Photo by "My Life Through A Lens" on Unsplash
Prior to beginning the unit INF532 Knowledge Networking for Educators (the unit), while familiar with blogging, Learning Management Systems (LMSs) and a range of digital tools and platforms, the author had not contributed to a learning network. While teaching and studying the Diploma of VET Practice, the author’s digital learning journey began (Australian Government, 2018). After transitioning from teaching to learning design and professional development (PD) facilitation, the author continued to expand her technical expertise. During this time professional networking activities began, focussing on participation in a Community of and peer-to-peer learning within the direct work team (Corneli & Danoff, 2011; Topping, 2005). While social networking for professional purposes was strictly observational, face-to-face networking continued to develop through facilitation of PD workshops, team meetings and formal professional learning opportunities (Chang, 2016; Voogt, Knezek, Cox, Knezek, & ten Brummelhuis, 2013). With PD facilitation currently in hiatus, learning design work has enabled the continual growth of technical and instructional design skills, but the author is currently unable to put any teaching strategies into practice.
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The information life cycle is commonly portrayed as three stages: creation or acquisition, dissemination and the decision to keep or remove the asset (Beal, 2019). With the overwhelming deluge of information available to us, managing information is more important than ever (Tallon & Scannell, 2007). In the 1.1 blog post, the author reflects on the challenges of the quantity of the information now available, mentioning the importance of both curation and classification (Atkinson, 2019, March 3a; De Saulles, 2015). In the Topic 1.2 discussion post, the author highlights the importance of equipping people with skills including discernment and analysis to minimise the flood to a manageable level, to participate safely and to judge the quality of information (Atkinson, 2019, March 3b; Brown & Duguid, 2000; Floridi, 2009). Skills of creation and curation are emphasised as being critical to contributing to a knowledge network and enhancing one’s profile. Using skills to decide what information is worthy of attention, how to use platforms and crowd-sourcing information is referred to in the Topic 1.3 discussion post, emphasising the future direction of information management as one of collaboration and cognition rather than memory (Atkinson, 2019, March 8; Open Media Lab, 2013, 18 October; Rheingold, 2010).
The supporting material is provided on the Connected Educator web page.
An assessment task for the current unit in my Master of Education is to create and share a Knowledge Networking (KN) Artefact. The artefact is to define the targeted audience and provide a quality learning experience about the chosen topic for viewers (wherever they may live globally). Knowledge networking was the overall theme, from which we selected a specific topic on which to focus. The needs and learning styles of our target audience directed this focus.
Image: 7 Measures of Quality in Online Learning, Giulia Forsyth, Public Domain. In this post, I consider how the range of computer-based learning terms relate to vocational education, and how I define a digital learning environment in relation to vocational education.
In his article “LOL – Limitations of online learning – are we selling the open and distance education message short”, Todhunter characterises the terminology used by his university and others as being inconsistent and unclear (Todhunter, 2013). While I have never really thought very deeply about the terms bandied about to describe the range of learning modes available through my local Technical and Further Education institute (TAFE), after reading this article, I can see how such a proliferation of terms is both inconsistent and confusing for both students and staff. |
About meI'm a learning designer from Geelong in Victoria. I have worked in vocational education and training for many years, and for the last four have concentrated entirely on creating learning content to support teachers and students. Archives
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