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Presentation for EDP4130 class about to engage with a curated collection project. I've used some 'warmed over' slides from previous presentations, material about curation from Jarche, Kanter & others, and a few ideas of my own.
Start of a new semesterMultiple courses with competing demandsWatch & listen, Read, Write, RememberWhat is this curation project all about?
Creativity rather than replication is the key to dealing with constant and rapid change.
Information was limitedThere was not a lot of itIt changed slowlyIt was mostly in fixed locationsLearned peopleBooks and libraries
As the volume of information has increased and the ways in which we access and manage it have changed our understanding of knowledge has evolved.
Economics has traditionally been about balancing limited resources against apparently unlimited wants. Economy is about scarcity. If information is not scarce, what is? Perhaps what is scarce is our attention which can deal with only a single source of input at a time.
If it is attention that is scarce then perhaps we don’t have an information economy but an attention economy.
Michalski argues that where scarcity gave us the consumer economy abundance is suggesting a possible shift to a relationship economy with the relative characteristics shown in the table.
With so much information available for use by learners and themselves, educators need to develop capability to manage the flow of information - to locate, access, process, and publish information in ways that enhance learning.
The Internet and search tools make it possible to hunt out information as it is needed. Those techniques are useful but there are better ways to ensure access to the important information that can help us to do our jobs.
Curated collection:Building expertise and reputationPeter Albion
Feeling overwhelmed & apprehensive? Red Crater, Tongariro Crossing, New Zealand, Nov 2010
The world is no longer simple and certain. Photo: Andrew McFarlane & CC (by) (nc)
Then, information changed slowly. Moiry Glacier, Switzerland, Jul 2006
Now, information is a torrent. Cave of the Winds, Niagara Falls, Sep 2012
Then, access to information was restricted. Photo: rosefirerising CC (by) (nc) (nd)
Transmissive pedagogies made sense. Microsoft ClipArt
Understanding of knowledge has evolved. Photo: patriziasoliani CC (by) (nc)
Objectivism: Knowledge exists independently –it can be owned and transmitted. Photo: Thomas Hawk CC (by) (nc)
Constructivism: Knowledge exists in the learner– it is built from personal experience. Microsoft ClipArt
Connectivism: Knowledge exists in the network– learning is making connections. Microsoft ClipArt
Information isaccessed fromnetworkedmachines andpeople. Photo: gtrwndr87 CC (by)(nc)(sa)
Information 40 exabytes (4 x 1019) of newcontinues to information thisexpand year = more than in the previous 5000 years Shift Happens
Attention flows toward information.… if you have any particular piece of information onthe Net, you can share it easily with anyone else whomight want it. It is not in any way scarce, andtherefore it is not an information economy towardswhich we are moving … There is something else thatmoves through the Net, flowing in the oppositedirection from information, namely attention. Goldhaber, M. H. (1997). The Attention Economy and the Net. First Monday, 2(4). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/519/440
The information economy is really an attentioneconomy. Photo: Steve McFarland CC (by) (nc)
Abundance ➙ a relationship economyWorldview Consumer economy Relationship economyUnderlying assumption Scarcity AbundanceGoal Ownership MembershipYou prize Proprietary secrets Openness, transparencyTo build Barriers Links and relationshipsTo get Involuntary lock-in Voluntary loyaltySell to Target markets Natural audiencesSell via Consumer marketing Social dynamicsAwareness through Branding, advertising Personal advocacyTrust? Buy it Earn itPeople are Untrustworthy More trustworthy than we think Jerry Michalski, The REXpedition, 2011
Abundance presents new challengesfor learning and teaching. Photo: Graeme Newcomb CC (by)
Lectures were never like this. Photo: Ngo Quang Minh CC (by)(nc)
• Learning is acquiringOur tradition has informationbeen • Information is scarce and hard to findpedagogies of • Trust authority for goodscarcity. information • Authorised information is beyond discussion • Obey the authority, and • Follow along Martin Weller, A Pedagogy of Abundance, 2010
But we live in a • User-generated contentworld of • Power of the crowdabundant • Data accessinformation. • Architecture of participation • Network effects • Openness Martin Weller, A Pedagogy of Abundance, 2010
• Content is freeWe need • Content is abundantpedagogies of • Content is varied • Sharing is easyabundance that • Learning is socialrecognise: • Connections are ‘light’ • Organisation is cheap • Systems are generative • Users generate content Martin Weller, A Pedagogy of Abundance, 2010
Learners &teachers need tomanageinformation flow. Photo: ckchanwebCC (by) (nc)
Information can be hunted but farming ismore efficient. Photos: mrshife & vredeseilanden CC (by)(nc)(sa)
Curating is not the same as collecting. Mike Fisher, @fisher1000, Digigogy
Approach curating in 3 steps. Seek Sense ShareDefine topics and organise Product: Writing with links, Credit sources and answersources presentation questionsScan more than you capture Annotate, archive, apply Feed your network a steady diet of good stuffDont capture unless high Must add value to work or Comment on other peoplesquality strategy stuff Jarche (2012) & Kanter (2011)
• SearchSeek – Search engines – Librarykeeping up to date • Subscribe – Social media – Newsletters – RSS • Scan • Select
• ReadSense – Products of seeking • Researchreflection & practice – Related material • Rehearse – Try out ideas • Reflect – How did that go?
• CollateShare – Organise your ideas • Condenseconversations with – Distil the essencenetworks • Connect • Contribute • Converse – Engage your audience
Connect to personal/professional learningnetworks. Annecy, France, Jul 2006