My presentation for #converge10 keynote on PLN as staff devt for teachers. With a little help from my friends, slides & visuals from @courosa, @stevewheeler @cogdog @davidwarlick
Presentation at the CLA Conference in Edmonton, Alberta on June 5th, 2010. CASLNetwork was created for Teacher-Librarians and Library Technicians working in and for school libraries across Canada.
Presentation at the CLA Conference in Edmonton, Alberta on June 5th, 2010. CASLNetwork was created for Teacher-Librarians and Library Technicians working in and for school libraries across Canada.
A half hour talk for around 80 National Honor students on using Wikipedia effectively for academia. An updated version of this Powerpoint has been uploaded on 5/13/08 at 12.20pm. You can also view the video of this talk at http://theory.isthereason.com/?p=2192
Will we still know ourselves? Identity and Community in a Transforming Knowle...Cameron Neylon
Keynote given at the NFAIS 2018 meeting in Alexandria, Virginia, USA on 28 February 2018
The world of information is transforming at a bewildering pace. The assumptions of yesterday, the stable institutions and cherished practices increasingly seem to be vanishing before our eyes. The first assumption of any new strategy seems to be “what would this look like if we built it from scratch, today”. And yet continuity matters, we don’t build new tools, institutions and practices from scratch, they evolve in a messy and contingent way from what we have available to us in the moment.
In this talk, Neylon unpicks the underlying drivers of change, and how they are coupled to a long history of how we manage information. Neylon will discuss how the different perspectives of important groups—scholars, publishers, funders, platform providers and the myriad of information professionals—lead to a partial focus that can make us simultaneously fearful of the change we see and blind to the shifts that actually matter.
If the arc of history bends towards justice then it follows that the arc of our knowledge and information environment necessarily bends towards greater scale and greater diversity. At the same time it is the values that underpin scholarship and the various ways in which we identify with the project of building knowledge, that drive us forward. If we are to take advantage of change, we need to understand what it is that must stay the same.
The New Ethos: Media & Information Literacies Part IBonnie Stewart
Living and learning in an age of knowledge abundance isn't just about technological tools: making meaning in complexity requires Media & Information Literacies (MIL) for a new, participatory ethos. Part I of a 2-part MIL session in London, January 2014.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Second of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at two kinds of response to the digital revolution, a critical/intellectual response and a felt response.
Slides presented to audience invited by MDEC to engage stakeholders involved in the design and development of future learning materials and activities for schools in Malaysia. Slides serve to set the platform for reflection on how to go forward.
A half hour talk for around 80 National Honor students on using Wikipedia effectively for academia. An updated version of this Powerpoint has been uploaded on 5/13/08 at 12.20pm. You can also view the video of this talk at http://theory.isthereason.com/?p=2192
Will we still know ourselves? Identity and Community in a Transforming Knowle...Cameron Neylon
Keynote given at the NFAIS 2018 meeting in Alexandria, Virginia, USA on 28 February 2018
The world of information is transforming at a bewildering pace. The assumptions of yesterday, the stable institutions and cherished practices increasingly seem to be vanishing before our eyes. The first assumption of any new strategy seems to be “what would this look like if we built it from scratch, today”. And yet continuity matters, we don’t build new tools, institutions and practices from scratch, they evolve in a messy and contingent way from what we have available to us in the moment.
In this talk, Neylon unpicks the underlying drivers of change, and how they are coupled to a long history of how we manage information. Neylon will discuss how the different perspectives of important groups—scholars, publishers, funders, platform providers and the myriad of information professionals—lead to a partial focus that can make us simultaneously fearful of the change we see and blind to the shifts that actually matter.
If the arc of history bends towards justice then it follows that the arc of our knowledge and information environment necessarily bends towards greater scale and greater diversity. At the same time it is the values that underpin scholarship and the various ways in which we identify with the project of building knowledge, that drive us forward. If we are to take advantage of change, we need to understand what it is that must stay the same.
The New Ethos: Media & Information Literacies Part IBonnie Stewart
Living and learning in an age of knowledge abundance isn't just about technological tools: making meaning in complexity requires Media & Information Literacies (MIL) for a new, participatory ethos. Part I of a 2-part MIL session in London, January 2014.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Second of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at two kinds of response to the digital revolution, a critical/intellectual response and a felt response.
Slides presented to audience invited by MDEC to engage stakeholders involved in the design and development of future learning materials and activities for schools in Malaysia. Slides serve to set the platform for reflection on how to go forward.
Using social media to develop a professional online presenceSue Beckingham
Invited Speaker at University of East Anglia
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
Digital Identities -- Tufts University EXP-50-CS Spring 2014, Social Media --...Jesse Littlewood
Lecture 2 from Tufts University EXP-50-CS "Social Media: Participatory Culture and Content Creation in Society." View more at www.exp50.com or contact @j_littlewood on Twitter.
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)
see: https://creativecommons.org/licenses/
You may use, remix, tweak and build upon this work non-commercially, as long as you provide credit (Jesse Littlewood, www.jesselittlewood.com) and license your new work under identical terms.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
Mentoring in Canada from the Past to the PresentPeer Resources
The characteristics of historical, contemporary and future mentoring in Canada with examples of mentoring relationships between famous Canadians, as well as quotes from well-known Canadians about mentoring.
The organic paradigm marks a shift away from the traditional industrial paradigm in education, which has informed formal education since the late nineteenth century. It emphasizes four tenets: vitality, creativity, diversity, and customization. Furthermore, it recognizes individuality and allows students to draw upon their strengths as well as improve upon curricular areas where they are not uniformly strong. Customization of course content allows students to develop content areas specific to their professional or educational goals while working toward common objectives outlined by the instructor. This presentation describes the operationalization of an organic educational paradigm in an undergraduate journalism capstone course.
#anzmlearn Learner Experience Design: Employing empathy to deliver experienceJoyce Seitzinger
Keynote at the ANZMlearn Symposium, 24 November 2015 at Swinburne University. Key question: How can we use experience design techniques focused on empathy for the learner, in our educational designs?
Our submission presentation for the E20 Best of 2015 Showcase.
Team:
Joyce Seitzinger and Mark Smithers (Academic Tribe)
Annette Cook, Nicola Hardy, Spiros Soulis, Angela Nicolettou, Eloise Acuna (RMIT University)
Framing Your Research Network - kick off workshop #rmitecr Joyce Seitzinger
These were the slides used during the kick-off workshop for our 4 week course on Framing Your Research Network for Early Career Researchers at RMIT. Melbourne, August 2015.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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?
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.
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.
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. “For the first time we
are preparing
students for a future
we cannot clearly
describe.”
– David Warlick
http://communications.nottingham.ac.uk/podcasts/
ccSteveWheeler,UniversityofPlymouth,2010
8. ccSteveWheeler,UniversityofPlymouth,2010
What are trends that
affect 21st century
education &
learners?
• globalisation
•Climate change
•Economics
•Unemployment
•Poverty
•Technology
•Mobilisation
•Social media
•Instant communication/
immediacy/gratification
•Speed of life/ Pace
•Types of jobs
•Changing families/social
structure
11. “The present speed of
information based on
new technologies has
undermined
traditional expert
driven processes of
knowledge
development and
dissemination.”
~ Dave Cormier www.aaceconnect.org
ccSteveWheeler,UniversityofPlymouth,2010
12. • In 2006 there were
2.6 Billion searches
on Google each
month
• In 2009 there were
31 Billion searches
each month
2006 2009 2012
150 B
120 B
90 B
60 B
30 B
ccSteveWheeler,UniversityofPlymouth,2010
13. Years to reach an audience of 50 Million
• Radio – 38 years
• Television – 13 years
• The Internet – 4 years
• Apple iPod – 3 years
• Facebook – 2 years
• ???
ccSteveWheeler,UniversityofPlymouth,2010
18. cc licensed flickr photo by Will Lion: http://flickr.com/photos/will-lion/2595497078/
19.
20. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/344832659/
21. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/344832659/
Educator
x
22. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/344832659/
Activity 1: Sketch your current PLN
(3-5 minutes,
then share with yr colleague or tweet to the world)
use tags #converge10 and #pln
32. •Low Profile
•Low Communication
•Streamed
•High Profile
•Low Communication
•As you go
•Low Profile
•Low Communication
•As you go
•High Profile
•High Communication
•Streamed
Staff Room
Filing
Cabinet
NewspaperPortfolio
4 Faces of Personal Learning Network
Username
35. • Low Profile
• Low
Communication
• Streamed
• High Profile
• Low
Communication
• As you go
• Low Profile
• Low
Communication
• As you go
• High Profile
• High
Communication
• Streamed
Staff Room
Filing
Cabinet
NewspaperPortfolio
4 Faces of Personal Learning Network
Username
36.
37.
38. • Low Profile
• Low
Communication
• Streamed
• High Profile
• Low
Communication
• As you go
• Low Profile
• Low
Communication
• As you go
• High Profile
• High
Communication
• Streamed
Staff Room
Filing
Cabinet
NewspaperPortfolio
4 Faces of Personal Learning Network
Username
39.
40. • Low Profile
• Low
Communication
• Streamed
• High Profile
• Low
Communication
• As you go
• Low Profile
• Low
Communication
• As you go
• High Profile
• High
Communication
• Streamed
Staff Room
Filing
Cabinet
NewspaperPortfolio
4 Faces of Personal Learning Network
Username
41.
42. cc licensed flickr photo by courosa: http://flickr.com/photos/courosa/2922421696/
Educator
x
44. Activity 2:Design Your Personal
Learning Network
Tweet or show of hands, where will YOU start?
With which tools? And why? (where did you start?)
Use tag #converge10 and then
1. #staffroom
2. #filingcabinet
3. #newspaper
4. #portfolio
48. Attributions & Links
cc licensed flickr photo by Ambrosio Photography:
http://flickr.com/photos/ambrosiophotography/1
39704334/
World Mosaic: http://www.appappeal.com/web-
2-0-application-world-mosaic/
cc licensed flickr photo by courosa:
http://flickr.com/photos/courosa/344832659
Hugh McLeod: network node
http://www.gapingvoid.com/Moveable_Type/arc
hives/cat_microsoft_blue_monster_series.html
Martin Weller:
http://nogoodreason.typepad.co.uk/.shared/imag
e.html?/photos/uncategorized/2007/12/06/pwe_
3.jpg
cc licensed flickr photo by courosa:
http://flickr.com/photos/courosa/2922421696
cc licensed flickr photo by shareski:
http://flickr.com/photos/shareski/465487261/
cc licensed flickr photo by Will Lion:
http://flickr.com/photos/will-lion/2595908948/
http://www.ning.com/search/networ
ks?q=education
http://edtechpost.wikispaces.com/PL
E+Diagrams
http://whatmyplnmeans.wikispaces.c
om
http://twitter.com
http://twitter.com/catspyjamasnz
http://www.cats-pyjamas.net
http://efestopenspace.wikispaces.co
m
#eTLC09 Twitter Stream:
http://twapperkeeper.com/etlc09/
Editor's Notes
Work at EIT Hawke’s Bay as eLearning Advisor
Passionate abt Social media
Work at EIT Hawke’s Bay as eLearning Advisor
Passionate abt Social media
World mosaic made out of 1001 web2.0 logos
Web2.0 tools – web2.0 can be a bit of a controversial term, however I’ve found it a good heuristic to explain the new possibilities we have available to us to connect with people, information and learning. We’ve gone from a 1.0 world, where the information published was by a small group, for mass consumption. Information was static, to this 2.0 environment where anyone can communicate, connect, create content, collaborate & contribute to the conversation…
Unfortunately this also leads to our challenge…
World mosaic made out of 1001 web2.0 logos
Web2.0 tools – web2.0 can be a bit of a controversial term, however I’ve found it a good heuristic to explain the new possibilities we have available to us to connect with people, information and learning. We’ve gone from a 1.0 world, where the information published was by a small group, for mass consumption. Information was static, to this 2.0 environment where anyone can communicate, connect, create content, collaborate & contribute to the conversation…
Unfortunately this also leads to our challenge…
It’s overwhelming. With so much information, tools & people out there, how do we start?
Your pln becomes your filter to safely take a drink from thmake sense of that fire hydrant
Alec Couros very popular depiction of Typical teacher network – we’ve been talking about the changing role of teacher in 21st c
But perhaps this should be….
Typical Educator Network – librarian, learning support, manager, edtech…
DRAW YOURS – just for 2-3 mins
PLEASE CAPTURE
Typical Educator Network – librarian, learning support, manager, edtech…
DRAW YOURS – just for 2-3 mins
PLEASE CAPTURE
World mosaic made out of 1001 web2.0 logos
Web2.0 tools – web2.0 can be a bit of a controversial term, however I’ve found it a good heuristic to explain the new possibilities we have available to us to connect with people, information and learning. We’ve gone from a 1.0 world, where the information published was by a small group, for mass consumption. Information was static, to this 2.0 environment where anyone can communicate, connect, create content, collaborate & contribute to the conversation…
Unfortunately this also leads to our challenge…
It’s personal
Form groups around interests
Activity 2
Tools of a PLN to make connections, find artefacts & learn from, converse with people
Delicious, Netvibes, Twitter, Flickr, Wikis (in all shapes & forms), Blogs (in all shapes & forms), Slideshare
Google Docs
I use Twitter as the backbone of my PLN – all of the signals go through there, but then get passed on to where they need to go
Question often asked: how much can you learn in 140 characters (study last week, facebook & activity done was better for you then the short 140 character messages which won’t stick). When you get on , you’ll be amazed at how profound people can be in 140 characters, but real strength is that those 140 characters can contain a link…
Also those 140 can contain a hashtag and that can link a stream of messages together…. And now…..
We have a conversation, a live streaming, many to many conversation (as we’ve been having here at eFest). If you’ve been following the twitter stream through the monitors
3rd party tools like tweetdeck make these conversations more visible
Twitter as the staff room or the coffee room. (it’s ok to miss a conversation)
Activity 2
Delicious
Outboard brain – filing cabinet
User labels for own meaning making & network meaning making
delicious
Activity 2
Next PLN tool is Blogs – slower immediacy – obvioulsy more depth, more room for reflection, explanation than twitter
But I don’t get overwhelmed by blog posts – I don’t feel like I have to visit each blog of interest every day and read every single post. Instead I collect all the headlines like this in an RSS reader and then read what I want to read
Again, see I’ve personalised it – it only contains articles that could be of interest to me. But I will read those that ARE of interest
Activity 2
Activity 2
Activity 2
Your pln becomes your filter to safely take a drink from thmake sense of that fire hydrant