make use of !
10: Verification Tools!
70. The ‘back-story’ of the digital revolution –
digitisation for information storage, retrieval,
accessibility, and usage that has changed the
face of the digital information ecology in the
current era.
creative commons licensed (BY-NC-SA) flickr photo by Tal Bright: http://flickr.com/photos/bright/17378095
77. 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 ) flickr photo by Jason A. Samfield: http://flickr.com/photos/jason-samfield/4736792714/
78. Web 3.0
really
means…
existing data reconnected for
other and smarter uses
79. you won’t see a “Web 3.0 inside’ label
new functionality that requires
web linking, flexible
representation, and external
access APIs.
80. The semantic web
allows a person or a
computer to start off
in one database,
and then move
through an
unending set of
databases which
are connected, not
by wires, but by
being about the
same thing.
cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/
81. Rather than just
identifying keywords
and expressions, the
semantic web
concentrates on
identifying the
meaning of content.
82. It is about common formats and
metadata which allow for
integration and combination of
data drawn from diverse
sources.
83. It is also about language, or ontology, for
recording how the linked data relates to
real world objects, allowing a ‘machine’ to
‘understand’ the semantic meaning of
words.
84. linkeddata.org schema.org/
Whereas traditional library
metadata has always been focused
on helping humans find and make use of
information, linked data ontologies
are focused on helping machines find and
make use of information.
CHARLES STURT UNIVERSITY
85. This uri ‘http://id.loc.gov/
authorities/sh85042531’ has
now become the globally
available, machine and human
readable, reliable source for
the description for the subject
heading of ‘Elephants’
containing links to its related
terms (in a way that both
machines and humans can
navigate).
86. The internet is the
database
Ask questions on the
web rather than
perform searches.
The intelligence is in
the connections.
cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/
87.
88. When you search, you’re not just looking for a webpage.!
You’re looking to get answers, understand or explore.
Google Knowledge Graph
95. http://www.europeana.eu/portal/index.html
Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.
99. Making it possible to
federate,query, browse
gather and recommend
information from disparate
sources.
100. !
Think of the Web 3.0 environment as the portable, personal web,
focused on the individual, on a life-stream, on consolidating
content, and which is powered by widgets, drag & drop, and
mashups of user engagement.
!
This socially powered web is exploding, and is the new
baseline for all our internet and technology empowered
interactions.
101. Your leadership context!
.... old questions, new answers
Metadata ~ what are the rules of engagement?
Schema ~ what about controlled vocabularies?
Users ~ what are their access needs
Interface ~ how many access points?
Data ~ what are the opportunities for user engagement?
Media ~ what are the elements of interactivity?
Access ~ what can we learn from the semantic web?
102. Your leadership context!
.... what is your discovery interface
!
Context aware:!
• Points on the curriculum and the interest continuum
Access aware:!
•Interfaces to support searching and discovery
Search aware:!
• Natural, predictive, responsive
Results aware:!
• Multimodal, multi-depository, relevant, filtered
How do you stack up?
103. Your leadership context!
.... strategic directions for school libraries
New skills
New knowledge
New metadata
New open access
New global connections
New learning community
!
Are you prepared?
http://heyjude.files.wordpress.com/2006/06/jocrdasept2103.pdf
104. At last we have a departure
from information, access and
artefacts as the focus. In the
lens of conversation, artefacts
and access are only useful in
that they are used to build
knowledge through active
learning.
Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology.
creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358
105. At last we are
connected
together in
leading and in
learning!
cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
106. …if we draw on expertise for ways of
supporting learning in the newly
emerging Web 3.0 information ecology