Critical Reflection on INF537

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As I reflect on this final capstone subject in this highly challenging, varied and so highly relevant degree, I have a sense of professional growth and achievement. Digital Futures Colloquium has contributed to the affirmation, integration and synthesis of ideas from the three other subjects I studied. We have covered aspects of teaching practices for the digital age, designing spaces for learning, design thinking, makerspaces, knowledge networks, digital scholarship and participatory learning.

Two years ago when I began this course I stated that my aim was to be a teacher librarian who can lead a community of learners into a digital world, enjoying opportunities to collaborate, create and help learners use new digital media. I feel confident to do this now because I am a highly networked and digitally literate educator who learns autonomously as I interact with digital media. Being able to understand how digital literacy and scholarship works allows me to design learning experiences and spaces where a school community can develop these skills too. I have the future work skills to ensure that I can add value to the technology that we use as learners and educators.

It has been easy to see how I in my role as a teacher librarian can integrate my understandings of learning in a digital age into my everyday practice. I know that the school library program plays a major role in promoting current pedagogy, adoption of technology, leveraging technology, promoting participatory learning, digital scholarship and digital citizenship.

My digital scholarship skills increased through the practice of research, sharing and refining ideas, reading and responding to blog posts, e-books and websites. Many of the professional readings have been highly appropriate to share with my colleagues and have had a major influence on the ideas that shape my practice.

IFTF_FutureWorkSkillsSummary_01                        2015-K-12-Report-Topics-Graphic-1024x794

My final assessment, a case study addressed the question “Do students become more autonomous as learners when they independently publish digital artefacts online?” and it’s major themes and findings about digital literacy, future work skills and the development of an agile approach to working in a digital age, allowed me to take the first step in leading the school community to match the trends, challenges in the adoption of technology.

This case study provided an opportunity to practice digital scholarship skills with survey design, communication and analysis. Through the use of technology tools, I examined and created many examples of digital media.  I correlated the recommendations for digital learning with my data and could see a pattern of behaviours which could inform better practice. I was pleased that I could see a real pathway for changing the way technology can be adopted in my school community.

In the future the connections in my personal learning network will remain vitally important to ongoing professional growth. Through the digital colloquiums in this subject I have widened this network and seen how others are working in an agile and sharp manner to leverage technology in schools and other learning environments. Listening to the likes of Annabel Astbury and Cathie Howie were excellent opportunities to engage with other professionals who  work together with educators to facilitate the best learning possible in a digital age. A very appropriate collection of ideas that I intend to use to inform my practice was Judy O’Connell’s recent presentation “Developing Agile Approaches in a Digital Age”. This presentation puts the school library centre stage in this approach.

judy agile approach My fellow students and lecturers have been a great source of collaboration and participatory learning. We have continued to engage in the backchannel of Twitter to support our learning and also respond and share through the subject discussion forums. This participation is vital to online learning and results in more ideas, resources, knowledge networks and global connections resulting in digital innovation for learners.

Using Current Pedagogy to Create Agile School Libraries in a Digital Age

Throughout this current subject: Digital Future Colloquiums and the preceding subjects in this degree I have been about to pinpoint many strategies and ideas that I can integrate into my practice as a Teacher-Librarian.

Judy O’Connell’s latest presentation  explains how School Libraries can develop agile approaches in a digital age.I am already integrating many of the strategies mentioned and I can foresee how my Library team  can continue to improve. I think it is  important for all educators and support staff to realise the potential that lies ahead. I plan to  share the key ideas with my fellow teachers some time. This presentation explains how school’s library program can support, leverage and inform about  the technological drivers in our world. The presentation summarises the concepts that support knowledge networks and digital innovation in Libraries.   Using current pedagogy to inform School Library programs is the best practice because it is easy to explain and justify our roles in schools.

judy agile approach

I have used some of the  ideas and resources in the presentation to synthesise the research, theory and recommendations for my current case study:

A Description of the Autonomous Behaviours Learners Develop when they Independently Publish Digital Artefacts Online and the Importance for Educators to Encourage this Learning.

Do students become more autonomous as learners when they independently publish digital artefacts online?

INF532 Evaluative Report

a) An evaluative statement using the networked learning experiences documented on your Thinkspace blog as evidence of meeting the learning objectives of this subject

Educators need to understand the social nature of knowledge networks and the production of information to lead the members of their school communities on a process from being “knowledgeable to knowledge-able” (Wesch, 2010). Throughout this subject Knowledge Networking for Educators INF532 using my blog as a place of reflection, thought and creation I have come to understand more about the nature of information, social networks, information management, learning with digital tools and the value of a personal learning network.

In my first blog post for INF532 I wrote about being a student studying these new models of information (McQueen,2015 March 17) I wanted to attain more knowledge and skills about encouraging my learning community to create content, facilitating great learning (for all), preservation (& curation) of information and expand my Personal learning Network (PLN) and Personal Learning Environment (PLE). I have not been disappointed by the experiences that followed in this subject.

New models of information based on the technology tools of blogs, social media and global communication have had an exponential growth effect on content creation and seen the transformation of existing information formats. Blog posts now can be seen as credible sources of information for e.g. The Huffington Post (De Saulles, 2012). Blogs are going to form a major part of my future PLE in the future; using  the tool Feedly to follow blogs more effectively and strategically is a great starting point (McQueen, 2015 May 29).

Educators and our students are operating in a world where there is a new culture of learning. It’s a culture of learning where we can easily access unlimited resources and amazing technological tools, where learning can be ‘real’ in nearly every area of education and our lives (Thomas & Brown, 2011). This subject encourages educators to examine this culture and try to work out ways to cultivate it, helping others best learn and develop skills to continue learn in many contexts; digital, social and those that don’t even exist yet. I share many progressive thinking educators’ view that schools’ progression into this new culture of learning is being hindered and not supported by many aspects in our educational system (McQueen, 2015 March 21).

However as leaders in educational pedagogy we must take advantage of opportunities to show others how learning environments can be designed differently.  We need to take advantage of the diverse, collective nature of the new learning culture where others can learn from each other (Thomas & Brown, 2011) In Assessment item 2 for this subject I planned and designed a knowledge artefact to instruct my school teaching community about how a teaching team can benefit from developing an online community of practice (McQueen, 2015 March 22). The knowledge networking concepts that I addressed in the artefact were ‘communities of practice’ (Wenger, 2006), ‘participatory cultures’ (Rheingold, Participation Power, 2012), ‘networked learning’ (Richardson & Mancabelli, 2011)and ‘social media literacies’ (Rheingold, 2010). The process of creating this artefact was time consuming, but the persistence in learning to use new tools was worthwhile in the end. I took time during this process to research instructional design techniques that were relevant to adult learners’ needs (Moloney, 2010). The exegesis about this knowledge artefact summarised the purpose and impact of my artefact in supporting knowledge networking in my school’s community of teachers (McQueen, 2015 May 31).The opportunity to observe and critique another colleague’s knowledge artefact provided feedback and access to these artefacts for further use and also practice in the art of evaluating instructional design elements (McQueen, 2015 May 27).

INF532 has facilitated many opportunities to develop a suite of new media tools for information management, content creation, content curation, collaborative work.  I have tried out new tools like Listly (McQueen, 2015 May 29), Feedly (McQueen, 2015 March 21), Pixabay (McQueen 2015 May 31), and persevered with some of my existing tools like groups Diigo and Pinterest to use them more widely. My ever expanding use of Twitter though has been the most influential in developing my PLN.   The power of participation (Rheingold, Participation Power, 2012)was recently made evident when some recent new ideas on the planning of a new Library spaces were amplified via Twitter. Linking information with hashtags and connecting with influential others makes the sharing of good ideas easy. Facilitating these connections leads to the feeling of being a ‘connected educator’ or even leader (McQueen, 2015 May 29).

Pariser’s (2013) talk about “online filter bubbles” highlighted the importance of not only the way networks are influential and monitored in the internet but also the place of educators and especially teacher-librarians to be content curators. Using social curation tools like Pearltrees, Listly, and Pinterest are ways for connected educators to curate and share at the same time (McQueen, 2015 May 22).

Taking time to consider a better future direction in education, so we can support connected learners led to a closer investigation of flipped teaching (McQueen, 2015 May 29) .Amplifying learning using digital tools like Skype, Twitter and Google Hangouts is a simple but effective way of engaging learners and broadcasting their knowledge and created content (McQueen, 2015 May 29). Augmented reality is another new form of engaging connected learners which warrants further investigation (McQueen, 2015 May 28).

INF532 and the reflective blog I continued to contribute to, has provided the networked experiences which have collectively and creatively have made me a much more connected educator.

b) A reflective statement on your development as a connected educator as a result of studying INF532, and the implications for your role as a ‘connected leader’ within your school community, and/or at district/state/national level

To be a connected educator one must first understand what it means to be a learner within our (digital) connected work and also examine them as educator (Nussbaum-Beach & Hall, 2012).  As a result of studying INF532 I have developed an understanding of how knowledge networks form, can be facilitated and encouraged to flourish and also examine myself as a (connected) educator.

In the beginning of INF532 I reflected on my status as a connected educator (McQueen, 2015 April 6). Whilst engaging in Nussbaum-Beach & Hall’s (2012)reflection activity I identified a need for me collaborate with a wider group of people more often especially those teachers and students  at my own school, engage students in real-life and global situations and make learning environments richer in technology.  I have always been a learner leader in my academic groups, school and district community but I obviously needed to connect more; outside (not just in an academic manner) and within my school community. I can say that I have become more collaborative through content creation, sharing and connective with others over the last semester. Throughout INF532 I have learnt the rules of good and effective content curation (McQueen, 2015 May 23), the power in participation to build a PLN (McQueen, 2015 May 29) and how my pedagogy that I bring to my practice has progressively shifted.  I recently checked in with my social media literacy skills (Rheingold, Attention and 21st-century social media literacies, 2010) and found that yes they are interconnected and more refined (McQueen,2015 May 31).

A big learning curve and confidence boost as a connected educator happened when I uploaded my very own knowledge networking artefact to YouTube: How can a teaching team benefit from developing an online community of practice , shared it in Twitter and then bravely with my own school’s teaching community. The process of writing the exegesis and assessing others helped reinforce the important of using such artefacts to lead communities in building knowledge networks (McQueen, 2015, May 31 & 27).

The mindset that “we must take up the challenge on designing the future of education” (rather than dream or dread it) can lead to exciting prospects for the future of leaning (2Revolutions, 2012). The future design of schools and education requires a shift from hierarchical to networked learning to be able to be lifelong learners. Connected educators and leaders who understand these concepts are needed in schools to ensure that learning that happens in their schools is future proof (Schravemade, 2015). Establishing and setting purposes for these knowledge networks is an important part of this process too(McQueen, 2015 May 23).

In taking up this challenge, I will need to continue to try new tools and strategies, expand my PLN, create new content, share and curate content, and support connected learners. At the end of INF532 I shared some ideas for my future endeavours; they range from more complex curating, to public blogging and amplifying learning globally (McQueen, 2015 May 30).

The implications for my role as a connected leader will happen in my classrooms physical and digital), school, district and even globally. Teacher-Librarians play an important role because “they are intrinsically linked to effective and responsive information curation and dissemination in distributed environments within and beyond the school” (O’Connell, 2011) I feel a responsibly to lead the design for change in my local and global communities. I am lucky I have a supportive Principal who believes teacher librarians can be game changers. I have always felt that Libraries and their leaders and staff have opportunities to be the antidote to those aspects that our education systems have not got quite right. The study I have done so far in this degree and INF532 has provided me with a seat at the table to join in and lead conversations about new designs for learning in our schools.

I listened with interest to Greg Green, the Principal who ‘flipped’ his whole school. It didn’t happen overnight. He connected with a small group of like-minded educators who could see a more effective way of teachers and students working together to facilitate better learning.  They were a  group of innovative educators, they tried out new tools, shared their ideas and success; others caught on (November, 2011). Now Green and his team have redesigned the learning and their students have developed life-long learning skills. This is knowledge networking and designing better education practices at its best.

As a connected educator who now has skills in creating knowledge networks I can design better education practices too and in the process support and lead connected learners on any scale: local to global. I can lead them in the use and organisation of information, sharing of ideas, learning and the creation of knowledge.

Bibliography

2Revolutions. (2012, March). The Future of Learning. Retrieved May 2015, from Youtube: https://www.youtube.com/watch?v=xoSJ3_dZcm8

De Saulles, M. (2012). New models of information production. In M. De Saulles, Information 2.0: new models of information production, distribution and consumption (pp. 13-35). London: Facet.

McQueen. (2015, May 22). ‘Beware of Online Filter Bubbles’: an important video to view. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/22/beware-of-online-filter-bubbles-an-important-video-to-view/

McQueen. (2015, May 29). A tool for gathering, organising and making the most of blog posts:Feedly. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/29/a-new-tool-for-gathering-organising-and-making-the-most-of-blog-posts-feedly/

McQueen, M. (2015). Retrieved 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/

McQueen, M. (2015, May 28). A case study: using augmented reality to amplify learning in the school library program. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/28/a-case-study-of-using-augmented-reality-to-amplify-learning-in-the-school-library-program/

McQueen, M. (2015, May 31). A check up on my 21st-Century social media literacy and participatory skills. Retrieved June 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/31/a-check-up-on-my-21st-century-social-media-literacy-and-participatory-skills/

McQueen, M. (2015, May 29). A flipped school!! Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/29/a-flipped-school/

McQueen, M. (2015, March 22). A knowledge building project. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/03/22/a-knowledge-building-project/

McQueen, M. (2015, March 21). A new culture of learning. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/03/21/a-new-culture-of-learning/

McQueen, M. (2015, May 27). An amplified learning idea to try out – connecting over books & reading. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/27/an-amplified-learning-idea-to-try-out-connecting-over-books-reading/

McQueen, M. (2015, March 15). Being a student -new models of information. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/03/17/being-a-student-new-models-of-information/

McQueen, M. (2015, May 27). Critique of Greg Miller’s artefact ‘using twitter to grow your PLN’. Retrieved May 2015, from Monique’s reflective blog.

McQueen, M. (2015, May 30). It’s important to try new things…. Retrieved June 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/30/its-important-to-try-new-things/

McQueen, M. (2015, May 31). Knowledge networking artefact & exegesis. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/31/knowledge-networking-artefact/

McQueen, M. (2015, May 23). Knowledge networks: establishing and setting purposes. Retrieved June 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/23/knowledge-networks-establishing-and-setting-purposes/

McQueen, M. (2015, April 6). Reflections on “defining the connected educator”. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/04/06/reflections-on-defining-the-connected-educator/

McQueen, M. (2015, May 23). The ideal content curation practice. Retrieved June 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/23/the-ideal-content-curation-practice/

McQueen, M. (2015, May 29). The power in participation. Retrieved May 2015, from Monique’s reflective blog: http://thinkspace.csu.edu.au/monique/2015/05/29/the-power-in-participation/

McQueen, M. (2015, May 29). Trying out a different digital curation tool – Listly. Retrieved May 2015, from Monique’s refective blog: http://thinkspace.csu.edu.au/monique/2015/05/29/trying-out-a-different-digital-curation-tool-listly/

McQueen, M. (2015, May 22). What pedagogical and content knowledge do you bring to your practice? Retrieved June 2015, from Monique’s Reflective Blog: http://thinkspace.csu.edu.au/monique/2015/05/22/what-pedagogical-and-content-knowledge-do-you-bring-to-your-practice/

Moloney, K. (2010). There is no excuse for bad instructional design. Training and development in Australia, 22-23.

November, A. (2011). Learn from a school that has completely flipped out – An interview with Greg Green on flipped learning model. [podcast]. Retrieved May 2015, from November Learning Podcast Series: http://novemberlearning.com/an-interview-with-greg-green-on-flipped-learning-model/

Nussbaum-Beach, S., & Hall, L. (2012). Defining the connected educator. In S. Nussbaum-Beach, & L. Hall, The connected educator: Learning and leading in a digital age (pp. 3-24). Bloomington: Solution Tree Press.

O’Connell, J. (2011, October). Teacher librarians are important. Retrieved June 2015, from Hey jude living in an online world: http://judyoconnell.com/2011/10/27/teacher-librarians-are-important/

Pariser, E. (2013, March). Beware online “filter bubbles” – Eli Pariser. Retrieved May 2015, from Youtube: https://www.youtube.com/watch?v=4w48Ip-KPRs&feature=youtu.be

Rheingold, H. (2010). Attention and 21st-century social media literacies. Educase review, 14-24.

Rheingold, H. (2012). Participation Power. In H. Rheingold, Net smart: how to thrive online (pp. 111-139). USA: MIT Press.

Richardson, W., & Mancabelli, R. (2011). The power of networked learning. In W. Richardson, & R. Mancabelli, Personal learning networks: using the power of conections to transform education (pp. 1-14). Moorabbin: Solution Tree Press.

Schravemade, K. (2015, May). From hierarchical to networked:ensuring lifeready and lifeworthy learning in the digital age. Retrieved May 2015, from katschravdigitalessayinf530: http://katschravdigitalessayinf530.weebly.com/

Thomas, D., & Brown, J. (2011). Arc-of-life learning. In D. Thomas, & J. Brown, A new culture of learning: cultivating imagination for a world of constant change (pp. 17-33). Lexington,KY: CreateSpace.

Wenger, E. (2006). Communities of practice a brief introduction. Retrieved April 2015, from http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-practice.pdf

Wesch, M. (2010, October). From knowledgeable to knowledge-able. Retrieved May 2015, from Youtube: https://www.youtube.com/watch?v=LeaAHv4UTI8&feature=youtu.be

A new tool for gathering, organising and making the most of blog posts: Feedly

feedly icon    One of my goals was to start following some blogs properly in a more organised manner. I want to develop my knowledge, make more connections and interact with other connected educators. I decided I should focus my exploration on three main areas; Libraries, Makerspaces and Contemporary Learning. I consulted the collective knowledge of Twitter, got a few re-tweets and an answer from a respected colleague that Feedly  was worth a try to collate my blog feeds.  I found Feedly very easy to use, I do find that once you use a few digital tools one’s digital literacy skills build up and you take to new tools a bit easier each time. Quality over quantity is going to be my motto. I am pleased about how it’s going so far.

feedly screen capture

A case study: using augmented reality to amplify learning in the school library program

I first came across this example of immersive augmented reality in a school library activity when I saw it’s creators down for leading a session at next week’s EduTECH  conference. Two local teacher-librarians Anne Weaver from All Hallows and  Cathy Oxley from Brisbane Boys Grammar teamed together to organise an immersive, augmented reality role play fantasy quest. This activity was set to be performed in a park, but due to the weather it happened inside the library. Working in teams and reading instructions the students participated in challenges amplified by the immersion in numerous augmented fantasy virtual worlds and scenes. As well as promoting fantasy fiction and reading, this experience integrated augmented reality in a really authentic and entertaining manner. I think its great for engaging young adult learners. Anne Weaver has a post on her blog about this innovative learning activity.

augmentedhttp://en.wikipedia.org/wiki/Immersion_(virtual_reality)

 

Critique of Greg Miller’s artefact ‘Using Twitter to grow your PLN’

‘Using Twitter to grow your PLN’ by Greg Miller

Greg artefact 1

This valuable, engaging and interesting instructional video is based on a very relevant subject for educators. Greg has uploaded it to YouTube but also shared the video through Linkis and Twitter which has made it easily accessible. Most educators whether they are completely new to Twitter or have been using this social media tool to follow or connect to others will gain something out of this artefact.

Greg’s voice recording is clear and the background music does not detract from the messages being given. His choice of vocabulary is suitable and complex enough. The style of narration is engaging while being both professional and personable at the same time. The text is minimal enough and easy to read. I liked the use of infographics to explain concepts. The duration of the video was probably at it’s the maximum, considering the message and context.

The video describes a good variety of examples of using Twitter to make connections including areas of leisure, whilst the focus remained firmly on educators. Many specific ideas of different ways educators can connect were described and not just the obvious of following and commenting.

Reaching out to other education professionals on Twitter to gain their ideas and feedback was a fantastic idea. Considering forty responses were collected they were collated and shared well in this artefact.

greg artefact 2

I know that myself as an educator who is connecting more and more each day enjoyed reading and hearing their ideas. Well done Greg on a very interesting, informative and innovative, instructional video.

 

 

What pedagogical and content knowledge do you bring to your practice?

The pedagogical and content knowledge I bring to my practice has evolved through my experiences as a Primary school teacher, study and practice as a teacher-librarian( in Primary and now a Secondary school) and currently through more extensive study in knowledge networks and digital innovation. I have strongly valued the way continued education has built up my pedagogical and content knowledge.

The main pedagogical and content knowledge I would draw on regularly is related to:

*social construction of knowledge

*the inquiry process

*Vygostky’s Zone of Proximal Development

*Knowledge building cycle

*evidence based practice

*reading strategies

*Hattie’s effect sizes

*Connectivism as a Digital Age Learning Theory

*Design Thinking

*Knowledge Networks construction and maintenance

*21st century literacies

Some of the References that have resonated with me are

Brown, T. (n.d.). Retrieved from Design Thinking – Thoughts by Tim Brown: http://designthinking.ideo.com

Brown, T. (2009). Change by design: How design thinking transforms organisations. Harper Business.

D.School. (2012). Method:How Might We Qustions method. Retrieved 2014, from http://dschool.stanford.edu/wp-content/uploads/2012/05/HMW-METHODCARD.pdf

Davies, A., Fidler, D., & Gorbis, M. (2011). Future Work Skills 2020. Phoenix: University of Phoenix Research Institute.

Hattie, J., & Yates, G. C. (2014). Visible Learning and the Science of How We Learn. Routledge.

Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in Innovation accerlation: transforming organisational thinking. Boston: Pearson.

O’Connell, J. (2014, June). Preparing for the Impact of Web 3.0. Retrieved June 2014, from SlideShare: http://www.slideshare.net/heyjudeonline/preparing-for-the-impact-of-web-30

Organisation, V. L. (2013). Feedback in schools by John Hattie. Retrieved October 2014, from Visible Learning Organisation: http://visible-learning.org/2013/10/john-hattie-article-about-feedback-in-schools/

Rheingold, H. (2010). Attention and 21st-century social media literacies. Educase review, 14-24.

Siemens, G. (2004, December 12). Connectivism: A Learning Theory for the Digital Age. Retrieved March 31st, 2014, from elearnspace: http://www.elearnspace.org/Articles/connectivism.htm

Wenger, E. (2006). Communities of practice a brief introduction. Retrieved April 2015, from http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-practice.pdf

 

 

 

 

‘Beware of Online Filter Bubbles’: an important video to view

Watching the TED talk ‘Beware of Online Filter Bubbles’by Eli Pariser reinforced for me the important role of the teacher-librarian in schools and also network and social media literacy (Rheingold,2010).   As a connected educator I need to be aware of where I sit in the internet, how my choices (of what I am clicking) effect the information I am viewing.  I have noticed regularly on Facebook and Twitter the number of suggested or similar posts come up.

you and internet Capture

(Pariser,2013)

The information conveyed by Pariser reinforces too all the warnings we give to students about overusing Google. if they keep on clicking on “junk food ” sites they are going to get more “junk food” sites next search.  Students’s ‘crap detection’ radars are going to have to work double time.

In the last twelve months in my role of as a teacher-librarian I have been using Peartrees to curate sites for topics that are taught.  We then catalogue these collections in our Library catalogue. There has been mostly positive responses to us doing this. A few teachers have complained that the students should find the sites themselves. It is my view that if the student bothers to find the Library’s curated collection and use the sites, its a good thing. The sites can act as a beginning point and may be a lot better than those that are being blocked by their own “filter bubble”. Hopefully my curated collections meet the Pariser’s recommendations for internet sites.

filter bubble important Capture

(Pariser, 2013)

pearltree collection Capture

Pearltree curated collections

Rheingold, H. (2010). Attention and 21st-century social media literacies. Educase review, 14-24.

Learning theories and a personal approach to networked learning as a connected educator

After reading Siemens (2008), Hodgson, McConnell & Dirckinck-Holmfeld (2012) and Wenger (2012) I have identified numerous learning theories that I believe inform my understanding of networked learning pedagogy. These learning theories are social learning theories like Connectivism, social constructivist theory and the idea of a ‘community of practice’.

These theories emphasise the impact of networked structures in the internet linking people and computers in social networks. Siemens (2008) described how today’s technology facilitates the distribution of knowledge, while at the same time allowing us to “project ourselves outward digitally” (de Kerchove, 1997 ,p.38).I think it is important as a connected educator to do this, but it is often harder to project yourself out there than just observing (or lurking as some describe).

Hodgson, McConnell & Dirckinck-Holmfeld (2012) say that most connected educators or “networked learning practitioners” place a high value on

-co-operation and collaboration

-working as part of a group or community

-“discussion and dialogue”

-self-determination of self-motivation during the learning process

-valuing of differences

-trust and relationships

– the investment of one’s self in the networked learning process

– the role that technology plays in connecting.

I would agree that these factors play a major role in the way I act as a connected educator and help others learn about how they to connect and learn more.

Wenger’s (2012) concept of a ‘community of practice’ working together played a major role in the knowledge artefact I developed for the teaching community of my school to encourage them to learn from each other.

 

References

Hodgson, V., McConnell, D., & Dirckinck-Holmfeld, L. (2012). Chapter 17: The theory, practice and pedagogy of networked learning. In L. Dirckinck-Holmfeld, V. Hodgson & D. McConnell (Eds.), Exploring the theory, pedagogy and practice of networked learning (pp. 291-305). New York, NY, USA: Springer.

Siemens, G. (2008, September 28). A brief history of networked learning. Retrieved fromhttp://elearnspace.org/Articles/HistoryofNetworkLearning.rtf‎

Wenger, E. (2012). Communities of practice: A brief introduction. Retrieved from
http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-practice.pdf

Reflections on “Defining the connected educator”

Reflections on Nussbaum-Beach, S., & Hall, L. R. (2012). Defining the connected educator. In The connected educator: Learning and leading in a digital age (pp. 3-24). Bloomington, IN: Solution Tree Press.

Pg 13.

Moving from co-operation to collaboration

My online study over the last eight years has played a major role in being a collaborator. As a student learning together with other students I have learned to appreciate the value of collaboration and forming networks of knowledge.

I don’t think I have moved beyond co-operation to collaborating completely as I need to share more and engage in more online conversations outside of the online university spaces.  Trying to get students and other teachers in my school community to collaborate is still very much a work in progress.

For 21st century learners collaboration is expected now to move forward and become part of a learning or professional network. Their traditional learning experience can be expanded so much. The place of social media will be expanded and more complicated. I think 21st century learners will need to engage with these platforms.

Pg. 17

Multiliterate?

This reflection activity was definitely a bit of a wakeup call; I need to actively increase my ability to engage students in real-life and global situations and continue to promote reflection with collaborative tools.  I need to make my learning environments richer in technology. I intend to increase my use of Moodle in my teaching so this should help. I think I am a learner leader in my workplace and amongst colleagues, one of the main reasons though is because I age actively engaged in post-graduate learning. It was not surprising to me then that I got my highest score in the section about ‘engage in professional growth and modelling digital citizenship and responsibility. I didn’t score myself many 3’s ( and nothing above) so I clearly have some work to do.

Pg.21

The connected educator

My understanding of a connected educator is a professional who is a learner, leader and sharer in collaborative knowledge networks. They make purposeful decisions to engage with others online to learn more about educating people. They encourage others to do the same as well. A connected educator helps create powerful knowledge networks with other connected educators.

“A Day in the Life of a Connected Educator” includes many connections with knowledge networks. I think when we truly become connected educators; sharing becomes part of our nature and not an over-thought task. I still have to make a conscious effort to share – I do wonder often if I am sharing the right sort of material.