Preparing our students for Web 3.0 learning

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Tomorrow's novelty is today's norm. Are you prepared to lead learning with

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Preparing our students for Web 3.0 learning

  1. Preparing our students for Web 3.0 learning November 11, 2012 International Schools Library Network, SingaporeJudy O’Connell
  2. Today’s novelty istomorrow’s norm Are you prepared? cc licensed ( BY NC SA ) flickr photo by Stuck in Customs:
  3. Our Information Age really began in April of 1993when the Mosaic 1.0 browser made the World WideWeb available for contribution and participation byanyone with access to the Internet.For the first time we had possibilities for worldwideco-creation of knowledge, art, science, literature,animation, and all the rest possible.
  4. Price of 1 gigabyte of storage1981 $300K 1997 $1001987 $50K 2000 $101990 $10K 2004 $11994 $1K 2012 $0.10
  5. Open our arms to opportunities cc licensed ( BY ) flickr photo by martinak15:
  6. Future scenes
  7. Harvard creates cyborg flesh that’s half man, half machine XFuture Current realities
  8. The martian wayAsimov Crater was named on 4 May 2009, by theInternational Astronomical Union. It has a diameterof about 84 kilometres .
  9. Nasas augmented reality app letstudents examine Curiosity Mars rover
  10. We live in a connectedworld. Nearly twobillion people connectto the internet, shareinformation andcommunicate overblogs, Wikis, socialnetworks and a host ofother media.
  11. Anything imaginable iscapable of beingconnected to thenetwork, becomeintelligent offeringalmost endlesspossibilities.
  12. We already haveinternet devicesattached to our ears,and some even haveembedded devicesconnected to theirdoctors.
  13. “Internet of Things”2020 fifty billion devices connected to the internet. people and objects able to connect to the Internet at anytime from anywhere.
  14. “Internet of Things”
  15. Education is at crossroads
  16. Ubiquitous connectivity cc licensed ( BY NC SA ) flickr photo by Leonard John Matthews:
  17. New literacies cc licensed ( BY NC ) flickr photo by zinjixmaggir:
  18. More content and streams ofdata - all of these changes intoonline environments require anequivalent shift in ourunderstandings of onlinecapabilities.
  19. Information is at crossroads
  20. Researchers Sequence Entire Genome of A Baby In Only 50 Hours“By obtaining an interpreted genome in abouttwo days, physicians can make practical use ofdiagnostic results to tailor treatments to individualinfants and children.”
  21. Gamers Unlock Protein Mystery .... that Baffled Researchers For Years Developed by researchers at the University of Washington, Foldit turns scientific problems into competitive games.Khatib, F., DiMaio, F., Cooper, S., Kazmierczyk, M., Gilski, M., Krzywda, S., Zabranska, H., et al. (2011).Crystal structure of a monomeric retroviral protease solved by protein folding game players. Nat StructMol Biol, 18(10), 1175–1177. doi:10.1038/nsmb.2119
  22. 12-year-old uses Dungeons andDragons in science research The volunteers looked at eyes early and frequently, whether they were on the creatures’ faces or not.
  23. 19-year-old girl in Egypt invents a spacecraft propulsion device Mustafa’s device is based on a scientific mix between quantum physics, space technology, chemical reactions and electrical sciences.
  24. Unravel our information and knowledge environments cc licensed ( BY NC SA ) flickr photo by liquidnight:
  25. new frontier of analytics BIG DATA Examples of such data sets range from billions of Google searches conducted by millions of users to the data collected by millions of weather sensors around the globe to all the purchases of British supermarket shoppers.
  26. Google has been ahead of public health authorities in monitoring fluoutbreaks by compiling public searches for flu-related information bygeography. 
  27. Google Crisis maps provides comprehensive information with a rangeof information filters and image resources.
  28. Predictive Medical Technologies analyzesrecords of intensive care patients to detectevents that might be signals of adverseevents, such as cardiac arrest orarrhythmia. Once trends are identified,real-time monitoring of patients can spotsimilar patterns and give doctors criticalearly warning.
  29. levels of accessibility LINKED DATA Transform expertise in working with metadata into expertise in working with ontologies or models of knowledge.
  30. Whereas traditional librarymetadata has always been focusedon helping humans find and make use ofinformation, linked data ontologiesare focused on helping machines find andmake use of information. cc licensed ( BY NC ) flickr photo by tarotastic:
  31. !
  32. This uri ‘’has now become theglobally available, machineand human readable,reliable source for thedescription for the subjectheading of ‘Elephants’containing links to itsrelated terms (in a waythat both machines andhumans can navigate).
  33. existing data reconnected for different and smarter usescc licensed ( BY ) flickr photo by paul (dex):
  34. Degree ofofInformation Connectivity cc""Steve"Wheeler,"University"of"Plymouth,"2010" Degree Information Connectivity Web 3.0 Web x.0 SemanticWeb Semantic Web Semantic Web Meta Web of knowledge of intelligence Web 1.0 Web 2.0 Web of The Web Web of people & Social Web information social information Degree of Social Connectivity
  35. Web 3.0 is all about datacc licensed ( BY NC ) flickr photo by Anthony Mattox:
  36. The goal of linked data is to enable computers to do more useful work for us by teaching machines to read web licensed flickr photo by ralphbijker:
  37. It is about common formats andmetadata which allow forintegration and combination ofdata drawn from diversesources.
  38. What happens with linked data and why should we care?
  39.“Linking Open Data cloud diagram, by Richard Cyganiak and Anja Jentzsch.”
  40. Deadliest pandemics
  41. Information retrieval, natural language processing, and medical informatics
  42. enables people to explore the digital resources ofEuropes museums, libraries, archives and audio-visual collections.Linked Open Data on the Web.The site currently contains metadata on 3.5 million texts, images,videos and sounds.
  44. Mr Barton’s Gapminder Video
  45. Connections and experiences augmented andtransformed through immersive technology and smart data. Web 3.0
  46. How does technology impact the way student’s think? cc licensed ( BY NC SA ) flickr photo by fatboyke (Luc):
  47. Interfaces for discoveryWhat do we want from technology?How can we create better experiences?
  48. More content, streams of data,topic structures, (theoretically)better quality – all of these inonline environments require anequivalent shift in our onlinecapabilities.
  49. Learn about the latest additions to search so you can get the most out of Google.
  50. Google alerts too!
  52. 1. Find the right thing2. Get the best summary3. Go broader and deeper
  53. Wolfram|Alpha is a free online computationalknowledge engine that generates answers toquestions in real time by doing computations on itsown vast internal knowledge base.
  54. Think strategically!Knowledge 2.0 cc licensed ( BY ) flickr photo by tarotastic:
  55. The International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) have collaborated with leaders from higher education, industry, and K–12 education to develop an operational definition of computational thinking.
  56. Computational thinking (CT) is a problem-solving process that includes(but is not limited to) the following characteristics:• Formulating problems in a way that enables us to use a computer and other tools to help solve them.• Logically organizing and analyzing data• Representing data through abstractions such as models and simulations• Automating solutions through algorithmic thinking (a series of ordered steps)• Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources• Generalizing and transferring this problem solving process to a wide variety of problems
  57. Understand the connections betweencomputational thinking and information literacy.
  58. Mind amplifiers?
  59. Is that all there is?
  60. People plus+ and the singularity?
  61. Learning
  62. We are on the brink of an extraordinary revolution that willchange our world forever. In this new world everyone,everything and everywhere will be connected in real time.This theNetworked Society willfundamentally change the way we innovate, collaborate,produce, govern and sustain.
  63. Citadels of learning cc licensed ( BY NC ) flickr photo by SonOfJordan:
  64. Towers of learning cc licensed ( BY SA ) flickr photo by Tom Raftery:
  65. Guilds of learning cc licensed ( BY NC ) flickr photo by Photos o Randomness:
  67. Horizon Report 2012 A pp! theG et “K-12 must address the increased blending of formal and informal learning.” “Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks”
  68. Reading, writing, gaming, trans-media, immersive worlds, and augmented reality, are all part of the new digital frontiers leading the re-invention of licensed ( BY NC SA ) flickr photo by Curious Expeditions:
  69. It makes sense to interact both synchronously andasynchronously, formally or informally, at school, at home,or on mobile devices.
  70. Teachers owe itto their students to “keep up”. Are you prepared? cc licensed ( BY NC SA ) flickr photo by Stuck in Customs:
  71. If you don’t already have it, develop a playful collaborative mentality. Step out of your comfort zone - isn’t that what you ask of your students every day?
  72. Drivers of changeUse technology in every possible way forrelevant and authentic learning experiencesHarness knowledge, skills and abilities ofstudents through social software
  73. Go inside!cc licensed ( BY NC ) flickr photo by chiaralily:
  74. Game on!
  75. in a technology saturated near future, Inanimate Alice tells thestory of a girl called Alice, merging text with animation, videos, musicand games to explore what it means to conduct your life online.
  76. Quest English is an immersive, interactivegame, supported by a full colour workbook, that buildscore skills in English.
  77. Island is a playable, web-based game world for school childrenfrom grades 3 to 8. By playing simple games, the children learn aboutonline threats ranging from malware to internet predators to cyberbullies. Schools can compete against each other for points andwinning schools get a visit from a real FBI agent!
  78. In virtual games, students act as investigative reporters, environmental scientists, and historians who resolve meaningful dilemmas.
  79. Games for Change is a leading organization that promotes gameswith social change messages and strategies, from Sweatshop, adarkly comedic game where players manage a sweatshop,highlighting the poor conditions for factory workers, to Darfur isDying
  80. From Canada
  82. parents are also seeing the value ofgaming outside of school, and what studentsare learning to do, think and be involved withmakes classroom learning seem tragic.
  83. Minecraft – Students teaching teachers :) @dbatty1
  84. Survival Island
  85. Steam  is  a  digital  distribu,on,  digital  rights  management,  mul,player  and  communica,ons  pla6orm  developed  by  Valve  Corpora.on.Portal  2  is  a  first-­‐person  puzzle-­‐pla6orm  video  game  developed  and  published  by  Valve  Corpora,on.
  87. Today, games areubiquitous. Instead ofbeing confined tocardboard boxes, wecarry games onsmartphones in ourpockets and usestrategies borrowed fromgaming .
  88. Gaming concepts, platforms andapproaches are going mainstream!
  89. From Austalia
  90. The great challenge of a digital education is meeting theneeds of students who have grown up in a digital era.
  91. It makes incredible sense to consider how ‘internetspaces’ social software and mobile devices can be used toleverage opportunities for learning. cc licensed ( BY NC SA ) flickr photo by joannamkay:
  92. The core attributes found in the ISTE and IASL standards include:• intellectual curiosity and innovation• ability to locate, select, evaluate and structure information• problem solving and decision-making creative and critical thinking• communication, negotiation and collaboration skills
  93. The core attributes found in the ISTE and IASL standards include:• ethical and productive users and producers of media• responsible and flexible users of social media• active digital citizenship• capacity to think across disciplines and form authentic knowledge connections.
  94. Teacher librarians can play aleading role in schools inrelation to the social and ethicalissues of online publishing andusage, cyber bullying, plagiarismand copyright.
  95. School libraries should be hubs ofprofessional development,action research, and ideaexperimentation as teacherlibrarians work collaboratively withstudents and teachers.
  96. The spaces and places of librariesshould be physical and virtual, adopting andadapting Web 2.0 media tools to enhance andenvelop school learning communities into a seriesof globally powered learning commons—dynamic,collaborative 21st century library environments!
  97. The spaces and places of librariesshould be physical and virtual, adopting andadapting a Web 3.0 mindset —dynamic,collaborative, information responsive makers andcreators of ideas and action!
  98. School libraries: The paradigm flipTeachers and teacher librarians will then actively workalongside students, sometimes leading, sometimesfollowing, and crafting an environment where studentscan always know what, where and how to be the bestlearners they can possibly be. cc licensed ( BY NC ) flickr photo by JB London:
  99. School libraries and teacher librariansmust be leaders in today’sinteractive enquiry environments.
  100. finding sharing collecting contributing playing remixinganytime anywhere fastCREATIVELY
  101. Be strategic Be proactive Be responsive Know your vision Be your visionCommunicate your vision CREATIVELY
  102. cc licensed flickr photo by Stéfan: Never risk being a teacher librarian only suitable for a bygone era
  103. It’s not about devices, it’s about thinking with technology!
  104. Then see what happens next!
  106. Highlight the value of your e-literacy skills and knowledge to the entire school community...... and beyond...
  107. heyjudeonlineJudy O’Connellhttp://heyjude.wordpress.comJudy O’Connell