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 knowledge building project

I described this idea to the leader of the Delivering Excellent Learning & Teaching strategy in the education organisation I work for . He thought it was a great idea. Let’s see if I’m on the right track.

Proposal: Knowledge networking artifact proposal

Proposed topic:

The Knowledge networking artifact will be an instructional text for the teachers in my school about how to collaboratively build a knowledge base about the teaching pedagogies that frame the school’s Delivering Excellent Learning & Teaching strategy.

Proposed digital tools and/or spaces:

A combination of a podcast created with Audacity, and slideshow of images(created in wordand/or PowerPoint) to create a video on Vimeo. This video will eventually be embedded on the school’s Moodle site.

Brief description of nature of artifact –

The targeted audience is the whole teaching community in my secondary school. The Leadership team, together with teacher-librarians will facilitate access to information about the learning and teaching pedagogies. The other teachers will make responses to the information, collaboratively building a knowledge space about these pedagogies.

The teaching community needs to engage with this information collaboratively, discuss, share ideas and resources and build a knowledge base together about the pedagogies that will allow them to implement the school’s Delivering Excellent Learning & Teaching strategies.

There is a concern that not all members of the teaching community will engage or see the importance of building this knowledge base. There is a variance in the teaching staff’s ability to work collaboratively and existing knowledge. There are a lot of new requirements being made of staff including goal setting and sharing professional practice and including the school’s Delivering Excellent Learning & Teaching strategy. The aim is to help the teaching community see the how this knowledge building activity will be beneficial and helpful for these new requirements.

Assignment plan –

 

 

Major Steps  Resources Projected timeline
Collate information about specific learning and teaching pedagogies in consultation with Leadership at school  Documents and Information about pedagogies Week 5
Learn how to use Audacity and Vimeo and set up accounts  Audacity and Vimeo online technologyColleagues on staff you have knowledge in this technology Week 6
Collate images for slideshow  Documents and Information about pedagogies Week 6
Write podcast to accompany slideshow and record podcast  AudacityReferences for podcast Week 7
Upload both podcast and images onto Vimeo  Audacity and Vimeo online technology  Week 7
Share Vimeo publically online and promote to teaching staff  Vimeo online technology  Week 8
Embed Vimeo on school Moodle page  School Moodle pageSchool IT staff Week 8
Upload information and collaboration tools on Moodle site. School Moodle pageSchool IT staff Week 8
Assess school communities’ response School Community Week 8/9
Write Exegesis. Collated information about use of Knowledge Artefact Week 9

A new culture of learning

Thomas and Brown’s article Arc-of-Life Learning  describes a new culture of learning that has evolved with the development of technology .It involves a digitally networked infrastructure where learners interact, form connections and collaborate whilst accessing the huge information network on the internet whilst participating in a variety of structured social media formats or web 2.0 tools.

As an adult  learner who is participating in my second online University course in less than ten years I can say that I have experienced this learning culture. Some of it has been supported by online forums on the university sites and at other times on social media eg. Twitter. Working in an online world I have reached out through this media.  This seems a common element in the stories shared in this article.

As an educator though, I have seen the education system be slow to take advantage of these opportunities in the digital world. Students don’t always share openly, unless they have to for an assessment task. I think it takes some practice and students have to experience the positive feelings and success described for themselves.

I know that students interact in this culture of learning out of school for  personal interests eg. computer gaming and coding.We need to encourage them to create knowledge in this way for their school studies.

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

 

New Models of Information Production

As the Internet continues to grow and evolve it has become obvious that our interactions with the internet are going to become more and more personalised and customised. I’m not sire though that I want companies such as FaceBook, Linked In and Google to follow me so carefully. Yes I would agree that people generally have more devices, combine this with the way we are using the internet to distribute information and there is no surprise that some companies are taking advantage of this type of behaviour.

Blogs. Blogs continue to be criticised by some, including fellow educators who have not realised the potential in the benefits of public reflection. I along with other students have experienced the knowledge creation that can come through sharing blog posts and comments. I am a fan of The Huffington Post because the articles are interesting and relevant to me. It remains a challenge though in my experiences to get students and other teachers to take on blogging and wikis. I have been trying for 5 years. They need to see value. Some students and teachers still are only driven my assessments. Maybe we need to start assessing their knowledge that is being created in these networks. As an organisation we are now tapping into the potential of social networking and social media.

More reflections to come…

 

 

Being a Student – new models of information

As my first post for this subject Knowledge Networking for Educators I thought I would share my response to the slides about ‘Being a Student – new models of information’. I am describing where I am at right now in what had stood out to me first up, what I need further explanation of and also topics I would like to elaborate on.

The slides that I could relate to or had meaning to me in particular were

(3) Shift Happens – The progress that humans continue to make in the use of technology is interesting and there are many positive and negative points to consider.The place of technology in learning and in schools remains a hot topic of conversation amongst educators and the wider community.

(6)The information (r)evolution – I first enrolled in this subject for first semester last year, but changed my mind and decided to just do one subject at a time. Over the last twelve months I have really become extra aware of all the interconnections between knowledge and the people that create and use it.

(10) Sharable content – learning Management System- delivery device – learner. This process of organising and sharing information has become a big focus for the educators I work with.

These slides are those that I’m seeking more explanation about

(5) Ontology? – Information can be in many places at one time is a concept I understand , but what is Ontology about?

(15) The person being the expert who can edit. I want more explanation about how to encourage my learning community to take on this challenge.

(35) Being a student today – What do I need to do to become a great student? What should I be focusing on more with my students?

Over the course of this subject I want have a chance to elaborate more about

(8) & (9) The information revolution- preservation of information and getting students to work with information

(12)PLN and PLE – How to expand them and encourage others to do the same thing

(21) Information in the cloud – cloud computing and what is it going to mean in the future

(31)The Cult of the Amateur– What should I know and be aware of ? what is the role of the amateur?

There is a lot of learning to look forward to.