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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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.
I have used Pinterest for some time now, so I was interested to see how it stacked up against other curation tools, and against the evaluation criteria suggested by Robin Good (Good, 2014, January 7). In relation to importing and exporting, Pinterest is quite versatile. I have pinned images suggested to me within the app, those I have found on websites external to the app, and I’ve also placed my own photos taken with my phone on boards. I can send a pin to another Pinterest user, or via text, email and other methods, download the image or copy the link. Pinterest allows me to organise my own boards as I wish to, make comments on pins, and add other photos for comparison.
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.
Image: Human Connection: Valuableandrare.com
Beyond cooperation
Collaboration became a critical component of my professional life about three years ago. At this time, I joined a team who just ‘gelled’. Within weeks I felt like I had been working with the other three members for years, and we went on to work on many innovative projects together, bouncing ideas off each other, and building on the ideas and work of our workmates. In every sense of the word we were a TEAM. We had collective goals, and when we identified a problem, worked together on it to come up with a solution (Nussbaum-Beach & Hall, 2010).
Image: Screen capture from Google Forms. Retrieved 3/1/2019.
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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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