Category: Connecting

#4

On By Margaret SimkinIn Colloquium, Connecting, INF537, knowledge networks2 Comments

Tim Klapdor

Online Learning Technology Leader, Charles Sturt University

Tim presented some challenging points in his Colloquium entitled: You Are Not in Control (Klapdor, You Are Not In Control, 2015). The manner in which his introductory slide was set up, with the NOT inserted in a different colour to the rest of the title – almost as an afterthought, was an indication that seat belts would need to be fastened for the journey.

He quickly moved from this somewhat disturbing title to explaining that the strongest networks had the best nodes, and that these nodes comprise of the individuals whose knowledge and wisdom in relation to networking have made them the best. Momentarily lulled into a sense of security, he then went on to explain that the systems in which networking occur do not allow individuals to have autonomy or ownership (Klapdor, You Are Not In Control, 2015).

The challenging question of who owns the data, controls our identities and defines who we are in online spaces was then posed (Klapdor, You Are Not In Control, 2015). Suddenly, networking looked less inviting – are we in control of anything or are the systems controlling us? Who actually connects us to our social groups – the social media we employ, or each of the users within the network?

Within our cohort, few have their own domain registered, although we are all very engaged in such spaces. Should we be worried? And anyone who has engaged with digital space has “lost” access to such spaces. In my case I have invested heavily in Ning when it was new and free, PB wiki (ditto), TakingIT Global (when it was provided at work then not renewed), and Moodle (before the administration at school decided to change to a different LMS). All the work I did in these places is lost to me. I have similar concerns about this blog once I finish this course.

Tim then proceeded to describe the rise of those who would confine us to some defined spaces, while locking us out of others, much in the way that the feudal lords enclosed the commons and made them exclusive (Klapdor, You Are Not In Control, 2015). He raised the roles of copyright and licensing and then offered the solace of the rise of the hackers.

On his blog, he offers some solutions to consider for those who want to mind and manage their own learning. This is summarised here:

A suggested range of solutions?
A suggested range of solutions?

Overall a thought provoking presentation. I guess all we can do is think carefully about what we do online, where we do it, and the longevity or transience of our decisions. If something is special we need to try and future proof it. When we die, we need to consider the disposal, or dispersal of our digital remains and ensure that we define our need to endure on our networks or to be forgotten.

Thanks for the roller coaster ride Tim! You may now unbuckle your seatbelt.

References

Klapdor, T. (2015, June 16). Make Your Own Slogan MYOS. Retrieved from TimKlapdor: https://timklapdor.wordpress.com/2015/06/16/make-your-own-slogan-myos/

Klapdor, T. [Host] (2015, August 13). You Are Not In Control.

#3

On By Margaret SimkinIn Colloquium, Connecting, discussion, Flipped classrooms, INF537, knowledge networks, official blog post, peer learning1 Comment

Blog post for Colloquium 3

What does ‘flat’ learning look like?

Flat connected learning incorporates aspects of Collaboration, Project based learning, Blended learning, Flipped learning, and Inquiry-based learning established within a framework based on a combination of Web 2.0, leadership, pedagogy and learning design (Lindsay, n.d.). In many ways, this sums up the reality of teaching and learning in an era of rapid technological development and pedagogical change.

 

It also encapsulates the five stage taxonomy of online, global learning:

  1. Online interactions
  2. Real encounters
  3. Online learning
  4. Community of practice
  5. Learning collaboratives (Lindsay J., 2015)

 

According to Julie the norms of global collaboration begin with being prepared; depend on having a purpose; require the ability to paraphrase, perceive, and participate; entail a positive mindset and productive nature; and are based on the ability to detect the potential in situations (Lindsay J. , 2015).

Pedagogical change evolves from being able to approach learning design with a flexible attitude, engaging with professional learning in a progressive manner, and adopting the essential elements of conceptual change (Lindsay J., 2015).

In this scenario the teacher is viewed as an activator and the student as an active participant in the process, while the school provides the conduit, and the community is seen as a partner in learning (Lindsay J., 2015).

Once the technological requirements are in place, and teachers have knowledge of new ways of meaningful engagement through TPACK and SAMR, and the belief that such pedagogy is important, flat connections and global learning become realistic options for developing knowledge and wisdom (Lindsay J., 2015). Such an approach leads to cosmogogy: the study of learning through connection to the world through the digital technologies available today. In such a scenario the context lies in learning with, not about, and geo-location is irrelevant (Lindsay J., 2015).

This presentation was a great introduction to the peer presentations relating to selected chapters of Wang’s extensive tome (Wang, 2014). These expositions demonstrated a potential for school adaptation where senior secondary students could lighten the load for each other in collaboratively summarising text. It certainly was of benefit to our cohort in this subject.

Three colloquiums, three very different ways of doing business – and all of them useful and thought provoking.

References

Lindsay, J. [. (2015, August 6). Colloquium 3: Flat Classrooms.

Lindsay, J. (n.d.). Flat Learning. Retrieved August 11, 2015, from Flat Collections: http://www.flatconnections.com/flat-learning.html

Wang, V. (. (2014). Handbook of research on education and technology in a changing society. London: IGI Global.

 

 

 

 

ICT Horizons

On By Margaret SimkinIn blended learning, Connecting, digital literacy, discussion, effective teaching, INF537, knowledge networks, ReflectionLeave a comment

The NMC Horizon Report 2015 K-12 and links to Wang and Weller readings:

The current edition of the Horizon report can be found here and a commentary on what it means for education can be found at the Mind Shift blog. It is always thought provoking to investigate this report and much of the content resonates with the subjects I have taken as part of my course.

This diagram gives a brief overview of this year’s findings:

Challenges

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The report this year sees integrating technology onto teacher education as solvable and cites the Finnish example of using Edukata (a participatory design model):

The more difficult, or wicked, challenge is scaling the models of teaching innovations(Johnson, Adams Becker, Estrada, & Freeman, 2015, p. 1).

 

 

 

 

 

 

 

New LMS

On By Margaret SimkinIn Collaborating, Connecting, discussion, evaluation, INF532, knowledge networks, peer learningLeave a comment

Learning Management and Knowledge Networking:

Coming to grips with a new learning management system, based on Blackboard, particularly after the long summer break, was a little confronting. Just when I thought I knew where to find what I needed, I found I had no idea.

Discussion forum
Discussion forum

The topics were all there, but the email notifications for responses did not seem to work all the time, and it became a case of checking in at log on and working out which thread had new messages.

Threads on Interact 2 were a little tricky
Threads on Interact 2 were a little tricky

Yes, there were fewer students in the cohort, but few participated in this type of networked learning in the manner peers had communicated in INF530 and INF536.

A sub-group of the subject became very active in their own PLN, using Twitter for regular question and answer sessions, and touching base with issues and concerns.

Tweeting Example

Tweeting

On By Margaret SimkinIn Collaborating, Connecting, Curation, digital literacy, discussion, evaluation, INF532, knowledge networks, peer learningLeave a comment

Connected Education Through Twitter:

Twitter is a great space for developing and nurturing a PLN.

I have been a member since 2009

My Twitter avatar
My Twitter avatar

I have used Twitter to enhance my personal interests and my professional life with increasing degrees of success. It is quick and easy and seems to work when low Internet connectivity prevents other means of communication.

My Twitter account

My Twitter account

Since commencing the Master of Education (Knowledge Networks and Digital Innovation), I have increased all aspects of my Twitter membership as shown in the above image.

Tweeting a range of topics
Tweeting a range of topics. Twitter offers a range of topics from the amazing to the ridiculous. It enables serendipitous discovery of many gems of wisdom and leads to the development of knowledge.Tweeting connection April

 

 

Tweeting connection April

Connection with past and present study companions makes the learning journey more enjoyable and deepens understanding when links are shared.Tweeting connections

Tweeting connections May

 

Reading over the connections through Twitter this semester is another means of reflecting on the nature and depth of learning it has enabled.

 

The Future

On By Margaret SimkinIn Collaborating, Connecting, digital literacy, effective teaching, INF532Leave a comment
Knowledge and Wisdom
Knowledge and Wisdom

 This course has continually reinforced our school motto!

 

Transforming knowledge to wisdom
Transforming knowledge to wisdom

It has challenged me to think about the difference between Knowledge and Wisdom and this slide from http://www.slideshare.net/timbuckteeth/the-changing-face-of-digital-learning sums up the challenges inherent in this intellectual exercise.

The past:

(an imperfect piece from a tertiary student, but it sums up the overall journey of my teaching career – which spans several decades)

https://www.youtube.com/watch?v=8Pp47qGZhHk

My blog posts for INF532 sum up the position I now occupy in terms of my teaching and resource provision. Where to next?

The future of learning:

may look like that envisioned by 2Revolutions

https://www.youtube.com/watch?v=xoSJ3_dZcm8

or like this from AITSL:

https://www.youtube.com/watch?v=xoSJ3_dZcm8

Either way I feel that I am now able to participate in more meaningful ways than I knew existed at the beginning of this year.

 

Fis(c)hbowls etc.!

On By Margaret SimkinIn blended learning, Connecting, digital literacy, effective teaching, Flipped classrooms, knowledge networks, Reflection1 Comment

Module 6: Curriculum and learning design in a connected world.

The title for this post comes from Julie Lindsay’s blog and her follow up comments in another post. It was, therefore, imperative to find out what fishbowl technique actually is, and whether the concept might be useful for C21st educators to apply to their real or virtual learning experience design.

There is definitely a place for such a tactic in student-focused classrooms and also for adult participation in professional learning experiences. Designers of meaningful lessons based on Mystery Skype or Skype and author use a similar technique – allocating roles to participants to enable the process to unfold smoothly for the connected groups, and sharing the workload in a collaborative fashion. Fishbowl structure presents domination of any one individual during a debate or discussion.

The spelling in the title of this post is based on a pun of Julie’s during the development of her post when she believed that Karl Fisch was the creator of the technique. Knowledge networking resulted from this mistaken belief, with Karl participating in the online debate about the technique – and other connected learning experiences.

Further learning stemmed from this presentation:

https://www.youtube.com/watch?v=DO9V9xvRPds&feature=youtu.be&t=6m12s

Theory and practice of connectivism in flat, global classrooms, are clearly dealt with real-world examples of different types of activities referenced. At about the 7-minute mark, Julie uses a new word: GLOCALISATION to sum up the type of knowledge networking involved. Cultural sensitivities must be considered when engaging with classes overseas.

At about the 10-minute mark, Julie comments that going global is a mindset, not a plane ticket.

Google I/O 2013 – Building an Online Education Platform using Google Technologies:

This video shows the range of considerations and developments Google has been working on to enable blended or flipped classrooms. The basis for driving this agenda come from the belief that the art of lecture is lost – we now have the ability to go back; lots of things about a book are better than a lecture; video production for supporting learning allow the luxury of rewinding and replaying until the process demonstrated or information presented is fully understood.

Jen Jonson explains what makes learning blended:

These terms are considered further in my next post.

Play & learning:

On By Margaret SimkinIn Connecting, digital literacy, effective teachingLeave a comment

Tom Barrett in his short and engaging book Can Computers Keep Secrets? How a Six-Year-Old’s Curiosity Could Change the World, poses a number of examples of the engagement of children in posing “what if” questions, and exploring imaginative possibilities as a way of developing understanding of the world (Barrett, 2013). He advises all of us to consider the role of playfulness in learning.

Many teachers introducing knowledge networking experiences into their classrooms and building on this concept of engagement, adding a layer of serious skill development and giving their students an authentic voice. One educator who exemplifies this is Silvia Tolisano, who blogs about her experiences in working with technology to enable her students to develop knowledge networks (Tolisano S. R., 2015).

The case studies she shares indicate the planning that must take place before starting this type of learning journey in order to gain the maximum benefit.  Skyping an expert from any field requires preparation with the individual concerned, and also with the students.  Most skyping experiences work best if the students have specific roles in both facilitating and recording the processes involved (Tolisano S. R., Amplifying Learning Opportunities: Part III of Literature Circles:, 2013). Using a service such as https://education.skype.com/partners/14-penguin-books teachers can link their class to an appropriate expert to provide authentic discussion.

Having experienced a mystery Skype lesson as an adult, the excitement of the challenge, the online “conversation” and the desire to beat the others to work out the solution are powerfully engaging (https://education.skype.com/mysteryskype). Setting this up in advance as the teacher, and allocating roles to the class members ensures all are involved and the learning is central to the process (Tolisano S. R., Framing a Skype Learning Experience, 2011).

Tolisano provides a framework for teachers to use to assess the desired learning outcomes from such an experience (Tolisano S. R., Amplifying Learning Opportunities: Part III of Literature Circles:, 2013)

She has analysed the learning that arises from a Twitter experience:

Langwitches assessment of learning from Twitter
Langwitches assessment of learning from Twitter

This ensures that learning is assessed against rigorous expectations. A rubric for teachers to use when assessing such skill sets can be found here (Evidence of Learning in the 21st Century Classroom, Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders, 2008) .

Other educators are also blogging about a wide range of activities which go beyond just linking up with other locations and contacting an author. Shannon McLintock Miller’s Rainbow loom project, for example, contains links to schools in another country as well as within the students’ own country (Miller, 2014). Again the entire project has been carefully weighed up in terms of learning outcomes.

Such educators provide crucial skill development across a broad spectrum of education for the students in their care. Their wok deserves emulation in a wide range of classrooms.

References

Barrett, T. (2013). Can Computers Keep Secrets? How A Six-Year-Olds Curiosity Could Change The World. Edinburgh: No Tosh.

Evidence of Learning in the 21st Century Classroom, Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders. (2008, July 13). Retrieved May 22, 2015, from Gallileo Initiatives: http://www.galileo.org/initiatives/publications/21st_century_classroom_rubric.pdf

Miller, S. M. (2014, January 28). Our Rainbow Loom Research Project Is Going Global and Bringing A Whole Lot Of Happy With It! Retrieved May 22, 2015, from Van Meter Library Voice: http://vanmeterlibraryvoice.blogspot.com.au/2014/01/our-rainbow-loom-research-project-is.html

Tolisano, S. R. (2011, February 6). Framing a Skype Learning Experience. Retrieved May 18, 2015, from Langwitches Blog: http://langwitches.org/blog/2011/02/06/framing-a-skype-learning-experience /

Tolisano, S. R. (2013, November). Amplifying Learning Opportunities: Part III of Literature Circles:. Retrieved from Curriulum 21: Mapping the Curriculum of the Future: http://www.curriculum21.com/2013/11/amplifying-learning-opportunities-part-iii-of-literature-circles/

 

 

 

Curation

On By Margaret SimkinIn Connecting, Curation, INF532Leave a comment

Information curation is critical in collecting information and using it to create wisdom:

The following graphic provides one view of a framework of thinking about curation.

 The Ideal Curation Practice

Source: Beth Kanter www.bethkanter.org 

http://farm7.static.flickr.com/6164/6212246958_71d5878927.jpg

Building thought leadership through content curation by Corinne Weisgerber

is a Slideshare of 79 slides presenting the issues that are attached to curating content. Here is my selection of the slides for investigating her opinion:

Curating content
Curating content

 

Spermalogos learning a new word while learning about curation.
Spermalogos learning a new word while learning about curation.
Curators add perspective, driven by their purpose
Curators add perspective, driven by their purpose
Steps to successful curation
Steps to successful curation

 

How to decide where things go when curating
How to decide where things go when curating

And I learned another new word from slide 57: Sharing as a lagniappe – Lagniappe – Wikipedia, the free encyclopedia

en.wikipedia.org/wiki/Lagniappe A lagniappe (/ˈlænjæp/ LAN-yap) is a small gift given to a customer by a merchant at the time of a purchase (such as a 13th doughnut when buying a dozen), or more broadly, “something given or obtained gratuitously or by way of good measure.” Serendipitous learning – always a source of joy! 

You can see the full slideshare here:

Visser (2011) believes that being a curator is both being a strategist and a curator and then defines the roles of a curator. The curator (not the strategist) will have four main roles:

  1. Searching, filtering and selecting content to become a taste-maker for the target audience.
  2. Providing curatorial leadership to help other workers within an organization understand what makes valuable content for the brand — so they can be enlisted to create and maintain content based on these evolving criteria.
  3. Spotting trends, and feeding these to the strategists who will use them to help define future direction.
  4. Distributing — identifying channels and fine-tuning them.

Not everyone has the skills to be an effective curator for other people. Personal curation is quite different to curating for other people to retrieve. For personal access and use, any individual can collect and store according to their own processes. If others are to benefit, there need to be guidelines spelt out and common understandings agreed to by all involved parties; alternatively there needs to be a designated interpreter.

Visser, G. (2011, November 25). Gerrit Visser: Use smart knowledge networks to be a curator. Paper.li.

Good, R. (2014) Content curation tools: 21 criteria to select and evaluate your ideal one. Retrieved fromhttp://www.masternewmedia.org/content-curation-tools-selection-criteria-to-evaluate/

An amazing set of criteria backed up by a wonderful Pearltrees site using his own categories.

Valenza, J. (2012) Curation. School Library Monthly. XXIX(1) Retrieved fromhttp://www.schoollibrarymonthly.com/articles/valenza2012-v29n1p20.html

Human filters make a difference. Librarians can be filters in the best sense of the word. Librarians can synchronize communities because they are skilled at taming the information flow for the purpose of aiding discovery and knowledge building. They have access to a range of appropriate tools  with which to find, collect and curate; many have of these tools have the additional power of being able to be used collaboratively. Teacher-Librarians are not one interest curators – hence their strength.

Curating for different categories of people requires a different style:

parents – http://kawah.wikispaces.com/ 

teachers – http://esandbox.wikispaces.com/

and students –

Link to our Library catalogue in our Learning Management System
Link to our Library catalogue in our Learning Management System

 

 

 

 

 

 

 

 

 

 

“While many curators effectively serve to vet signal from noise, curators may also, intentionally or unintentionally, function as gatekeepers. Does individual curation serve to narrow the lens? Can we learn to assess not only the credibility of information creators, but the credibility of information curators? The following issues deserve consideration:

  • Issue: How do we avoid the role of gatekeeper?
    Does individual curation serve to narrow the lens? Can we learn to assess not only the credibility of information creators, but the credibility of information curators?
  • Issue: How do we avoid the “filter bubble” (Pariser 2012)?
    Is only the curator’s (or the searcher’s) point of view represented?
  • Issue: How do we evaluate quality and relevance in emerging information landscapes and recognize exemplary curation practices?
    Do credibility scores (e.g., Scoop it) give data without identifying bias?
    Does a curation effort model passion about a topic, shared knowledge, and updates through knowledge-forming communities?
  • Issue: How do we protect and promote ideals of intellectual property?
    What are the legal concerns when posting/using work of others? What are the ethical, moral, and professional concerns? “

From <http://www.schoollibrarymonthly.com/articles/valenza2012-v29n1p20.html>

Shirky

On By Margaret SimkinIn Connecting, Curation, INF532, knowledge networksLeave a comment
Disconcerting approach to collecting information to share - through Google glass!
A disconcerting approach to collecting information to share – through Google glass!

Retrieved from: https://www.youtube.com/watch?v=HNyksYKniJY

Clay Shirky – the distant man on the stage -makes some valid points based around the premise that knowledge networking is based on having a common interest and working with like-minded people. Of necessity, the incorporation of finding like minded people, connecting with them and following their interests, forms part of this process.

3.00 mins into the film Shirky states that when previously impossible problems become trivial, they become unimportant. Does teaching fit this description??

5 mins into the film he surmises that networking is the difference. 

27.21 into the film he also comments that anyone with a large collection of books can now start to build upon it. Shared investigation and work = power.

This was a most disconcerting method of sharing Shirky’s presentation and did little justice to his delivery. Actually sitting where this person was located in the audience would have been bad enough for attendees – for a virtual audience member is was incredibly irritating.

A good example of how not to create a digital artefact!