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Taming Information Chaos with
the Power of 2.0     Judy O’Connell




                       FACULTY OF EDUCATION
http://flic.kr/p/kLURu   http://flic.kr/p/PYoqv   http://flic.kr/p/6V86gv
Taming Information Chaos with the Power of 2.0
6th August, 1996

      ?
No
memory
    of a time
without the
  Internet
Born          into an
 era that is changing
 their   literacy
                 and
information
          encounters

                        cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/
http://www.elon.edu/predictions/
Taming Information Chaos with the Power of 2.0
’
Now we have an information ecology that is
  conducive to knowledge flow between
     content and digital connections



                             http://www.flickr.com/photos/cdm/54246114/
Our
knowledge
   encounters
           are
revolutionised

                 cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
Children of the digital revolution
                                      http://www.abs.gov.au/socialtrends



 The most popular use for the
 internet was educational
 activities. Educational activities were most
                 popular among older children
                           cc licensed ( BY SD ) flickr photo by Ernst Vikne: http://flickr.com/photos/iboy/3447925723/
2011 K-12 EDITION
Sense-making and the ability to assess the credibility of
                      information are paramount.
                      Horizon Report 2011 K-12 Edition




Cloud computing is saving schools money and resources. It has opened
doors for more exibility, more space, more collaboration, and ultimately, more creative
uses of Internet resources for educators to incorporate in their classrooms.




          Mobile “always connected” devices are the doorways to
          the content and social tapestries of the Internet. The vast potential for learning. They
          embody the convergence of technology and support exible access to multiple sources of
          content.




                                                              21st century
                                                              developments
Sense-making and the ability to assess the credibility of
                  information are paramount.
                  Horizon Report 2011 K-12 Edition




Time to adoption Horizon - two to three years
     Game-based learning
     Open content

                                      Time to adoption Horizon - four to five years
                                                 Learning analytics
                                                 Personal Learning Environments


                                                                  21st century
                                                                  developments
cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
Children of the digital revolution

Need pedagogy for the digital
           revolution!       http://flic.kr/p/6fFwb4
cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
Taming Information Chaos with the Power of 2.0
What is your
   digital
adaptability?
 How are you learning?



How are they learning because of your learning?
I’m managing my
  digital identity.



                      I’m managing my
                      digital
                      network.

                      cc licensed ( BY NC SD ) flickr photo by Ѕolo: http://flickr.com/photos/donsolo/2933197179/
cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
PLE
                  I’ll show you mine, if
                  you’ll show me yours!
The goal is for students to have real choice!

                                  cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
The value-add is in the
coaching and
troubleshooting
when students are
applying their learning,
and in challenging
students to apply their
thinking to hands-on
learning by
doing and working in
teams.
                               http://thefischbowl.blogspot.com/
                           cc licensed ( BY ) flickr photo by clevercupcakes: http://flickr.com/photos/clevercupcakes/4397152402/
cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser: http://flickr.com/photos/clickflashphotos/3450592233/
27
cc	
  licensed	
  (	
  BY	
  NC	
  ND	
  )	
  flickr	
  photo	
  by	
  I_am_Joey_H:	
  hBp://flickr.com/photos/rockjammer/3873326994/
cc	
  licensed	
  (	
  BY	
  )	
  flickr	
  photo	
  by	
  Giuseppe	
  Bognanni:	
  hBp://flickr.com/photos/79286287@N00/215951891/
29
cc	
  licensed	
  (	
  BY	
  )	
  flickr	
  photo	
  by	
  Spree2010:	
  hBp://flickr.com/photos/spree2010/4930763550/
cc	
  licensed	
  (	
  BY	
  NC	
  SD	
  )	
  flickr	
  photo	
  by	
  Always	
  Bë	
  Cool:	
  hBp://flickr.com/photos/alwaysbecool/4828439402/
I’m managing my
   information?



                  I’m managing my
                  knowledge
                  work?
cc licensed ( BY NC SD ) flickr photo by Daniel*1977: http://flickr.com/photos/didmyself/3076465113/
cc licensed ( BY ) flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3867744073/
Does anyone know of any
good online videos showing
beginner debating, suitable
for Year 7 students? I'm
thinking of Youtube,
Teachertube etc.
cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
‣ Facilitate and inspire student learning and creativity
‣ Design and develop digital-age learning experiences and
    assessments
‣   Design and develop digital-age learning experiences and
    assessments
‣ Model digital-age work and learning
‣ Promote and model digital citizenship and responsibility
‣ Engage in professional growth and leadership
                                 cc licensed ( BY NC SD ) flickr photo by pietroizzo: http://flickr.com/photos/pietroizzo/2034681616/
Information curation
   & dissemination
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Seek    Follow

Gather   Explore



           cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
http://delicious.com/hrheingold/crap_detection

Information labyrinth         ‘crap’ detection
                            cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
Taming Information Chaos with the Power of 2.0
cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2786242106/
• ask good questions in order to get good answers
• access and acquire material from the appropriate digital
 information sources
• analyze the raw material to distinguish value, bias, and
 re-usable information
• apply the knowledge within a real-world problem or
 simulation
• and assess the process and the product.
http://bit.ly/informationfluency
49
cc	
  licensed	
  (	
  BY	
  NC	
  )	
  flickr	
  photo	
  by	
  Cayusa:	
  hBp://flickr.com/photos/cayusa/1444806159/
..... because your knowledge and my
knowledge, based on what search
results we are served, may be very
different from each other.
        Siva	
  Vaidhyanathan	
  in	
  The	
  Googlization	
  of	
  Everything,
Taming Information Chaos with the Power of 2.0
New developments in search, such as Google
instant (that shows results as you type) have
both enhanced & hindered the information
seeking habits of students by responding quickly
to search terms, and so making keyword
customization seem less relevant.




                      cc licensed ( BY NC SD ) flickr photo by Always Bë Cool: http://flickr.com/photos/alwaysbecool/2871346522/
cc licensed ( BY NC ) flickr photo by vgm8383: http://flickr.com/photos/vgm8383/2330598837/
Quintura – A Keyword Cloud
Alternative to the Wheel




    Use Google’s Related Search
Use Google’s Related Search


This offers a greater range of keywords than using the
‘default’ related keywords that normally appear at the
bottom of your search result page.
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
10 X 10   http://tenbyten.org/
Taming Information Chaos with the Power of 2.0
cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/
Kids & Teens                                                                               Meta Search

                                                                                                                      Subscribe to search
                             Power Search
                                                                                                                         engine news




                                                                 cc licensed Hooded Fang*: http://flickr.com/photos/
                                                                 hoodedfang/2874263963/




                                      http://www.pandia.com/index.html

cc licensed flickr photo by    : http://flickr.com/photos/crystaljingsr/3915512820/
cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/




  Picking the right tool                                                        http://bit.ly/knowledge2
cc licensed ( BY ND ) flickr photo by HikingArtist.com: http://flickr.com/photos/hikingartist/4193332430/
Taming Information Chaos with the Power of 2.0
“The students surveyed often looked in
journals or databases unsuited to their field of
study and displayed a poor understanding of
how to refine search results”.



     While the interface of Google and other similar search engines might
  be more intuitive, what’s going on behind the scenes isn’t intuitive at all,
  and very few students had a clear conception of how search engines
  work. This lack of understanding compounds the problem of building an
  effective search strategy.”
By showing our students how to connect a
database information repository (such as
EBSCO, Gale, or JStor) or a local library
service with Google Scholar, we are helping
students broaden the scope of their information
seeking, while at the same time refining the
quality of the information response.
Taming Information Chaos with the Power of 2.0
also
Google Scholar Alerts
When a technology focus subverts students’
    conversation and development of critical
    thinking skills (and their ability to evaluate and
    analyse the information at hand), the mental
    processes that change knowledge from
    information to concept are not learned.

Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3),

    72-75.
Taming Information Chaos with the Power of 2.0
Re-think what ‘collection’ of information means,
thereby supporting personalized and collaborative
information seeking and knowledge conversations.
                     cc licensed ( BY NC SD ) flickr photo by Pricklebush: http://flickr.com/photos/pricklebush/224674200/
Search strategies
Evaluation strategies
Critical thinking and problem solving
Networked conversation & collaboration
Cloud computing environments
Ethical use and production of information
Information curation of personal &
     distributed knowledge.
                        cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
Taming Information Chaos with the Power of 2.0
Essential

tools for
   teachers

               cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
Taming Information Chaos with the Power of 2.0
hBp://www.evernote.com




              78
79
Taming Information Chaos with the Power of 2.0
http://www.scoop.it/t/digital-citizenship-in-schools
cc licensed ( BY NC ) flickr photo by Sebastián-Dario: http://flickr.com/photos/sebastian-silva/2814884869/
Taming Information Chaos with the Power of 2.0
Taming Information Chaos with the Power of 2.0
cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
Taming Information Chaos with the Power of 2.0
Microblogging
Social bookmarking and tagging
Collaborative writing
Information management – e.g. Zotero, Endnote, Easybib
Information capture on multiple devices – e.g. Evernote
Library resources, databases all used for information
   collection, RSS topic and journal alerts, and compatible
   with research organisation tools
Aggregators and start pages
Online storage for access across multiple platforms
It’s not information
overload....it’s filter failure!



              cc licensed ( BY NC ) flickr photo by bourgeoisbee: http://flickr.com/photos/bourgeoisbee/2298587898/
Choose the right tool to re-frame information collection
 as highly flexible and collaborative information and
   knowledge conversations, while also facilitating
               information organisation.
                         cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387327059/
Technology and online integration can facilitate critical
thinking, creativity and knowledgeable actions, rather
           than merely being a skills activity.




                         cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387387075/
Re-think information collection to become highly
flexible and collaborative forms of information
organization and dissemination.
                        cc licensed ( BY NC SD ) flickr photo by Andreas Blixt: http://flickr.com/photos/mr-blixt/4504547877/
Query, browse, gather, curate
and share information from
many sources.



            cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/




                                                                                cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
cc	
  licensed	
  (	
  BY	
  NC	
  SD	
  )	
  flickr	
  photo	
  by	
  greekadman:	
  h>p://flickr.com/photos/papazimouris/346630496/
heyjudeonline


Judy O’Connell


http://heyjude.wordpress.com


Judy O’Connell
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!"#$%&$'(#)"*+%,"#'


       !!!"#!$"%&'"()*


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Taming Information Chaos with the Power of 2.0

  • 1. Taming Information Chaos with the Power of 2.0 Judy O’Connell FACULTY OF EDUCATION
  • 2. http://flic.kr/p/kLURu http://flic.kr/p/PYoqv http://flic.kr/p/6V86gv
  • 5. No memory of a time without the Internet
  • 6. Born into an era that is changing their literacy and information encounters cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/
  • 9.
  • 10. Now we have an information ecology that is conducive to knowledge flow between content and digital connections http://www.flickr.com/photos/cdm/54246114/
  • 11. Our knowledge encounters are revolutionised cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
  • 12. Children of the digital revolution http://www.abs.gov.au/socialtrends The most popular use for the internet was educational activities. Educational activities were most popular among older children cc licensed ( BY SD ) flickr photo by Ernst Vikne: http://flickr.com/photos/iboy/3447925723/
  • 14. Sense-making and the ability to assess the credibility of information are paramount. Horizon Report 2011 K-12 Edition Cloud computing is saving schools money and resources. It has opened doors for more exibility, more space, more collaboration, and ultimately, more creative uses of Internet resources for educators to incorporate in their classrooms. Mobile “always connected” devices are the doorways to the content and social tapestries of the Internet. The vast potential for learning. They embody the convergence of technology and support exible access to multiple sources of content. 21st century developments
  • 15. Sense-making and the ability to assess the credibility of information are paramount. Horizon Report 2011 K-12 Edition Time to adoption Horizon - two to three years Game-based learning Open content Time to adoption Horizon - four to five years Learning analytics Personal Learning Environments 21st century developments
  • 16. cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
  • 17. cc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/
  • 18. Children of the digital revolution Need pedagogy for the digital revolution! http://flic.kr/p/6fFwb4
  • 19. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 21. What is your digital adaptability? How are you learning? How are they learning because of your learning?
  • 22. I’m managing my digital identity. I’m managing my digital network. cc licensed ( BY NC SD ) flickr photo by Ѕolo: http://flickr.com/photos/donsolo/2933197179/
  • 23. cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
  • 24. PLE I’ll show you mine, if you’ll show me yours! The goal is for students to have real choice! cc licensed ( BY NC ) flickr photo by Pulpolux !!!: http://flickr.com/photos/pulpolux/5932021007/
  • 25. The value-add is in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and working in teams. http://thefischbowl.blogspot.com/ cc licensed ( BY ) flickr photo by clevercupcakes: http://flickr.com/photos/clevercupcakes/4397152402/
  • 26. cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser: http://flickr.com/photos/clickflashphotos/3450592233/
  • 27. 27 cc  licensed  (  BY  NC  ND  )  flickr  photo  by  I_am_Joey_H:  hBp://flickr.com/photos/rockjammer/3873326994/
  • 28. cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  hBp://flickr.com/photos/79286287@N00/215951891/
  • 29. 29 cc  licensed  (  BY  )  flickr  photo  by  Spree2010:  hBp://flickr.com/photos/spree2010/4930763550/
  • 30. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  Always  Bë  Cool:  hBp://flickr.com/photos/alwaysbecool/4828439402/
  • 31. I’m managing my information? I’m managing my knowledge work?
  • 32. cc licensed ( BY NC SD ) flickr photo by Daniel*1977: http://flickr.com/photos/didmyself/3076465113/
  • 33. cc licensed ( BY ) flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3867744073/
  • 34. Does anyone know of any good online videos showing beginner debating, suitable for Year 7 students? I'm thinking of Youtube, Teachertube etc.
  • 35. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 38. ‣ Facilitate and inspire student learning and creativity ‣ Design and develop digital-age learning experiences and assessments ‣ Design and develop digital-age learning experiences and assessments ‣ Model digital-age work and learning ‣ Promote and model digital citizenship and responsibility ‣ Engage in professional growth and leadership cc licensed ( BY NC SD ) flickr photo by pietroizzo: http://flickr.com/photos/pietroizzo/2034681616/
  • 39. Information curation & dissemination
  • 42. Seek Follow Gather Explore cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
  • 43. http://delicious.com/hrheingold/crap_detection Information labyrinth ‘crap’ detection cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
  • 44. cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
  • 46. cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2786242106/
  • 47. • ask good questions in order to get good answers • access and acquire material from the appropriate digital information sources • analyze the raw material to distinguish value, bias, and re-usable information • apply the knowledge within a real-world problem or simulation • and assess the process and the product.
  • 49. 49 cc  licensed  (  BY  NC  )  flickr  photo  by  Cayusa:  hBp://flickr.com/photos/cayusa/1444806159/
  • 50. ..... because your knowledge and my knowledge, based on what search results we are served, may be very different from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything,
  • 52. New developments in search, such as Google instant (that shows results as you type) have both enhanced & hindered the information seeking habits of students by responding quickly to search terms, and so making keyword customization seem less relevant. cc licensed ( BY NC SD ) flickr photo by Always Bë Cool: http://flickr.com/photos/alwaysbecool/2871346522/
  • 53. cc licensed ( BY NC ) flickr photo by vgm8383: http://flickr.com/photos/vgm8383/2330598837/
  • 54. Quintura – A Keyword Cloud Alternative to the Wheel Use Google’s Related Search
  • 55. Use Google’s Related Search This offers a greater range of keywords than using the ‘default’ related keywords that normally appear at the bottom of your search result page.
  • 60. 10 X 10 http://tenbyten.org/
  • 62. cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/
  • 63. Kids & Teens Meta Search Subscribe to search Power Search engine news cc licensed Hooded Fang*: http://flickr.com/photos/ hoodedfang/2874263963/ http://www.pandia.com/index.html cc licensed flickr photo by : http://flickr.com/photos/crystaljingsr/3915512820/
  • 64. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ Picking the right tool http://bit.ly/knowledge2
  • 65. cc licensed ( BY ND ) flickr photo by HikingArtist.com: http://flickr.com/photos/hikingartist/4193332430/
  • 67. “The students surveyed often looked in journals or databases unsuited to their field of study and displayed a poor understanding of how to refine search results”. While the interface of Google and other similar search engines might be more intuitive, what’s going on behind the scenes isn’t intuitive at all, and very few students had a clear conception of how search engines work. This lack of understanding compounds the problem of building an effective search strategy.”
  • 68. By showing our students how to connect a database information repository (such as EBSCO, Gale, or JStor) or a local library service with Google Scholar, we are helping students broaden the scope of their information seeking, while at the same time refining the quality of the information response.
  • 71. When a technology focus subverts students’ conversation and development of critical thinking skills (and their ability to evaluate and analyse the information at hand), the mental processes that change knowledge from information to concept are not learned. Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3), 72-75.
  • 73. Re-think what ‘collection’ of information means, thereby supporting personalized and collaborative information seeking and knowledge conversations. cc licensed ( BY NC SD ) flickr photo by Pricklebush: http://flickr.com/photos/pricklebush/224674200/
  • 74. Search strategies Evaluation strategies Critical thinking and problem solving Networked conversation & collaboration Cloud computing environments Ethical use and production of information Information curation of personal & distributed knowledge. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 76. Essential tools for teachers cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4564378252/
  • 79. 79
  • 82. cc licensed ( BY NC ) flickr photo by Sebastián-Dario: http://flickr.com/photos/sebastian-silva/2814884869/
  • 85. cc licensed ( BY NC ) flickr photo by fd: http://flickr.com/photos/john/249321288/
  • 87. Microblogging Social bookmarking and tagging Collaborative writing Information management – e.g. Zotero, Endnote, Easybib Information capture on multiple devices – e.g. Evernote Library resources, databases all used for information collection, RSS topic and journal alerts, and compatible with research organisation tools Aggregators and start pages Online storage for access across multiple platforms
  • 88. It’s not information overload....it’s filter failure! cc licensed ( BY NC ) flickr photo by bourgeoisbee: http://flickr.com/photos/bourgeoisbee/2298587898/
  • 89. Choose the right tool to re-frame information collection as highly flexible and collaborative information and knowledge conversations, while also facilitating information organisation. cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387327059/
  • 90. Technology and online integration can facilitate critical thinking, creativity and knowledgeable actions, rather than merely being a skills activity. cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/3387387075/
  • 91. Re-think information collection to become highly flexible and collaborative forms of information organization and dissemination. cc licensed ( BY NC SD ) flickr photo by Andreas Blixt: http://flickr.com/photos/mr-blixt/4504547877/
  • 92. Query, browse, gather, curate and share information from many sources. cc licensed ( BY NC SD ) flickr photo by Paco CT: http://flickr.com/photos/paco_calvino/509970213/
  • 93. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/ cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/
  • 94. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  greekadman:  h>p://flickr.com/photos/papazimouris/346630496/
  • 97. !"#$%&$'(#)"*+%,"#' !!!"#!$"%&'"()* '&(+,#!$"%&'"()** -./%&0*1233*453*132*