Digital essay notes & quotes

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Posted by Liz Eckert | Posted in INF530 | Posted on May 25, 2014

Possible helpful quotes for essay

Source : Gogan, B., & Marcus, A. (2013). Lost in transliteracy. Knowledge Quest, 41(5), 40-45.

How should the skills of
transliteracy be addressed in
the school library? Tom Ipri
(2010) has addressed some of
the problems we face as school
librarians, pointing out that we do
not yet have scope and sequence for
transliteracy, nor are we ever likely
to have them. Instead, students
need to become transliterate by
doing. They need opportunities
to move between media as they
demonstrate their understanding
of science, mathematics, history,
etc. The specific skills needed will
evolve along with the technology
employed, so the school librarian
must keep up to date with this
ever-changing landscape. (.p42)

We should look at transliteracy as an
opportunity to see student learning
more holistically (see figure 2).
Transliteracy “does not replace, but
rather contains ‘media literacy’ and
also ‘digital literacy’…transliteracy
calls for a change of perspective away
from the battles over print versus
digital, and a move instead towards
a unifying ecology not just of
media, but of all literacies relevant
to reading, writing, interaction
I.
and culture, both past and present.
It is, we hope, an opportunity
to cross some very obstructive
divides” (Newman et al. 2OIl) (p43)

stated in TomIpri’s article, “The lack of familiaritywith the terminology does not meanthat transliteracy is not integratedin the practice of…professionals”(2010, 532-33). Unknowingly, I wasproviding my students with directexperience with transliteracy practices. (p44)

 

 Source: Thomas, S., Joseph, C., Laccetti, J., Mason, B., Perril, S., & Pullinger, K. (2009). Transliteracy as a Unifying Perspective. In S. Hatzipanagos, & S. Warburton (Eds.) Handbook of Research on Social Software and Developing Community Ontologies (pp. 448-465). Hershey, PA: . doi:10.4018/978-1-60566-208-4.ch029

 

about all communication types across time and culture. It does not privilege one above the other but treats all as of equal value and moves between and across them. (p451)

According to the Institute for the Future, transliteracy
is a ‘disruptive innovation’ which presents
challenges that will shape the way we think of
teaching and learning in the context of the open
economy. In their view, ‘developing transliterate
creative production practices and communication
across multiple platforms represents a sensory and
cultural explosion that will frame new kinds of
experience and knowing.’ (p461)

While some teachers do embrace
the kids’ technological world, those teachers who
are fearful of being unable to engage a generation
of students used to technological advances
often attribute their own failures, such as the
loss of control implied in integrating tools that
they know relatively little about, to untruths such
as lack of attention span and Attention Deficit
Disorder on the part of students. In exchange,
students observe their teachers’ lack of fluency
with modern tools, and view them as ‘illiterate’
in the very domain the kids know they will need
for their future – technology.’m (p461)

REFERENCES:

Gogan, B., & Marcus, A. (2013). Lost in transliteracy. Knowledge Quest, 41(5), 40-45.

Thomas, S., Joseph, C., Laccetti, J., Mason, B., Perril, S., & Pullinger, K. (2009). Transliteracy as a Unifying Perspective. In S. Hatzipanagos, & S. Warburton (Eds.) Handbook of Research on Social Software and Developing Community Ontologies (pp. 448-465). Hershey, PA: . doi:10.4018/978-1-60566-208-4.ch029

5.2 Gamification of learning

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Posted by Liz Eckert | Posted in INF530 | Posted on May 20, 2014

I enjoyed reading the 4 articles listed below.  I found them accessible to read, making sense without being too dense, in a way making the learning about gamification fun.

Gamification is not suitable for all learning tasks. It would de-value the experience of the gamification learning experience if used for every piece of learning. It would reduce the “funness” of the game which is what engages students. Gaming in education should contain a storyline to help make it engaging.

Articles:

Alexe, I., Zaharescu, A., and Apostol, S. (2013). Gamification of learning and educational games. In Conference proceedings of” eLearning and Software for Education“(eLSE) (No. 02, pp. 67-72). Retrieved fromhttp://www.ceeol.com/aspx/getdocument.aspx?logid=5&id=96E6AE93-AA5E-460E-9551-865B8A6F24F9

Barseghian, T. (2011). Five reasons why video games power up learning. Mindshift. Retrieved fromhttp://blogs.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/

Edmonds, S. (2011). In Gamification of learningTraining and Development in Australia, 38(6), 20-22. Retrieved from http://search.proquest.com/docview/922363623?accountid=10344

Kapp, K. M. (2012). What is gamification? pp 9-24 In Kapp, K. M. (2012). The Gamification Of Learning And Instruction: Game-Based Methods And Strategies For Training And Education. John Wiley & Sons.http://csuau.eblib.com/patron/FullRecord.aspx?p=821714

Module 5.1 forum thoughts – readings on creativity

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Posted by Liz Eckert | Posted in INF530 | Posted on May 20, 2014

Notes on Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator.

Creativity is not limited to the high level, there is everyday creativity! Key theme early in this paper. There’s hope for me yet 🙂

I liked seeing the potential limitations of creativity in education as they have made me think a bit more about what is creativity in education and why doesn’t it happen as much as it could

Educational limitations

  1. What does it mean? The limitations of terminology
  2. Conflicts in policy and practice
  3. Limitations in curriculum organisation ?
  4. Limitations stemming from centrally-controlled pedagogy?

Other limitations

  1. Social limits – how culturally specific is creativity?
  2. Environmental limits
  3. Ethical limits
  4. How do ordinary and extraordinary creativity connect?

We are currently limited by our understanding of creativity itself (p122)

Dilemmas for teachers and other educators

  • If creativity is culturally specific, how appropriate is it to encourage it within education?
  • To what extent is the ‘throw away society’ a given?
  • To what extent does the fostering of creativity feed or challenge the status quo?
  • The curriculum
  • Professional artistry within a centralised pedagogy
  • The distinctions and potential tensions between teaching creativity, creative teaching and creative learning.

 Notes on Shaheen, R. (2010). Creativity and education. 

There are calls for creativity to be included in education as a life skill. This article looked mainly at the educational policies of US, UK, and East Asian (including Australia) countries and what they expect of creativity within the curriculum of those countries. It seems that the economic market requires creativity.

This contrasts Craft when she asks us to consider what are we being creative for; is the market a god? Are we continuing to build on the throw-away society, if it’s not broken, let’s fix it.

References:

Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British journal of educational studies, 51(2), 113-127. Retrieved fromhttp://web.nsboro.k12.ma.us/algonquin/faculty/socialstudiesteachers/smith/documents/
thelimitsofcreativityineducationarticle.pdf

Shaheen, R. (2010). Creativity and education. Online Submission, 1(3), 166-169. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED521875.pdf

4.4 Big data and learner analytics

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Posted by Liz Eckert | Posted in INF530 | Posted on May 18, 2014

I liked reading the mindcet pdf on big data and learner analytics – easy to read and follow what they are trying to say. It was a good introduction, not too heavy, to the topic even though it was quite lengthy. It was split up into different sections which made it easier.

Some of the explore links were interesting and require a little thought about the use of big data. I’m still not 100% sure that I really need to worry but I’m slightly concerned. I guess in a way, I think I might stumble across something that might be useful to know, if I have followed recommendations that big data might suggest on sites that I visit. I guess in a way, I’m cynical about being able to not be “interfered with” by big data. I just accept it as part of the online world and get on with life. I know that others in INF530 are concerned and have taken measures to limit their big data footprint but I’m still not sure that I need to be that concerned yet. (I may regret that in years to come, like we tell our students). I do consider what I post in social media platforms so in a way I think about what big data there is out there about me.

Blog 4: Connected education in multi-modal environments

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Posted by Liz Eckert | Posted in INF530 | Posted on May 18, 2014

Pre INF530, you could say I was minimally connected in a digital world. I participate in 2 library related e-lists. I was only a member of about two or three facebook teaching groups, that’s now shifted up to about five as I’ve used my connections with teachers online in those groups to reach out and join other groups which may be useful. I didn’t use twitter, I barely read other blogs (by anyone, let alone educators), I didn’t use google+, I had barely started looking at flipboard (I only started because I saw @heyjudeonline posting up something on Facebook, and I took note because I was going to start the M Ed the following year). I hadn’t attended any webinars either. I’ve since attended a few adobe connect sessions with CSU and google hangouts. I’ve also taken the opportunity to participate in some ASLA (Australian School Library Association) run webinars. I don’t think I would have stepped out and had a go at them for a while yet without having had the positive experiences with Inf530.

Module 4.1 Always learning everywhere has started to highlight the changes I’ve made in my own learning. It may not yet be shown in the students that I interact with, mainly due to my not having structured/timetabled classes this year, but I feel that this will help me with trying to assist students to have the opportunity to learn anytime, anywhere.

This unit also highlighted for me, the multiple literacies that I engage in, without realising it sometimes. I need to experience the different environments and see how to use them to become confident in using that medium/environment to interact with others. This mulitple literacy idea, sometimes called multiliteracy, sometimes transliteracy has led me to investigate this for my digital essay. I’ve realised, it’s not enough to be information literate, digital literate, print literate, visual literate, numerate, but I must combine all of these to to be fluently literate in today’s online and connected world. I’ve started to focus on these when researching for my essay in the secondary school setting. After reading the Why the Google Generation Will Not Speak: The Invention of Digital Natives I blogged about some points that I thought were important to remind myself about helping students be literate in many forms, although I used the term information literate rather than transliterate (or mulitliterate) which having read further in INF530 I would probably now use instead.

Having participated in almost a semester of INF530, I would say that I am becoming more connected in the multi-modal environment which is our world today. I still have a way to go in using some tools effectively to connect with others, to continue to form my PLN. I still don’t really use google+ that much. I have started to use Feedly to follow a number of education related blogs, and not just INF530 student blogs. Some of the readings we have done have led me to locate blogs to add to my feedly feed. Somewhere in the readings and activities, I’ve come across TeachThought and DML Hub (which has had a name change on twitter during this semester and has a number of different people blogging). I’ve also added Bec’s other professional blog Miss Spinck on Tech which I’m keen to look further at, particularly the evernote stuff as I think that could be really useful for my own professional learning and notetaking for the rest of the M Ed (Digital Innovations & Knowledge Networks). This is just another way I’m starting to connect with other teachers around the world.

I’ve been following educators on twitter and not just our INF530 cohort. I still mostly read but I have begun to try and be more confident on tweeting. I guess in this case I’m not as confident to retweet and share as I think others have probably already been aware of what I’d tweet even though some may not be. I would still like to find and follow some educational hashtags particularly to discuss some aspects of teaching with others. I’ve seen some but haven’t had the time follow this up as much as I’d like.  I guess in this, it’d just be a matter of jumping in to the conversational hashtag.

I would like to finish off this blog, by saying that in today’s online/digital environment, it would be foolhardy not to begin to connect with other educators in an online setting, if only to have a personal and authentic experience of the tools that many of our students are using. We are expecting students to participate in these environments and we need to be aware and share the skills that they need to have to operate in this connected world. As an educator, I need to help my students learn to effectively participate in this world that has been created online.

References: 

Brabazon, T., Dear, Z., Greene, G., & Purdy, A. (2009). Why the Google Generation Will Not Speak: The Invention of Digital Natives. Nebula, 6. Retrieved from http://www.iiav.nl/ezines/IAV_607294/IAV_607294_2010_3/BDGP.pdf

O’Connoll, J. (2014). Module 4.1 Always learning everywhere Charles Sturt University School of Information Studies. Retrieved from http://digital.csu.edu.au/inf530/module-4-globalization-of-learning/4-1-always-learning-everywhere/

Games-based learning in the classroom and how it can work

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Posted by Liz Eckert | Posted in INF530 | Posted on May 15, 2014

Reflections on  Games-based learning in the classroom and how it can work

I liked the way this chapter explained things. I’ve been wary of introducing game based learning in my classrooms because I haven’t had the time to explore educational games or learn enough within them to feel okay with sharing them in the classroom. I’m not really a gamer at heart so I struggle a little with this.

I did like this quote at the end of the chapter. Game based learning needs to be another tool in the toolbox of teaching and learning.

An important lesson to remember is that it’s not all about the game; it does not and should not replace the teacher. A structured learning environment is still required where the teacher guides the student through the experience. Integrating other tools alongside the game is also recommended. Also be creative in how you apply them. Therefore, in order to realize the use of games as teaching tools it is important to do the preparation, including familiarizing yourself with the game, rules and characters, as well as becoming familiar with this new form of learning.

 

Reference:

Routledge, H. (2009). Games-based learning in the classroom and how it can work!. In T. Connolly, M. Stansfield, & L. Boyle (Eds.) Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices (pp. 274-286). Hershey, PA: . doi:10.4018/978-1-60566-360-9.ch016. Retrieved from http://www.igi-global.com.ezproxy.csu.edu.au/gateway/chapter/full-text-html/18800

distinctions between games and learning

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Posted by Liz Eckert | Posted in INF530 | Posted on May 13, 2014

Reflections on reading:

Becker, K. (2010). Distinctions between games and learning: A review of current literature on games in education. In R. Van Eck (Ed.), Gaming and Cognition: Theories and Practice from the Learning Sciences (pp. 22-54). Hershey, PA: . doi:10.4018/978-1-61520-717-6.ch002
http://www.igi-global.com.ezproxy.csu.edu.au/gateway/chapter/full-text-html/41466

interesting. I hadn’t heard of Serious Games before as a games group, as opposed to entertainment gaming; I had assumed when people said serious games, it was with lower case, just describing a particular game with intensity (if that makes any sense).

discovered that I am apparently a digital native, according to Prensky having been born after 1970 (I was born 1978) (cited in digital game based learning section). I wouldn’t have said that I was a native – computers appeared at school when I was in Yr 6/7, around 1988-89 with internet becoming available in 1995, my Yr 12. So in a way, I don’t get the gaming thing in school; I remember some of the bad games, well more of the not so interesting experiences of computer games.

Twelve Tomorrows – A Scholarly Book Review

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Posted by Liz Eckert | Posted in INF530 | Posted on May 11, 2014

In case anyone is interested in reading my review of Twelve Tomorrows. It ended up being a Distinction (and I was worried I’d only get a Pass in some criteria)

 

Scholarly Book Review of Cass, S. (Ed.). (2013). Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

 

Twelve Tomorrows (Cass, 2013b) is an anthology of twelve science fiction near future short stories, an interview with Neal Stephenson and a selection of artwork by Richard Powers. It strives to ask the question: “Which futures what would you like to live in, and which would you hope to avoid?” (Cass, 2013a, para 4).  In doing this, a number of themes are presented: synthetic identity including cyborgs and artificial intelligence; augmented reality; virtual worlds;  communications, connectedness; genetic engineering; smart materials; space travel; ethical considerations in an online world. Most of these themes are presented in a way that engages the reader and encourages further thought about implications on society about the possible advances in technologies. Not all of these themes and the way they are presented, relate explicitly to educational settings in 2014 and therefore implications for current practice of teachers is can be limited when reflecting on this anthology.

 

The pieces which are not considered in depth for this review include Set the Controls for the Heart of the Sun (Steele, 2013), where a mathematical genius meeting a death cult and is after a near death experience which ends with the cult solar-sailing into the sun; and The Art of Richard Powers (2013) which is a curious collection to be included in an anthology which is looking at the near future technologies as Powers died in 1995. It is noted that much of Powers artworks could be in keeping with the then current future possibilities of the time of creation, 1951 – 1990. This section was also limited in its viewing as the colour illustrations were rendered in greyscale when reading on Kindle devices, requiring the use of a Kindle app or reader to view in colour.

 

The main themes that have current implications for an educational setting are virtual learning environments (VLE), connectedness, and ethics.

 

VLE can use augmented reality devices to enhance the experience as a mixed reality experience or be wholly virtual. (Pan, Cheok, Yang, Zhu, & Shi, 2006, p. 20) (Wu, Lee, Chang, & Liang, 2013, p. 42) Milgram et al, (as cited in Wu, Lee, Chang, & Liang, 2013, p. 42) suggests that this could be considered as a Reality-Virtuality continuum, as such, augmented reality and virtual worlds are grouped together in this review.

 

Seven stories and the interview with Stephenson deal with virtual and augmented realities in different of ways. Insistence of Vision (Brin, 2013), In Sight (Rydborn, 2013), Transitional Forms (McAuley, 2013) and Firebrand (Watts, 2013) consider using a Google Glass style of technology, wearable tech that connects with eyesight and controls what people can and cannot see. Insistence of Vision (Brin, 2013), and Bootstrap (Goonan, 2013) explores nanothreads and how they could augment reality.  Q+A  (Q+A [with] Neal Stephenson, 2013) mentions at how changes could be made to current work environments to allow a healthier society via augmented technologies.  Zero for Conduct (Egan, 2013) looks at gamification in creating a solution to the lack of consistent electricity in Afghanistan.  In Pwnage, a world is entered where people are nearly always in the virtual world.

I try to remember what it was like when a phone was something you held and carried instead of something you were, but my mind is quickly occupied by the network and soon there’s no room for that (Robson, 2013, para 4)

 

Experts suggest that people are likely to be wearing technology before long as a regular item (John, 2014) (Anderson, Rainie, & Duggan, 2014) (Romano, 2014). This may not just be for fun, as in gaming but also for health reasons such as monitoring (Q+A [with] Neal Stephenson, 2013). Students should be exposed where possible to other methods of viewing the world than just textbooks and direct teacher instruction.  However, it is understandable that this will be limited in schools by budget constraints, and teacher confidence, interest and training. Margaret Powers (Hayes, 2014, February 27) has implemented Google Glass successfully in her classroom.  Expensive technology like Google Glass, is not required to experience education in an augmented manner. Implementing activities in a simpler manner could be just as effective. Educause Learning Initiative (2005) provides a scenario which is a possible alternative in a high school setting particularly using current readily available technology to teachers and students alike.

 

Gamification in education is beginning to be explored. Jane McGonial highlighted this in Judy O’Connoll’s remix (2014b). Egan (2013) does not go as far as having as interactive a gaming experience as Minecraft, but it does have elements of gamification as Latifa narrows her search down.  There are schools that are beginning to use gamification to enhance their learning experiences of their students, Riverside High School is one (Bott, 2013). Gamification is the closest technology is to a full virtual world experience as suggested by Robson (2013) at the current time, where the whole body is involved rather than just an avatar.

 

However, teachers need to have the time, expertise, access, resources and support to develop these types VLE activities for students; these are the largest factors in limiting the implementation of technologies in classrooms (Leggett & Persichitte, 1998).

 

Connectedness is a theme which is presented widely in Twelve Tomorrows (Cass, 2013b). McDonald (2013), Fulda (2013), Goonan (2013), and Robson (2013) all have a strong theme of connectedness throughout. Fulda best describes this when she says,

“Well, that’s the beauty of modern technology. Relationships aren’t constrained by location.” (Fulda, 2013, para 61)

McDonald also comments “everything is smart and everything is connected (McDonald, 2013). This has implications for how the internet is used by students and teachers.

Global connectedness brings with it other factors for consideration, related to not only how we search, but how our presence online through a search engine is tracked, manipulated, or affected in some other way. (O’Connoll, 2014a)

Teachers need to demonstrate to students this connectedness and develop student awareness that search results may be tailored for them depending on previous searches. Schools also need to allow less restricted access to the internet to make best use of the connections that students have rather than limiting the devices that can be used during school hours. (Levin & Arafeh, 2002). Teachers need to make use of this when developing learning experiences for students as they are more likely to engage with the material that they can connect with.

 

Twelve Tomorrows (Cass, 2013b) has a strong theme of ethics running through it. All of the stories, with the exclusion of Steele (2013), deal with ethical issues of the use of technology in some way. Brin (2013) asks us to consider who makes the decision of what we can “see” or “not see” when using technology as criminals are limited in their experience of the world through the removal of information and permitted areas compared to non-criminals. Aldiss (2013) considers more of the ethical aspects of altering the body based on genetic engineering possibilities. Kress (2013) also looks at medical ethics but through the lens of assisting in curing genetic diseases, and if anyone should be able to have literal control over someone else. Rydborn (2013) and Robson (2013) address the idea of big brother and having the ordinary citizen being part of this.  McAuley (2013) brings the idea of biotech clean-up to the fore and who is responsible for it.  McDonald (2013) asks who is in control of the internet, government or the wider public. Fulda (2013) wants the reader to ponder “[a]re we less human because we use gadgets to interface with the world?” (para 69) and the preconceived “idea that technology dehumanizes us.” (para 73). Goonan (2013) demands thought on whether humans should all be expected to be the same. Egan (2013) raises the idea of government tracking and limiting access to particular thoughts and information, using the example of Iran and Afghanistan limiting internet access to the Western world. Watts (2013) also presents ethical considerations in the business and government.

 

Ethics falls under good digital citizenship, which is a very broad area. Good citizenship, online and offline is still being developed in students. Often current practice in schools is focused on cyberbullying, using such resources as Cyber(Smart:) (Australian Communications and Media Authority, 2014) and copyright using software such as Turnitin (iParadigms, LLC, 2012). It needs to be broader than this.  Lau and Yuen (2014) consider some of the internet ethics students have and this leads to teachers needing to consider how to foster good digital citizenship and ethical considerations across society within their students. Often teachers assume that students are aware of these concepts due to the so-called digital-native idea that is popular when describing teens but forget that they are still learning how the world works. Teachers need to consider how students learn to best in the digital age and use some of these technologies to enhance their teaching for students in all areas (Prensky, 2001).

 

Twelve Tomorrows does raise themes which should be considered in an educational setting to better develop both teachers and students to begin determining how technologies shape us now and in the future. Although they are not presented in a direct, easy to apply manner, these themes: VLE, connectedness and ethics are important to consider.

 

 

Bibliography

Aldiss, B. W. (2013). The Mighty Mi Tok of Beijing. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Anderson, J., Rainie, L., & Duggan, M. (2014, March). Digital Life in 2025. Pew Research Centre. Retrieved from http://www.pewinternet.org/files/2014/03/PIP_Report_Future_of_the_Internet_Predictions_031114.pdf

Australian Communications and Media Authority. (2014). Cybersafety educational resources for teachers and schools:. Retrieved from Cyber(Smart:): http://www.cybersmart.gov.au/Schools.aspx

Bott, N. [. (2013, December 5). 21st century learning: Nathaniel Bott at TEDxLaunceston [Video file]. Retrieved from https://www.youtube.com/watch?v=UI9TiuVHc0A&feature=youtu.be

Brin, D. (2013). Insistence of Vision. In S. Cass (Ed.), Twleve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Cass, S. (2013a). Preface. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Cass, S. (Ed.). (2013b). Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Educause Learning Initiative. (2005, September). 7 things you should know about Augmented Reality. Educause. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7007.pdf

Egan, G. (2013). Zero for Conduct. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Fulda, N. (2013). The Cyborg and the Cemetery. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Mssachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Goonan, K. A. (2013). Bootstrap. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Hayes, A. (2014, February 27). Interview with Margaret Powers [Video file]. Retrieved from https://www.youtube.com/watch?v=JZzIfm53III&feature=youtu.be

iParadigms, LLC. (2012). Turnitin. Retrieved from http://turnitin.com/en_int/

John, A. (2014, March 11). Experts Predict the Future of Technology and You Will Probably Be Wearing It. The Wire. Retrieved March 28, 2014, from http://www.thewire.com/politics/2014/03/experts-predict-future-technology-and-you-will-probably-be-wearing-it/359048/

Kress, N. (2013). Pathways. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

Lau, W. W., & Yuen, A. H. (2014). Internet ethics of adolescents: Understanding demographic differences. Computers & Education, 72, 378-385. doi:http://dx.doi.org/10.1016/j.compedu.2013.12.006

Leggett, W. P., & Persichitte, K. A. (1998). Blood, sweat, and TEARS: 50 years of technology implementation obstacles. TechTrends, 43(3), 33-36. doi:10.1007/BF02824053

Levin, D., & Arafeh, S. (2002). The digital disconnect: the widening gap between internet-savvy students and their schools. Washington, DC: Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org/files/old-media//Files/Reports/2002/PIP_Schools_Internet_Report.pdf.pdf

Linden Research. (2014). Retrieved April 21, 2014, from Second Life: http://secondlife.com/

McAuley, P. (2013). Transistional Forms. In Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

McDonald, I. (2013). The Revolution Will Not Be Refrigerated. In S. Cass (Ed.), Twelve Tomorrows (Kindle ed.). Cambridge, Massachusetts: MIT Technology Review. Retrieved from http://www.amazon.com/gp/product/B00GRY3LW2/ref=col_PCx1cgiruihrNRPmKn609OqNg

O’Connoll, J. (2014a). Module 1.5 Global Connectedness. Charles Sturt University School of Information Studies. Retrieved from http://digital.csu.edu.au/inf530/module-1-the-information-environment/1-5-global-connectedness/

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Globalization of learning – general reflections 4.0-4.3

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Posted by Liz Eckert | Posted in INF530 | Posted on May 11, 2014

Overall impressions on the topic. I felt a bit pressed for time this week as I was catching up on Module 3 still and it was Open Night/Day at school,  so I haven’t completed a lot of the tasks. I skimmed most of the module. I want to go back a do some of the tasks but I’m not sure I’ll have the time so I figured I’d post an overview of my learning/thinking on this topic at least.

 4.0 Overview: Globalization of learning

I liked the overview youTube clip (Retrieved from: http://youtu.be/porLT0xIkR4). It gave me a wider perspective to begin thinking about the topic. I liked that it was a New Zealander (going by accent) that presented it. A lot of the time I expect these sorts of things to be presented by Americans, mainly I think because a lot of the research that I hear about is done by Americans. This may not be true but that is the impression that I have.

4.1 Always learning everywhere

Seeing the IP connections was interesting, particularly when looking at the different colours – white – lots of people & connections, red – few people & lots of connections, blue many people & no connections. They didn’t really show me anything I didn’t really expect, maybe a little in the variations of white and red.

One of the further readings looks useful (not yet read) for my digital essay – mulitliteracy can be a synonym of transliteracy.

Some of this topic may be useful for the digital essay – need to go back and re-read some areas again – skimmed it too quickly now I think as I can’t remember what the readings were about. I think I’ll go back to blogging about the readings in detail again as it tends to make me remember some of the detail at least.  I will be re-reading these and blogging my notes.

I remember enjoying listening to the 2 youtube clips at the end. Clip 1 TED Mike Wesch    Clip 2 Pankaj Ghemawat: Actually, the world isn’t flat

4.2 Geospacial Learning

A shorter unit 🙂 I did like playing around in Google Earth and Google Maps but given that I currently don’t teach any specific classes, I skimmed this unit. I’m aware of Google Earth now which I hadn’t been before so I will recommend it to the Humanities & Science teachers particularly as I can see the possible links based on the ACARA curriculum that I’ve looked at.

4.3 Information Ethics

I liked the future of search animation narrated by Jessica Kiss. It simplifies things for the everyday person to have a bit of an understanding.

I know I’ve attempted to read the new Australian Privacy Laws a few times. Once before encountering it in this course and I’m still just as confused by it. It’s written more in the legal T&Cs type of language which doesn’t help the everyday layperson understand what it’s all about. Although the link given in the module was more of the press release statement which made some of the detail easier to understand. I understand why they need to be in legalise, mainly for (big) companies and the government to ensure that information is treated correctly but it doesn’t always help the everyday consumer.

The wikileaks information was interesting. I was relieved to learn that they did investigate information presented to them before publishing it so it wasn’t just “gossip” and was fact based.

References:

, Jemima Kiss, , Scriberia (Thursday 4 April 2013) The Future of Search … made simple – an animated guide  Retrieved from http://www.theguardian.com/technology/video/2013/apr/04/future-search-made-simple-animated-guide

Globalised Learning Retrieved from: http://youtu.be/porLT0xIkR4

Pankaj Ghemawat: Actually, the world isn’t flat Retrieved from: http://youtu.be/KPNn880KWfU

TEDxNYED Mike Wesch Retrieved from: http://youtu.be/DwyCAtyNYHw

Visualising the global digital divide retrieved from http://www.visualizing.org/visualizations/visualizing-global-digital-divide

 

Book review returned!

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Posted by Liz Eckert | Posted in INF530 | Posted on May 10, 2014

Just had my scholarly book review returned. I was more than pleasantly surprised by the final grade: Distinction – across all criteria. I know that I try to mark hard rather than easy for my Yr 12s, when I teach them, to ensure that they’ve clearly met the requirements and are definitely going to pass the Research Project. I guess I did the same to myself; at least I’m consistent 🙂 So having gone from an expected Pass/Credit for most criteria to Distinction for all was a pleasant experience. Now I’ve got a higher expectation to aim for and (more than) hopefully achieve for the digital essay coming up soon.

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