Post on 06-May-2015
description
Judy O’ConnellSt Joseph’s College, Hunters Hill
School Libraries Leading LearningAustralian School Library Association (NSW)
28 March 2008
www.judyoconnell.com
Photo: Woodley wonderworks Photo: question mark
We have always cared!
Learning by questioning (Socrates)
Learning by doing (Piaget, Papert)
Learning through dialogue (Vygotsky, Mercer)
Learning through reflection (Dewey, Jarvis)
What kind of lifeline do we throw?
Cover the subjectmaterial?
Promote thinking and
creativity?
Important to know
Worth being familiar with
EnduringUnderstanding
Digital universe
Approximately 70% of the digital
universe is created by individuals
The Diverse and exploding Digital Universe ‐ IDC
Digital universe
YouTube, a company that didn’t exist just a few years ago, hosts 100 million video streams a day
The Diverse and exploding Digital Universe ‐ IDC
Digital universe
Digital content in 2006 could be likened to 12 stacks of books
extending from the Earth to the sun.
By 2010 the stack of books could reach
from the sun to Pluto and back. The Diverse and exploding Digital Universe ‐ IDC
Digital universe
By 2011 the digital universe will be 10 times the size it was in 2006
The amount of information created, captured or
replicated exceeded available storage for the first time in 2007
By 2011 almost half of the digital universe will not have a permanent home
The Diverse and exploding Digital Universe ‐ IDC
The Human NetworkWelcome to a new world!
A new way of getting things done!
And we’re more powerful together than we could ever be apart.
http://www.youtube.com/watch?v=x60pWzJvb9Q
Photo: Introduction to social bookmarking
Candid camera!
Sport event
Exam supervision
Teacher delivers content and skills according to the
syllabus
Content and skills delivered by the teacher and
reflected back by the students
Students act as mirrors reflecting content and skills
back to the teachers and
external examiners
School 1.0
Students act as amplifiers, mining, processing, mixing & remixing content
and sharing
Teacher models learning and sharing and
monitors student work channelling
and crafting learning experience
Content and skills are mined by
students who build from information raw materials then share within the class and outside
School 2.0
It’s a state of mind
human communication
collaborative and contextual processes
demanding and intellectually rigorous
time and space non‐dependent
It’s a state of mind
human communication
collaborative and contextual processes
demanding and intellectually rigorous
time and space non‐dependent
AWNM Live BloggingI decided that students would need to know how to ask good questions (higher level thinking questions), how to facilitate a conversation while still being able to get their point across, how to manage the classroom, how to look for criticism and understand the criticism they found, as well as understand what they read.
If the teacher led the discussion I think it would have an
'artificial' feeling that would keep some students from
having a deep discussion. Since we are leading the
discussion, it has a more 'authentic' feel that encourages deeper discussion.
Horizon Projects
During this project, the Horizon 2008 Report will have its trends "student sourced" as students from around the world analyze, compile information, and share their predications based on the report in a "Wikinomics"‐style mass collaboration.
Wikinomics: Filled with many tales of how ordinary people and firms are linking
up in imaginative new ways to drive innovation and success.
Keynote
http://horizonproject2008.wikispaces.com/
1001 Flat World tales
A flat world classroom writing project
Elementary (age 6‐10): http://es1001tales.wikispaces.comMiddle Years (age 11‐13): http://ms1001tales.wikispaces.comSecondary (age 14‐18): http://hs1001tales.wikispaces.com
We are using the story telling format of 1001 Nights to tell a new story, a story of our world. The format of 1001 Nights is unique, with thousands of different stories embedded within the one main story.
`A vision of K‐12 students today
http://www.youtube.com/watch?v=_A‐ZVCjfWf8
If your students are
digitally smart, what are you doing?
Photo: Edutained
R U up for the challenge?
It starts with you!
Image: You can’t hide!
Who am I?
Myself!
Synchronous & asynchronous
conversations
Enhanced by local & global connectivity
Photo: Wallstreet Angel
My Professional Learning Community
John Connell
Does it matter?
If learning is a “multi modal conversation” then we have to deal with the common misconception that computers and the Internet are just tools.
The point is that enquiry approaches that start from students' own ideas, interests and experiences are likely to require creative thinking about the resources that can be used to develop knowledge and understanding.
Enquiring Minds is an approach to teaching and learning, developed by Futurelab, that takes students’ ideas, interests and experiences as its starting point, and provides them with more responsibility for the direction and content of their learning.http://www.enquiringminds.org.uk/
http://www.futurelab.org.uk/
Enquiry pedagogy
• The shift to enquiry pedagogy does not represent a clean break from existing principles of effective teaching.
• Enquiring minds instead builds on existing good practice. It relies on good interpersonal relationships and mutual respect between teachers and students. This involves being honest, challenging ideas and [where necessary] confronting patterns of behaviour.
Value of information
Source for images and information
Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry.
Why?Why not?
http://creativecommons.org/
Ethical and fair use!
Social Networking
Peanut butter and jellySince I accepted the position of 21st Century Literacy Specialist at ISB just over
a year ago, I’ve been thinking about how natural the connection is between the library and technology. Kim Cofino
Librarians need to:Embed themselves within the core curriculum, through the ‘backwards design’ process.Let go of some shackles of information literacy – which is not the driving force of what we do ‐ it’s about kids developing deep understanding.Speak the language of the curriculumRecognise the vast differences between cooperation, coordination and collaborationFacilitate a sustained journey to deep knowledge
Work it out!If you don’t want to travel the learning journey alone then develop your learning ‘tactics’
Do It! Develop a checklist• for yourself• for your library• for your teachers• for your school
Then target one thing at a time to create a new e-learning framework that can grow with knowledge and
experience.
Make a hit list!
Wikis and group authoring activities
Social bookmarking
Social networking
Multimedia sharing
Information management tools
http://studysearch.com.au/
Then get on with it!
specialist databases
specialist search
specialist info feed
pathfinders & support sheets
professional developmentspecialist sources
books!
Clickview
social bookmarking
http://twittervision.com/maps/show_3d
Learning 2.0 & Library 2.0
http://yarraplentyonlinelearning.blogspot.com/
http://nswpubliclibrarieslearning2.blogspot.com/
Web 2.0 Backpacks
Office replacements
Note‐making
Mind‐mapping
CreativityBookmarking
Collaboration
Calendars
http://www.readwriteweb.com/archives/web_20_backpack_web_apps_for_students.php
Digital storytelling
50 Ways to Tell a Story
from Alan Levine
As Easy as 1‐2‐3!
Outline a Story Idea
Find Some Media
Pick a Tool to Build Your Story
Image: Woody spots danger
Student Tools ‐ Let them fly!
http://heyjude.wordpress.com/
Four levels of support
E‐learning and Web 2.0
Blogs, wikis, podcasts RSS and information streams
Integration of information sources and tools
Effective use of online databases Search strategies and tools
Research design and support
Multimodal learning design Constructivist assessment tasks
Literacy across the curriculum
Books to e‐books & ipods Image repositories
The wired kids
Online all the time!
http://www.youtube.com/watch?v=Q06xFf6Xe8o&feature=related
www.judyoconnell.com
O2ma’s photostream