INF 532 – A Novel Idea

INF 532 – Assignment 3 Network Literacy Evaluative Report

27th May 2019karla_oAssignments / INF 532Leave a comment

Part A – Evaluative Statement

This report will provide a statement of the networked learning experiences documented whilst studying INF 532 – Knowledge Networking for Educators.

Olmos’ first blog post in response to De Saulles’ reading, attempted to identify the key characteristics that have stimulated the production of information on the web: Web 2.0 content and tools. Web 2.0, digital environments are now filled with content creators from all walks of life. This has changed the power relationship between what information is considered important and credible and whether that information should be freely available (e.g. newspaper subscriptions) (De Saulles, 2015, pg. 21). In reflecting on the Thomas & Brown reading, the author highlighted that learning happens anywhere and everywhere now and this has implications for schools and teaching. It raises questions about the future of information and how it is going to be produced, managed and shared.

In module 2, the author came to formulate an idea of what a connected educator is. Olmos worked through the formative activities linked with the Nussbaum-Beach and Hall (2010, pg. 13-21) reading and noted her minimal engagement as a connected educator. In reading Tolisano’s (2014, September 28) blog post, Olmos made some comments about her four ideas that make a connected educator. The key learning obtained was that it is possible to break through the isolation of the classroom and expand teaching and learning through the creation of a Professional Learning Network (PLN). These connect teachers with a range of individuals from all over the world. They can help them to gain new ideas and perspectives on the issues at hand. Individuals can also help others by sharing the knowledge that they have. It was from here that Olmos set-up a Twitter account and updated the aesthetic on the Thinkspace blog. The author attempted to engage with Twitter daily for the suggested 15 minutes per day and developed the curation of tweets by adding comments to re-tweets as she became more confident using the platform in the appropriate manner.

The author found Rheingold’s video rather dense and did not quite understand it. In looking at some of the other readings including Oddone (2016) the following key learnings resonated: a network is a collection of points that are connected through interactions. These can be linked to ties that make up the complete network. Understanding how this works is a necessary skill for educators to know and to teach their students. The latter half of the module that discussed MOOCs (Cormier, 2010, Dec 1) helped to develop an understanding of how this theory of network literacy could look in practice. The author considered some of the networks they are involved in, for example the ETA or Drama Peeps on Facebook. The relationships and learning that has occurred through those and how it has helped support the author’s teaching and learning was considered. Connecting with others adds value to our learning. There are different ways to do this and it is an essential skill that all 21^st Century learners need to develop.

The proposal for the Knowledge Network Artefact followed by Assignment 2 – Knowledge Network Artefact and Exegesis was a key aspect of the session to demonstrate several of the learning objectives of the unit including locating, evaluating and using a range of online tools and spaces for creative knowledge production and learner engagement, building on knowledge networking to strengthen school-based classroom engagement and instructional design (Morris, 2019, pg. 3). The author’s artefact was about content curation which was an area they were previously unfamiliar with prior to this module. A range of online tools was utilised including Powtoon, Screencastify, Vimeo, Pixabay, Pexels, CC Mixer as well as Windows Movie Maker to create the artefact. The artefact was also critiqued along with the artefacts of two other students in the course. Some of the key learnings in this module included that curation is the collection, maintenance and organisation of online sites, videos, images etc. There are various ways in which to do this: aggregation, distillation, elevation, mashup, chronology (Bhargava, 2011, para 7-11). It is something that can be done individually or collectively. By using the “loop” of seeking, sensing and sharing information new thinking can be embedded (Jarche, 2016, para 9) It is another way to become a connected educator.

In looking at ways to support connected learners in the classroom the case study Skype in the Classroom by Tolisano (2011-2013) and the Graphic Novel example by Miller (2013-2014) were used as examples. Olmos commented on the ways that formal and informal learning is taking place in the classroom and that creating connected learners needs to start with the learning opportunities teachers provide in the classroom. This involves connecting virtually with other educators or professionals who can help to give what is being taught greater meaning. It highlighted that learning in the connected world is never over and that the teacher’s role varies from teacher directed to teacher facilitated (Tolisano, 2013, para 3).

The module that explored instructional design discussed the language surrounding how it is described and the implications of it in the digital sphere. The author reflected on how much was personally being shared online and considered what digital learning may look like in schools in the future. The key learning gained was defining what flexible learning is and that it is important that teachers consider the type of instructional model depending on the needs of the class and what skills and learning is taking place.

Part B – Reflective Statement

In this subject a number of skills and understandings have been gained about becoming a globally connected educator. These have had an impact on my engagement as a teaching professional and will drive some of the personal goals and objectives I have as a Teacher Librarian.

Establishing and building a PLN.

Initially there was a reluctance to engage with blogging and the use of Twitter as part of this subject. Being from a generation where technology is seen as not something to be afraid of, may make this seem surprising. I have posted before about my previous experience with blogging and PLNs, including a very active Twitter presence and how the overwhelm was not achieving balance in my professional life.

Having had time away from these interactions for a few years and being, for want of a better word, forced to use the tools once again, the ill feelings towards this needed to be addressed. Participating cautiously this session did enable for some key learnings to be identified as a result:

Allocating time for social media interaction both personal and professional allows for feelings of engagement rather than overwhelm. It can be a constructive, purposeful use of time.
Tailoring the Twitter feed to include only teaching professionals has helped to keep the focus on professional engagement. Setting timers to limit the time scrolling aimlessly has also been a useful boundary.
Reflection through blogging has helped to formulate foundational understandings about the concepts being taught. This is something that would be beneficial to sustain when commencing as a Teacher Librarian.
Participating as a member of various networks on Facebook and curating resources on Pinterest has been both a supportive and constructive place from which to develop networks.

Utilising web tools for content curation and artefact development.

The course offered an opportunity to become aware of and use a range of unfamiliar web tools. This was particularly the case during Module 4 when learning about curation. I was not aware of Pinterest as a curation tool and have since learned about Pearl Trees, Symbaloo and Diigo. Other tools that were useful and could be utilised in the future included Screencastify, Powtoon and several of the attribution free image and music sites. It was apparent that there is a plethora of tools available to the connected educator as highlighted in the blog post from 23 Mobile Things. This blog post highlighted what was already being used but it was not possible to experiment with all of them during the session. Having an arsenal of tools means that learning and ideas can be expressed in different ways both through the PLN and the artefacts that are created (Oddone, 2017, para 4). This can now become a professional goal for the future.

Defining a globally connected educator.

A globally connected educator involves the individual and the collective. It is an individual who is part of a network. This network is a digital one that uses social media and web tools, such as blogs, to connect with other educators beyond the local school environment. In being part of this network they are not only educators but learners. Through the development of a personal learning network (PLN) the possibilities and dynamics of the classroom can change. Whilst PLNs are individualised for educators, collectively the concept of networked learning has implications for schools and classrooms everywhere. Today students are tech savvy and constantly connected. By redesigning learning opportunities and using the teacher’s experience of pedagogy and marrying that with the student’s enthusiasm for online networks, something revolutionary could occur within teaching and learning (Richardson & Mancabelli, 2011, pg. 7). Teachers are not going to feel equipped to manage this unless they themselves connect into the world of their students and PLNs are one way in which to do this.

Looking to the future. Leadership and the library.

Since returning to the digital networking sphere significant re-learning has had to take place as to the benefits of being a globally connected educator. Studying INF 532 has provided the opportunity to think about how to develop and improve as an educator within my own classroom practice and how this knowledge can be shared with colleagues through professional development. In considering how to be a leader in this area below are some goals to work towards both as a classroom teacher and Teacher Librarian:

Initiating professional development opportunities for staff to learn about Professional Learning Networks. This may include learning about social media engagement and/or blogging.
Initiating professional development opportunities for staff on digital learning environments and the structuring of pedagogy based on need.
Embed an activity as part of a unit to connect students with another classroom/expert using Skype or another videoconferencing platform. This could first be attempted individually and then shared with colleagues.
Initiate professional development opportunities for staff in relation to content curation and new web tools.
Embed a whole school approach to content curation to support student learning.

In moving forward, INF 532 has instilled a confidence in which to model what a globally connected educator is and does. To further learning as a networked educator it is important that this knowledge be shared with others and networked cultures be developed within schools.

References

Bhargava, R. (2011, March 31). The five models of content curation [Blog post]. Retrieved from https://www.rohitbhargava.com/2011/03/the-5-models-of-content-curation.html

Cormier, D. (2010, December 8). What is a MOOC? [Video]. Retrieved from https://youtu.be/eW3gMGqcZQc

De Saulles, M. (2012). New models of information production. In Information 2.0: new models of information production, distribution and consumption. Facet Publishing. Retrieved from https://bit.ly/2EyfZk4

Holmquist, J., Barwick, K., & Joseph, M. (2013). 23mobilethings: Exploring the potential of mobile tools for delivering library services. Retrieved from http://23mobilethings.net/wpress/

Jarche, H. (2013).Closing the learning-knowledge loop. In Harold Jarche Work is learning & learning is work. Retrieved from http://www.jarche.com/2013/01/pkm-in-2013/

Miller, S. (2014). Stan Mack and Susan Champlin Teach The 4th Graders About Writing And Drawing A Graphic Novel. In The Library Voice A place to be heard through creating, technology, connecting, reading, collaborating and noise. Retrieved from https://bit.ly/2JGeW5S

Morris, G. (2019). Knowledge Networking for Educators. [INF532_201930Subject Outline]Retrieved from Charles Sturt University website: https://bit.ly/2WbSgBa

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.

Oddone, K. (2016, September 5). Networks, networking and network literacy – Part 1 [Blogpost]. Retrieved from https://www.linkinglearning.com.au/what-is-network-literacy-and-is-it-important/

Oddone, K. (2017, April 12). Personalised learning through the PLN [Blogpost]. Retrieved from https://www.linkinglearning.com.au/personalised-learning-through-the-pln/

Olmos, K. (2019, April 12). INF 532 – A new culture of learning reading [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/04/12/inf-532-a-new-culture-of-learning-reading/

Olmos, K. (2019, April 12). INF 532 – Philosophy of information [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/04/12/inf-532-philosophy-of-information/

Olmos, K. (2019, April 12). The connected educator – reflection [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/04/12/the-connected-educator-reflections/

Olmos, K. (2019, April 12). 4 big ideas around the connected educator [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/04/12/4-big-ideas-around-the-connected-educator/

Olmos, K. (2019, April 12). Connected and social learning [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/04/12/connected-and-social-learning/

Olmos, K. (2019, April 15). Globally connected educator – Apps I already use [Blogpost]. https://thinkspace.csu.edu.au/anovelidea/2019/04/15/globally-connected-educator-apps-i-already-use/

Olmos, K. (2019, May 1). INF532 – Knowledge network artefact [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/05/01/inf532-knowledge-network-artefact/

Olmos, K. (2019, May 25). Critiques of knowledge network artefacts – Karla, Karen and Tanya [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/05/25/critiques-of-knowledge-network-artefacts-karla-karen-and-tanya/

Olmos, K. (2019, May 25). Supporting connected learner [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/05/25/supporting-connected-learners/

Olmos, K. (2019, May 25). Open resources and learning [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/05/25/open-resources-and-learning/

Olmos, K. (2019, May 25). Flexible learning and digital learning environments [Blogpost]. Retrieved from https://thinkspace.csu.edu.au/anovelidea/2019/05/25/flexible-learning-and-digital-learning-environments/

Olmos, K. (2019, May 27). Twitter feed [Screenshot] Retrieved from https://twitter.com/anovelidea4

Powell, A. (2019, January 7). Man Taking Photo Of His Reflection On Mirror While Being Surrounded With Lights. Retrieved from https://bit.ly/2HDzidy

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

Tolisano, S. (2014, September 28). 4 big ideas around the connected educator [Blogpost]. Retrieved from http://langwitches.org/blog/2014/09/28/4-big-ideas-around-the-connected-educator/

Tolisano, S. (2013, November 21). Amplifying learning opportunities – Part III of literature circles [Blogpost]. Retrieved from http://www.curriculum21.com/2013/11/amplifying-learning-opportunities-part-iii-of-literature-circles/

Ungaro, F. (2019, May 8). Underwater Photography. Retrieved from https://bit.ly/2YOKEkM

Flexible Learning and Digital Learning Environments

25th May 2019karla_oINF 532Leave a comment

The article by Todhunter and the video from Research Shorts on the ‘Digital Learning Environment’ use the context of the university sector.

How does the information shared in these relate to your sector of education?
What will be your definition of flexible learning in a DLE?

The last module focused on flexible learning and digital learning environments and we needed to address the questions above in a blog post.

Todhunter’s article defined several learning environments and what the use of these words means in terms of how learning takes place:

On campus/face-to-face
Off campus/distance education/learning at a distance
E-learning/computer-based learning
Online/networked learning/distributed learning/web-based learning
Blended learning/block intensive/hybrid
Flexible learning
Open learning

In thinking about the secondary school context, distance education is being utilised by some students in my school for study of the subjects that cannot be offered face to face due to low numbers. I know this can be challenging for some of the them because it requires discipline to keep on top of the work as well as being proactive in asking for help. The isolation can prove challenging for some. As per Todhunter’s definition the use of technology in e-learning and computer-based learning situations definitely occurs in my school. The “activities that take place in a digital learning environment on stand-alone devices” is happening in individual classrooms within the school in various ways but there isn’t always cross-KLA discussion and collaboration surrounding this. The other suggested modes do not seem as apparent in my context.

My definition of flexible learning would be: adapting the organisation, structure and design of the teaching and learning pedagogy as well as the delivery of resources (guided vs. unguided) to meet the needs of the students in the class both in the digital and physical setting. These could include structured online learning platforms like Moodle or Blackboard or less formal such as Facebook or YouTube.

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Open Resources and Learning

25th May 2019karla_oINF 532Leave a comment

How ‘open’ are you?

How ‘open’ are you? Do you blog, Tweet or post to online communities?
Are you using and/or creating open educational resources?
What do you need personally or in your digital learning environment to become more open?

Share, discuss, question, inquire, refer to additional resources …

This was an interesting section of the readings as things have clearly changed since I stopped blogging about two or so years ago now. I used to blog, tweet and be active in online communities. I found it overwhelming. Having had to re-engage with all of this as part of INF 532 I haven’t hated it but I wouldn’t say I’m particularly open to it. I used to share a lot of my resources and programs and ideas and I found people didn’t appropriately attribute the work and were getting credit for something that wasn’t theirs. When I was appropriately sharing things (using the necessary referencing and links) on my blogs of other people’s work that also proved difficult at times.

So my question is, if we are creating these online resources or MOOCs what are the copyright and attribution implications? I feel like there has to be a mind shift from some people about how they share their work. I’m really conscious of all of that attribution and copyright business so I think if I was to engage more actively in a digital learning environment once again I would be mindful of that. I don’t particularly feel at this point in time like being a leader in this area but I can see our school really thriving off ideas like this. More food for thought I guess in terms of how I want to be portrayed as a Teacher Librarian in the future.

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Critiques of Knowledge Network Artefacts – Karla, Karen and Tanya

25th May 201925th May 2019karla_oINF 532 / UncategorizedLeave a comment

We were asked by our lecturer to provide a critique on our own knowledge network artefact that I had to create and submit for Assignment 2. We were also asked to critique our peers so I have included those here as well.

I have used the rationale and learning opportunities from the Subject Outline to help guide my critique.

Through the creation of the Knowledge Networking Artefact I should have been able to demonstrate:

The life-cycle of information, its history and its future:

I think I did this in a broad way. My artefact was about digital content curation and was aimed at senior students. Creating the video for the students demonstrated that I am aware that the information space online is vast and deep and thus why content curation is an essential skill in managing this.

Be able to locate and evaluate a range of innovative online tools and spaces for creative knowledge production and learner engagement and be able to use a suite of new media tools for information management, content creation, content curation, collaborative work, and connecting social networks and communities of practice within and beyond the school.

I think this was one of the stronger aspects of my artefact. I took guidance from my lecturer as I really wasn’t aware of what was current in this area. I am reasonably confident with webtools so using the various sites such as Powtoon, Vimeo, Pexels, Pixabay, CCMixer, Screencastify etc did not scare me. They certainly frustrated me at times as I was trying to put the video together but it came together in the end. I learnt that I didn’t know everything about the tools and that I needed to ask help earlier. I didn’t love the overall aesthetic that the stock images and sound created but it served its function. I tried to let my perfectionist tendencies go and just try to accept that what I was producing was OK. I’m not sure that it would be the most visually appealing or engaging for my students but I would still put it out there for them to watch and give me feedback on. I think my level of narration was a little general and probably needed to go into a little more depth to really capture an understanding of knowledge networking and content curation.

Be able to describe and critique the interplay between formal and informal learning in physical and digital venues, and approaches such as the flipped classroom.

The artefact was in many ways a resource for the flipped classroom. It was an opportunity to teach a concept in a formal setting and to then have it be referred to informally when the students were at home studying or content curating themselves. It could be used in the physical classroom or only used online. The fact that it crosses classroom boundaries makes it a successful tool.

Be able to build on knowledge networking to strengthen school-based classroom engagement and learning through intentional and reflective online instructional design.

I tried to use Gagne’s 9 steps for instructional design but I’m not sure how successful I was at providing students with the opportunity to demonstrate their skills. I think much of that would come later, after the video had been shown. The first steps of the process were clearly established in the aretfact. I think if I had to make the video again I would refine the second half to have more direction on getting the students to do their own curation. I would include more detailed narration overall as I’m not sure that I effectively captured my understanding of knowledge networking.

Karen’s Knowledge Networking Artefact

Karen’s artefact was also on content curation. She utilised creative commons images and music and a range of tools to convey the concept of content curation to vocational educators. It was clear who her audience was throughout the video. Her narration was quite detailed and I could tell that it evidenced readings from the course. It was well paced and clear. It covered a range of skills required to be an effective curator and showed this through a range of different platforms. The visuals were engaging and dynamic so that I felt compelled to follow along with what she was saying.

Tanya’s Knowledge Networking Artefact

Tanya’s artefact was an introduction to Twitter. It used Powtoon and Screencastify to explain how to use this to an audience. A bit like my own artefact, the audience wasn’t always clear throughout. She explained each step and shared some interesting hashtags that I had not heard of before (#ditchbook). Her narration was clear throughout and was an accessible video for those new to Twitter.

INF532 – Knowledge Network Artefact

1st May 20191st May 2019karla_oAssignments / INF 532 / Uncategorized1 Comment

Here is the knowledge network artefact that I made for Assignment 2. I have hosted it on Vimeo.

INF532 – KN Artefact from Karla O on Vimeo.

Globally Connected Educator – Apps I Already Use

15th April 201925th May 2019karla_oINF 532 / Reflections1 Comment

As part of our learning in INF532 we are expected to select, test/trial and evaluate the use of online tools that we are unfamiliar with. I thought I would discuss the ones that I already use to help me get started on this. The list of tools I would like to try includes:

Diigo
Google Maps
Symbaloo
PearlTrees
Nings
QR Codes
Project Gutenberg
Tumblr
Reddit
Paper.li

The ones I am already using are:

Facebook – I am part of several networks on this social media site. English Teachers’ Association, Library Matters NSW and Drama Peeps are the main ones I engage with but I do have a few smaller groups that I follow. The way I connect with other educators is by writing posts when I have a question about something or I contribute an answer to someone else’s question. In evaluating the benefit of these networks I would say I have found them very useful. You often receive replies quite quickly. That immediate help often makes me feel quite relieved because I have been agonising over how to do something and often go to the network as a last resort rather than as a first option. I think I should engage with them much sooner before that.
Listservs – I joined the OzEdTL Listserv after it was recommended to us during one of my subjects last year. I can’t say I love it. It floods my inbox at work and it is not visually appealing. I often end up deleting a good majority of the emails because I just don’t have time to read them. If I adjusted my email preferences to not receive them that often I think I still wouldn’t read them. I’m not sure if one of the curating sites could help with this. I tend to find my answers in other ways or I will save ones that I want to come back to and read later but I often find I don’t make time to do this so I’m not sure it is the most effective tool for me personally.
Pinterest – I curate a whole range of things and have two categories one for books and library ideas. I like the function of making some boards private. It’s particularly good for visuals. I find you still have to click on some links to check that they’re credible but it’s amazing how many resources you can build up. The search terms have a lot of sub-categories many of which I had never thought of. That is quite helpful. Most of the links are to blogs so I’m not sure that it would be the best type of curation site for research in an academic capacity but it could be used as a good model to connect students to concept of content curation.

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Network Literacy

13th April 2019karla_oINF 532 / Reflections / Uncategorized1 Comment

For this blog post I need to address the following questions:

How do McClure and Rheingold’s views on network literacy differ? What do you see as having changed between these authors’ definitions of being ‘network literate’?

How important are networks? For professional educators? For students? For rethinking teaching, learning and assessment?

McClure (1994) defines network literacy as “the ability to identify, access, and use electronic information from the network.” He says that it consists of knowledge and skills. The knowledge required is that of being aware of a range of networked information resources and services, understand the role of this information in problem solving and performing basic life activities as well as an understanding of how information is generated, managed and made available. The skills required include being able to retrieve specific types of information using information discovery tools, manipulate information by combining it with other existing information so as to increase the value of the information for particular situations and analyse and use information to resolve workplace and personal decisions and obtain services that will enhance their overall quality of life.

Rheingold’s views on network literacy are a little bit different. He draws on several researchers to convey his argument. The key points from Lesig that he highlights are that structure matters. Programming codes are created and evolve once created. Governments have power over these structures. Architecture (programming and legal) confers control. He considers whether or not the networks will be centralised or decentralised and therefore what kind of content is being made available to people. This connects with McClure’s definition as he states that being aware of a range of networked information resources and services is important however what quality of information resources and services can be accessed may impact on the ability to make workplace and personal decisions. The key points from Reed that he highlights are: that the value of networks changes with the way that networks are used. Reed refers to Sarnoff, the creator of the Radio Corporation of America, who said that the value of the network is dependent upon the number of receivers. That the few to many principle means it has more significance, that the collective of networks has more value than a network on its own. This then links to creating social capital which Rheingold sees as being the ease at which people can get things done together unlike a more individual approach by McClure’s definition. Rheingold’s definition sees a merging between social networks and technical aspects. It focuses on the collective and how having mutual interests is also key to ensuring that networks grow faster. From this the value and quality of the content changes so then networks are producing better resources.

In thinking about the importance of networks for educators and students it is evident that aspects of understanding and application can only improve when part of a wider collective. By reconsidering the value of networks there is potential for greater connection with others which could change the dynamic of learning and assessment.

Connected and Social Learning

12th April 201925th May 2019karla_oINF 532 / Reflections2 Comments

To finish off the module there were some questions about connected and social learning:

How important is connected learning to you?
How do you blend the ‘social’ with the ‘educational’?

This module has helped me to reconnect with the reasons why I started a PLN way back in 2011. It has helped me to reflect on my reasons for closing my PLN down. Ultimately though, I do believe, being connected to other educators outside of your school helps to keep you fresh and innovative. I think about the three years since I closed my PLN down and I wonder if the feelings I have had of not being inspired by my work would have been alleviated if I had remained active in my online community. It’s hard to say because life happens, but it may have. I do worry now about blending my social online world with my educational one. I think that was what was happening somewhat for me. I had a personal account on Facebook but I also had one for my blog. My personal time was being taken up with online social interactions for work and I was resenting how much time this was taking. Upon reflection, perhaps by making clearer boundaries with which platforms I am using for my PLN and which are being used socially, may make me feel better about starting a PLN again. Also, setting a specific time per day to work on my PLN might be useful but as we’re talking about very fluid technologies and times I’m not sure how practical that will be. I will keep experimenting and see.

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4 Big Ideas Around the Connected Educator

12th April 201925th May 2019karla_oINF 532 / Reflections1 Comment

The next reading I had to look at was a slide show by Tolisano (2014) and a blog post that was connected to it. In this she discusses four key ideas about the connected educator:

Local Isolation
Gaining Perspective
Data Crowdsource Resources
Model for Students

From this, I need to address a couple of questions. They are:

How essential are the 4 ideas around being a connected educator and how do they relate to being a globally connected educator?
How would you present this to your colleagues/staff in your school/institution?
What reaction would you get from them? Why?
Is there anything you could add?

From my understanding of Tolistano’s reading, the four ideas she explores relate to becoming a globally connected educator in several ways: the nature of teaching is that we are often isolated in our classrooms. This feeling can act as a catalyst to either seek out connection or not. I think for young, tech-savvy staff, reaching out online for resources at least is second nature. Collaborating through those tools may not be as common. For older staff I think this would be challenging. It would be important to try to pitch this idea as not being extra work. I’m not sure how much buy in they would have initially. I have often found though, that if you chip away and particularly if you model successful strategies and guide them through how to do it they may be able to emulate it in their classroom. There are so many demands on teachers that they need to feel like this is worthwhile. When the pressure is on to achieve results sometimes these kinds of tasks get left by the wayside for more traditional methods that will ensure they learn the content for the exam. At the same time, I think we’re losing sight of the skill set students need and as such becoming a globally connected educator and modelling some of these strategies in the classroom would be helpful to preparing them for the real world.

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The Connected Educator – Reflections

12th April 2019karla_oINF 532 / ReflectionsLeave a comment

There were a series of readings and activities in Module 2 that I was required to complete. Here are my thoughts:

Nussbaum-Beach & Hall Reading:

Have you moved beyond co-operation? What role is collaboration playing in your professional learning and your practice? What’s new and different about collaboration for 21st Century learners?

I would say much of our faculty planning looks like co-operation but probably gets labelled as collaboration. That being said, the characteristic of working together to solve a problem I think is something that is being done at a faculty level. But the loss of group members, and utilising individual talents does not have an impact on programming.

For a time I was collaborating when I had my previous PLN but I consciously shut it all down about three-four years ago after I had a bit of a professional crisis in relation to it and questioned the value it had for me professionally. Despite my reservations, at the moment I am working on rebuilding connections but in a new field – Teacher Librarianship and trying to learn from my previous experience and mistakes. I am finding it hard as I want to create a delineation between my work and home life but I am still dipping my toe back into the water nonetheless.

Social media creates a bit of a safety barrier to approach other teaching professionals about areas in education you would like to discuss. The irony is, that once those barriers are crossed they come down completely and it is quite easy to communicate with relative strangers about topics of common interest. I made friends with an educator in St Louis, USA. He came out to Australia for the Google Educators Conference and I hosted him in my home as a result. It was a cool experience!

Are you multiliterate? Of these literacies, which is most surprising to you? Which do you find least and most challenging?

The literacies that were identified in the survey taken were:

Facilitate and inspire learning and creativity
Design and develop digital age learning experiences and assessments
Model digital-age working and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership

To some extent I am multi-literate. I am doing some of the things needed to promote digital tools and collaborative learning but I could be doing more. The most surprising to me was engaging in professional growth and leadership. In terms of how the questions were phrased and my current practice I thought I was doing an OK job at this but apparently I am not advocating for these skills and tools. However I am only a term into the TL role so this may change over the course of the year.

I think there are several challenges relating to these literacies. The syllabi and the time given to develop meaningful teaching and learning activities that incorporate these skills. The inequity of access to computers, laptops and portable devices. The levels of competency and willingness amongst staff to get on board with using the tools. In theory the statements are rather idealistic and do not necessary reflect the capabilities of all school contexts and systems.

We’ve described how we think about the connected educator? Take a moment to reflect on your understanding. How are our perspectives alike? How are they different.

I would concur with much of how this reading portrays a connected educator (2012, pg 19):

Is a co-learner, co-creator, co-leader
Is self-directed
Is open-minded
Is transparent in thinking
Is dedicated to the ongoing development of expertise
Commits to deep reflection
Engages in inquiry
Values and engages in a culture of collegiality
Shares and contributes
Commits to understanding gained by listening and asking good questions
Explores ideas and concepts, rethinks, revises and continuously repacks and unpacks, resisting urges to finish prematurely
Exhibits the courage and initiative to engage in discussions on difficult topics
Engages in strengths based appreciative approaches
Demonstrates mindfulness
Displays a willingness to experiment with new strategies

How this differs is that these bullet points characterise an ideal connected individual. The challenge is getting staff on board with this model and up skilling them.