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.
For those starting out in digital curation, I have developed a list of seven tips to guide your first steps. Let me know what you think!
Here is a link to my video, Digital Curation for Vocational Educators, and to my Wakelet profile for some fabulous digital resources. Image: QuantumVerse Software Inc (Producer). (2014). Knowledge Network Cycle To establish a knowledge network (KN), there are a range of aspects to consider.
Image: K Atkinson While thinking about what the essential elements of peer-to-peer learning consist of, I remembered my experience as a member of the most successful group of this type of my career. A few years ago, I worked with a team of three other learning designers and a Learning Management System (LMS) manager.
Learning theories aligned with the pedagogy of networked learning include:
While I am not a newbie to using digital tools, there are a few mentioned in the readings that I had not been previously exposed to, have used minimally, or in which I am particularly interested. These include Diigo, Feedly, Scoop.it, Pinterest, Twitter and blogging. I intend to assess each one, and describe that for you here, starting today with Twitter.
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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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