Photo by "My Life Through A Lens" on Unsplash
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).
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In developing my digital artefact to explain an aspect of knowledge networking, I have spent a lot of time researching and planning. I referred to lists about digital curation, my chosen topic, and explored many of the suggestions. My next step was to choose a small selection of tools on which to focus, before signing up to each and investigating further. Enlarging on my initial proposal, I detailed my content, using this to write the script for my artefact. My next step was to gather content. Unfortunately, this is where my progress stopped! Given that my topic is curation, I thought it appropriate to create a profile on a range of online tools, and this takes time! While it has been interesting and educational to check out all these tools, It has been very time consuming. My next step is to take a couple of screen casts to illustrate the curation process for use in the artefact, then gather any further images and create graphic elements to use. I came across a great infographic today using gifs and other interactive elements in a long post. I am considering using some of these ideas in my artefact. Other ideas I will incorporate include creating and including resources such as the infographic below to add value to the asset. For an interactive version of the interactive above, click the file link below.
When considering the concept of supporting learner collaboration with technology, I think it is important to first understand what prior collaborative group work the cohort has experienced. As postulated in their article, Chai, Lim, So and Cheah recommend starting with the basics for those groups without collaboration experience; that is, introducing a cooperative model first (2011). The TPACK framework crystallises what I try to impart to my (teacher) students: first consider what do you need to do, then work out how you will do it (Microsoft Technology Enriched Instruction (TEI), 2014, February 17). Considering each main component of the framework: technology knowledge, pedagogical knowledge and content knowledge has also forced me to assess where my strengths and weaknesses lie (Matthew Koehler, 2013, September 12). Image source: http://tpack.org Reproduced by permission of the publisher, (c) 2012 by tpack.org
The topic of plagiarism and copyright has been a non-issue in the VET sector until recent years. Anecdotally, little attention was paid to compliance by both teachers and students. In early 2017, the Australian Skills Quality Authority (ASQA) published an article which explained the necessity of institutes signing up for an education licence (Australian Skills Quality Authority, 2017).
Image: Screen capture from Google Forms. Retrieved 3/1/2019.
Constructivism aims for students to generate their own knowledge by engaging in activities in the real world, set by their teacher (Harasim, 2012; Ruey, 2010). Group-based tasks are encouraged to enable learners to collaborate, building on and updating their existing knowledge with findings from their project and from each other .(Daniela & Lytras, 2018; Harasim, 2012). Photo by Hal Gatewood on Unsplash I teach vocational trainers about incorporating elearning into their teaching, including workshops on using the range of tools they have available, and suggested best practice for different requirements. Many of these learners come to my classes with limited understanding of how and why to incorporate elements of elearning, as well as the functionality of the tools they could employ. PowerPoint is streets ahead in terms of popularity because it is easy to use, can keep their teaching organised, and has flexible outputs
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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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