Anderson and Krathwohl's taxonomy – Remembering
1. Remembering: Retrieving, recalling or recognising knowledge from memory. Remembering is when memory is used to produce definitions, facts or lists, or recite or retrieve material.
Learning to know Learning to do Learning to live together Learning to be
The digital additions and their justifications are as follows:
Advanced and Boolean Searching
Bullet pointing
Highlightin
Bookmarking or favouriting
Social networkin
Social bookmarking
Searching or “googling
Understanding: Constructing meaning from different types of function be they written or graphic.
The digital additions and their justifications are as follows
“... team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations. ”
Blog Journallin
Categorising & Taggin
ommenting and annotating
Subscribin
Applying: Carrying out or using a procedure through executing or implementing. Applying related and refers to situations where learned material is used through products like models, presentation, interviews and simulations.
The digital additions and their justifications are as follows:
Running and operating
Playin
Uploading and Sharin
Hacking
Editing
Analysing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions include differentiating, organizing and attributing as well as being able to distinguish between components.
The digital additions and their justifications are as follows:
Mashing
Linking
Reverse-engineering
Cracking
.Evaluating: Making judgements based on criteria and standards through checking and critiquing..
The digital additions and their justifications are as follows:
Blog/vlog commenting and reflecting
Posting
Moderating
Collaborating and networking
Validating
Testing (Alpha and Beta)
Creating: Putting the elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning or producing.
The digital additions and their justifications are as follows:
Programming
Filming, animating, videocasting, podcasting, mixing and remixing
"
Beyond Google -
AddThis
Posted by Mr. Byrne at 2:12 PM
Labels: Google, Internet search, teaching technology, Teaching With Technology, Technology Integration, web search, web search strategies
5 comments:
SIS Media Specialist said...
Geesh Richard, another great resource; like your posts are not enough. Many, many thanks. I have followed your blog for about a year and have learned SO MUCH. I understand you are from CT. Any chance we can get you to the joint annual CASL/CECA (Connecticut Association of School Librarians and Connecticut Educators Computer Association) conference next year?
October 24, 2009 10:35 PM
Mr. Byrne said...
Yes, I am originally from Connecticut. In fact, I went to CCSU for freshman year. I'd like to come to CASL/CECA. Can you send me an email? richardbyrne (at) freetech4teachers
Thanks.
October 25, 2009 6:47 AM
Linux and Friends said...
Thanks for the amazing document.
I am aware of a few of the resources listed in the document. However, many of the others are new to me. I will definitely check them out.
November 2, 2009 9:45 PM
dunnes said...
I visited and bookmarked four sites from this post! Thank you for the great resource. Students want to use Google rather than stick to the school library catalog, but they need more instruction on how to do this. I have seen too many children search with ineffective terms, and then waste time clicking on their random results.
November 8, 2009 12:38 PM
Lois said...
Beyond Google is a great resource. I wish I had your skills for taking what you learn and putting it together as you do. I love reading your daily blog.
November 15, 2009 10:04 AM
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Links to this post
Beyond Google: Improve Your Search Results
http://www.freetech4teachers.com/2009/10/beyond-google-improve-your-search.html While working with some of my colleagues in a workshop earlier this week, I was reminded that a lot of people aren't familiar with tools
If we want to connect with the latest generation of learners and teachers, we have to totally redesign the library from the vantage point of our users—our thinking has to do a 180-degree flip.
This learning commons is both a physical and a virtual space that’s staffed not just by teacher-librarians but also by other school specialists who, like us, are having trouble getting into the classroom and getting kids’ attention.
specialists such as literacy coaches, teacher technologists, teacher-librarians, art teachers, music teachers, and P.E. teachers
In the physical space, we enter a room that’s totally flexible, where furnishings can be moved about to accommodate different functions and groupings.
experimental learning center,
the learning commons is both a giant, ongoing conversation and a warehouse of digital materials
—from ebooks to databases to student-generated content—all available 24/7 yea
Imagine a learning environment in which the multimedia world of information fed individual students’ needs, and where on-demand digital textbooks/multimedia/databases are available 24/7 and under the control of the user.
examples of one-way communication.
But in the new learning commons, homework assignments and library Web sites offer two-way communication.
Directive adults have been transformed into coaches; direct teaching has been transformed into collaborative inquiry.
On another day, parents may be invited to the learning commons to observe a jointly designed medieval art fair created by a classroom teacher, the art teacher, and the teacher-librarian.
The experimental learning center aims to improve teaching and learning by offering professional development sessions and resources that are tailor-made to each school’s greatest needs.
The teacher posts assignments on a blog that’s linked through an RSS feed to individual students in the class, each of whom can access the blog through an iGoogle page or another personal home page.
Always Connected: The new digital media habits of young children
Learning: Is there an app for that?
Can Video Games Promote Intergenerational Play and Literacy Learning?
iLearn: A Content Analysis of the iTunes App Store's Education Section
White Paper: The Digital Promise: Transforming Learning with Innovative Uses of Technology
"Our entire world has become like a small village. Everyone is connected with everyone, and you can easily communicate with a business partner, teacher, tutor, or student from another corner of the Earth. You already have the Internet as the best tool of communication, but do you have the skills to develop a strong connection with someone who doesn't speak your language?"
The world around us is getting hi-tech and is breaking all the geographical, cultural and language barriers for advance communication and to establish professional connection. Companies are opening their branches in foreign countries even after a big language difference.
The world around us is getting hi-tech and is breaking all the geographical, cultural and language barriers for advance communication and to establish professional connection. Companies are opening their branches in foreign countries even after a big language difference.
Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge.
Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge
Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
the space does include paper books and physical artifacts, as well as flexible furniture and an open environment, digital content encourages students to explore, play, and delve deeper into subjects they may not otherwise experience
a flexible space with moveable chairs, desks, and even bookshelves. Small rooms can be opened up to allow for group projects, and the circulation desk as well as the sides of the stacks are writeable with dry-erase markers to encourage the collaboration and sharing that the previous space had discouraged.
the role of the coffeehouse in the birth of the Enlightenment -- it provided "a space where people would get together from different backgrounds, different fields of expertise, and share."
interact with the content, the technology, the space, and each other in order to gain context and increase their knowledge.
Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
just released its standards-aligned Here in Chicago, AASL's Best Websites for Teaching & Learning Committee 2013 list. Sites, apps, and tools are selected because they engage users through innovation, creativity, active participation, and collaboration. Honored websites, tools, and resources will provide exceptional value to inquiry-based teaching and learning.
http://www.ala.org/aasl/standards-guidelines/best-websites/2013#media
In the category of Media Sharing,among the selections in AASL's Best Websites for Teaching and Learning are:
Pinterest http://pinterest.com/
Create connections, encourage collaboration, ignite discussions, or simply share mutual interests through Pinterest. Uploaded or "pin" images and videos from websites, blogs, or your own computer, smartphone, or tablet to create boards. These boards can be private or public, and others can be invited to pin on any of your boards. Any "pin" can be "repinned", and all pins will link back to their source. Grades 6-12.
smore https://www.smore.com/
Flyers and newsletters become a snap with Smore! Design and create professional online flyers by choosing from an array of templates, styles, and colors to compliment your individual style and audience. With Smore you can embed links, audio, video, pictures, and text into your flyers and newsletters and then publish instantly to get your message and information out quickly. Grades 6-12.
Here is a Pinterest board of Library Smores: http://pinterest.com/cshinn4/library-smores/
We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
The five forms of filtering break into two categories: judgement-based, or mechanical.
However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
As we gain skills and knowledge, the amount of information we can process increases. If we invest enough time in learning something, we can reach filter like an expert.
There can also be expert networks – in some sense that is what the original search engines were, and what mahalo.com is trying now. The problem that the original search engines encountered is that the amount of information available on the web expanded so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of one of the versions of mechanical filtering: algorithmic.
heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of information flowing in, and even filtering that information so that only the best gets to you, if you don’t have a mental cognitive and social strategy for how you’re going to deploy your attention. (emphasis added)
I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-Learning for Educators Course.
This article quickly draws the big picture. Folks seeking to become online teachers are pursuing a specialized teaching skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive and social strategy for how you're going to deploy your attention."
'Connect your classroom to the world. A free and easy way for teachers to open up their classroom. Meet new people, talk to experts, share ideas and create amazing learning experiences with teachers from around the world.'
At its most basic level, Activate Instruction is a free open database of standards-aligned learning resources-but it was designed to be much more. Teachers can browse, search, rate, add, share, and organize resources. Parents and students can follow teachers to see what they posted or search for the resources they like best. When integrated with student assessment data systems, Activate makes it easy for teachers to use student assessment data to connect students with the resources that match their specific needs.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
For Pennsylvania Librarians:
HSLC/Access PA created WebJunction Pennsylvania in partnership with WebJunction, an online learning community that incorporates social software features to encourage community building. Members of the WebJunction community share their ideas and experience and promote best practices in libraries. Pennsylvania joins over fifteen other states in this cooperative educational system. Course content is contributed by the cooperative. The WebJunction system keeps track of courses taken and can generate a certificate upon course completion.
Our library is now the most-used space on campus, with collaborative learning areas, classrooms with smart boards, study sections, screens for data feeds from research sites, a cyber cafe, and increased reference and circulation stations for our librarians. It has become a hub where students and faculty gather, learn and explore together.
Relevance is what saves and builds programs and protects budgets.
Cushing Academy today is awash in books of all formats. Many classes continue to use printed books, while others use laptops or e-readers. It is immaterial to us whether students use print or electronic forms to read Chaucer and Shakespeare. In fact, Cushing students are checking out more books than before, making extensive use of e-readers in our library collection. Cushing’s success could inspire other schools to think about new approaches to education in this century.
Strong sensory and nostalgic connections to books and the idea of reading.
Who wrote that? Where are the competing voices? How is it organized? By what (and whose) terms is it indexed? Does it have pictures? Can I write in it myself?
Why is knowledge proximate? Global awareness is a goal for every student. What about POV?
The digital natives in our schools need to have the experience of getting lost in a physical book, not only for the pure pleasure but also as a way to develop their attention spans, ability to concentrate, and the skill of engaging with a complex issue or idea for an uninterrupted period of time.
It is possible to get lost in text, no matter the format. We see it every day. Students engrossed reading off their iTouch, desktops, laptops, Kindles and Nooks.
The printed word long ago lost its position of eminence in the American library.
Studies indicate people are reading more than ever - but not from paper.
The tangibility of a traditional book allows the hands and fingers to take over much of the navigational burden: you feel where you are, and this frees up the mind to think.
So many references to the tangible experience of paper. Nobody comments on how heavy a book is, how you can't take that many on your suitcase for vacation because of the weight, or holding it in bed at night. If we are going sensory, I'd rather pack/hold a Kindle.
“I think the definition of writing is shifting,” Boardman said. “I don’t think writing happens with just words anymore.”
In his classes, Boardman teaches students how to express their ideas and how to tell stories —and he encourages them to use video, music, recorded voices and whatever other media will best allow them to communicate effectively. He is part of a vanguard of educators, technologists, intellectuals and writers who are reimagining the very meaning of writing and reading.
The keys to understanding this new perspective on writing and reading lie in notions of collaboration and being social. More specifically, it’s believing that collaboration and increased socialization around activities like reading and writing is a good idea.
“We find when writing moves online, the connections between ideas and people are much more apparent than they are in the context of a printed book,”
transmedia work
The MIT Media Lab tagged collaboration as one of the key literacies of the 21st century, and it’s now so much a part of the digital learning conversation as to be nearly rote. In his new book, “Where Good Ideas Come From,” Stephen Johnson argues that ideas get better the more they’re exposed to outside influences.
Laura Flemming is an elementary school library media specialist in River Edge, N.J. About three years ago, she came across a hybrid book—half digital, half traditional—called “Skeleton Creek” by Patrick Carmen.
“The 6th graders were running down to library class, banging down the door to get in, which you don’t often see,” Flemming said.
It is not only the act of writing that is changing. It’s reading, too. Stein points to a 10-year-old he met in London recently. The boy reads for a bit, goes to Google when he wants to learn more about a particular topic, chats online with his friend who are reading the same book, and then goes back to reading.
“We tell our kids we want them to know what it’s like to walk in the shoes of the main character,” Flemming said. “I’ve had more than one child tell me that before they read ‘Inanimate Alice,’ they didn’t know what that felt like.”
Stein says it’s better to take advantage of new technologies to push the culture in the direction you want it to go. Stein is fully aware of the political and cultural implications of his vision of the future of reading and writing, which shifts the emphasis away from the individual and onto the community. It’s asking people to understand that authored works are part of a larger flow of ideas and information.
For users, Web2.0 was all about reorganizing web-based practices around Friends
typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
ACT ONE : NETWORK EFFECTS
Friendster was designed as to be an online dating site.
MySpace aimed to attract all of those being ejected from Friendster
Facebook had launched as a Harvard-only site before expanding to other elite institutions
And only in 2006, did they open to all.
in the 2006-2007 school year, a split amongst American teens occurred
college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
At this stage, over 35% of American adults have a profile on a social network site
the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
do you know anything about the cluster dynamics of the users
all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
ACT TWO : YOUTH VS. ADULTS
showcases the ways in which some tools are used differently by different groups.
For American teenagers, social network sites became a social hangout space, not unlike the malls
Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
dynamic more visible than in the recent "25 Things" phenomena.
Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
Twitter is all the rage, but are kids using it? For the most part, no.
many are leveraging Twitter to be part of a broad dialogue
We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
you are probably even aware of how inaccurate the public portrait of risk is
ACT THREE : RESHAPING PUBLICS
I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
1. Persistence.
The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
2. Replicability.
much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
3. Searchability.
Search changes the landscape, making information available at our fingertips
4. Scalability.
Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
5. (de)locatability.
This paradox means that we are simultaneously more and less connected to physical space.
Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
1. Invisible Audiences.
lurkers who are present at the moment
visitors who access our content at a later date or in a different environment
having to present ourselves and communicate without fully understanding the potential or actual audience
2. Collapsed Contexts
Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
3. Blurring of Public and Private
As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
