Being a student in the connected world.
Reflecting on the Slideshare put together by Penelope Coutas for her studies in 2010 – several sides resonated with both the subject readings we are undertaking at present, and also my lived experience in the connected world. The slides that impacted on my thinking the most were:
It is interesting to muse on the fact that ontology deals with the nature of being, yet the “place” that comprises virtual reality is doubted in terms of its multi-locational presence, criticised for it’s apparent disorder, and challenged for its “authenticity. Compare the concepts of The dark Side of information overload, anxiety and other paraxes and pathologies (Bawden, D., & Robinson, L. 2009) with De Saulles more optimistic New Models of Information Production (De Saulles 2012)
Slide 12 Personal Learning Environment and Personal Learning Network
This slide shows the complete integration of peoples’personal learning environment within a networked world. Technological tools and artefacts provide the link between the way information is able to be collated, recreated and used to create new information which is then, in turn, shared. The spirit that exists in a knowledge networked society is pervasive and encouraging, and subjects such as Knowledge Networking for Educators continue to demonstrate this in its full capacity. These learning realities are well summed up in Microsoft’s ATC21S (2014) and are gradually taking hold within Australian educational settings.
Part of slide 26, which is a diagrammatic representation of people’s interactivity. It shows names of people who have become experts in sharing information and modelling social learning interactivity. Among the names shown are: CSU’s Judy O’Connell, Victorian educator, Jess McCullogh, online content creator for education Bryn Jones from Perth, and Jim Mullaney, Google expert from RMIT university.
Slide 27 “Being a student today” shows the skills and processes that must be worked through in order to produce successful results. Brown and Duguid spend much time analysing the limits, redefinition and oversimplification (as demonstrated by models such as the 6Ds described on page 22) of information in its broadest sense (Brown & Duguid, 2000 pp. 11-22)
Slide 36 is the a valuable insight into the relationship between who is sorting things out and for what purpose. The focus has been on the tools for quite some time, but the tools are of lesser importance that the information provided by them, the connections they enable between people and the learning they facilitate. It is in the facilitation process that information specialists such as teacher-librarians have a clear role to play within twenty-first century schools, facilitating the cultivation of imagination through assisting learners of all ages to harness information appropriate to their quest (Thomas & Brown, 2011 p.31).
Assessment and Teaching of 21st Century Skills (ATC21S). (2014). Retrieved March 4, 2015, from Microsoft Education: http://www.microsoft.com/education/en-au/leadership/Pages/assessment.aspx
Bawden, D., & Robinson, L. (2009). The dark Side of information overload, anxiety and other paraxes and pathologies. Journal of Information Science, 35(2), 180-191.
Brown, J., & Duguid, P. (2000). Limits to Information. In J. Brown, & P. Duguid, Social Life of Information (pp. 11-33). Boston: Harvard Business School Press.
Coutas, P. (2010, October 8). New Sources of Information. Retrieved March 7, 2015, from Slideshare: http://www.slideshare.net/pcoutas/new-sources-of-information
De Saulles, M. (2012). New Models of Information Production. Information 2.0: New Models of Information Production, Distribution and Consumption., 13-35.
Thomas, D., & Brown, J. (2011). Arc-of-Life-Learning. A new culture of learning, 17-33.