9. “Web 2.0 tools exist that might allow academics to reflect
and reimagine what they do as scholars. Such tools might
positively affect -- even transform - research, teaching,
and service responsibilities - only if scholars choose to
build serious academic lives online, presenting semi-
public selves and becoming invested in and connected
to the work of their peers and students.” (Greenhow,
Robelia, & Hughes, 2009)
13. knowledge
• what is k?
• how is k acquired?
• how do we know what
we know?
• why do we know what
we know?
• what do humans know?
• who controls k?
• how is k controlled?
14. human thought/ideas
human language
source code
high-level language
(e.g. C++, Java, PERL)
low-level language
(assembly language)
code irretrievable
machine code
(binary)
22. “Open Education is the simple and powerful
idea that the world’s knowledge is a public
good and that technology in general and
the Worldwide Web in particular provide an
extraordinary opportunity for everyone to
share, use, and reuse knowledge.”
(William & Flora Hewlett Foundation)
23. Free/Open Content
“describes any kind of creative work in a
format that explicitly allows copying and
modifying of its information by anyone, not
exclusively by a closed organization, firm, or
individual.” (Wikipedia)
37. “The average digital birth of children
happens at about 6 months.”
“In Canada, US, UK, France Italy,
Germany & Spain ... 81% of children
under the age of two have some kind
of digital profile or footprint.”
44. Children and young people are described as ‘the
collaboration generation’, eager to work together
towards common goals, share content and draw upon
“the power of mass collaboration”. This combination of
individualisation and collaboration is often presented
as giving young people a propensity to question,
challenge and critique. These are individuals who
“typically can’t imagine a life where citizens didn’t
have the tools to constantly think critically, exchange
views, challenge, authenticate, verify, or debunk.
The Digital Native - Myth & Reality, Selwyn (2009)
48. “... age is not a determining factor in students’
digital lives; rather, their familiarity and
experience using ICTs is more relevant.”
“... the notion of ‘digital natives’ is inaccurate:
those with such attributes are effectively a
digital elite. Instead of a new net generation
growing up to replace an older analogue
generation, there is a deepening digital
divide ... characterized not by age but by
access and opportunity.”
49. Postliterate are “those who can read who choose to
meet their primary information and recreational needs
through audio, video, graphics, and gaming. Print for
the postliterate is relegated to brief personal messages,
short information needs, and other functional, highly
pragmatic uses such as instructions, signage, and time-
management device entries - each often highly
supplemented by graphics. The postliterate’s need for
extended works or larger amounts of information is met
through visual and/or auditory formats.
Libraries for a Postliterate Society, Johnson (2009)
96. “Technological fluency means much more
than the ability to use technological tools;
that would be equivalent to understanding a
few common phrases in a language. To
become truly fluent in a language (like
English or French), one must be able to
articulate a complex idea or tell an engaging
story -- that is, to be able to make things of
significance with these tools. ”
The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
99. “... our ability to use digital technologies to have the
intended positive effect on people & situations.”
“... the more fluent a person is, the better they
are able to predict the outcome of their actions.”
The Difference Between Digital Literacy & Digital Fluency, C. Briggs (2011)