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Transcript of Curated collection
Curated collection:Building expertise and reputation
Peter 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 is accessed from networked machines and people.
Photo: gtrwndr87 CC (by)(nc)(sa)
Information continues to expand
40 exabytes (4 x 1019) of new information this year = more than in the previous 5000 years
Shift Happens
Attention flows toward information.… if you have any particular piece of information on the Net, you can share it easily with anyone else who might want it. It is not in any way scarce, and therefore it is not an information economy towards which we are moving … There is something else that moves through the Net, flowing in the opposite direction 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 attention economy.
Photo: Steve McFarland CC (by) (nc)
Information is not diminished by sharing.
Abundance ➙ a relationship economy
Worldview 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 challenges for learning and teaching.
Photo: Graeme Newcomb CC (by)
Lectures were never like this.
Photo: Ngo Quang Minh CC (by)(nc)
Our tradition has been pedagogies of scarcity.
• Learning is acquiring information
• Information is scarce and hard to find
• Trust authority for good information
• Authorised information is beyond discussion
• Obey the authority, and
• Follow alongMartin Weller, A Pedagogy of Abundance,
2010
But we live in a world of abundant information.
• User-generated content
• Power of the crowd• Data access• Architecture of
participation• Network effects• Openness
Martin Weller, A Pedagogy of Abundance, 2010
We need pedagogies of abundance that recognise:
• Content is free• Content is abundant• Content is varied• Sharing is easy• Learning is social• Connections are ‘light’• Organisation is cheap• Systems are
generative• Users generate
contentMartin Weller, A Pedagogy of Abundance,
2010
Learners & teachers need to manage information flow.
Photo: ckchanwebCC (by) (nc)
Information can be hunted but farming is more efficient.
Photos: mrshife & vredeseilanden CC (by)(nc)(sa)
Curating is not the same as collecting.
Mike Fisher, @fisher1000, Digigogy
Approach curating in 3 steps.
Jarche (2012) & Kanter (2011)
Seek Sense ShareDefine topics and organise sources
Product: Writing with links, presentation
Credit sources and answer questions
Scan more than you capture
Annotate, archive, apply Feed your network a steady diet of good stuff
Don't capture unless high quality
Must add value to work or strategy
Comment on other people's stuff
Seekkeeping up to date
• Search– Search engines– Library
• Subscribe– Social media– Newsletters– RSS
• Scan• Select
Sensereflection & practice
• Read– Products of seeking
• Research– Related material
• Rehearse– Try out ideas
• Reflect– How did that go?
Shareconversations with networks
• Collate– Organise your ideas
• Condense– Distil the essence
• Connect• Contribute• Converse– Engage your
audience
Connect to personal/professional learning networks.
Annecy, France, Jul 2006
Share using tools that suit your style.
Connecting and contributing builds reputation and trust.
Photo: Jean‐Francois Chenier CC (by) (nc)
The best educators are the best learners.
AITSL, 2012
You have a digital footprint.
What does it look like?How can you make it work for you?
Photo: boegh CC (by)(sa)
Curated collection:Building expertise and reputation
Peter Albion