network literacy

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

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.