resistance is futile: the dynamics of the science collective

Science Education: Towards Critical Literacy (K-12)

Science Teachers' Association of New South WalesSaturday, September 8, 2012

Judy O’Connell

cc licensed ( BY NC SA ) flickr photo by Luminis Kanto: http://flickr.com/photos/12609729@N07/4190433317/

resistance is futile

Harvard creates cyborg flesh that’s half man, half machine

http://www.extremetech.com/extreme/135207-harvard-creates-cyborg-flesh-thats-half-man-half-machine

resistance is futile

the martian way

Asimov Crater was named on 4 May 2009, by the International Astronomical Union. It has a diameter of about 84 kilometres .

curiosity rover

generations

from here...

cc licensed ( BY NC ) flickr photo by Colony of Gamers: http://flickr.com/photos/colonyofgamers/4354773708/

....to here!

....to here!

http://vimeo.com/21897856

Games scholar Constance Steinkuehler describes how games are well designed for learning and to capture interests.

“creative learning”

Our Information Age began, for all intents and purposes, in April of 1993 when the Mosaic 1.0 browser made the World Wide Web available—for free—not just for use but for contribution and participation by anyone with access to the Internet.

Its open architecture, and its lack of a “director” or “owner”made the potential for worldwide co-creation of knowledge, art, science, literature, animation, and all the rest possible.

The Internet has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the

participation itself, changing the flow of news, effecting tacit as well as explicit knowledge, and embedding a new culture of learning.

A New Culture of Learning ~ Cultivating the Imagination for a World of Constant Change:Douglas Thomas and John Seely Brown

cc licensed ( BY NC ND ) flickr photo by jasonstaten: http://flickr.com/photos/jasonstaten/3037250330/

More content, streams of data,

topic structures, (theoretically)

better quality – all of these into

online environments require an

equivalent shift in our online

capabilities.

Reading, writing, gaming, trans-media, immersive worlds, and augmented reality, are all part of the new digital frontiers leading the re-invention of learning.

cc licensed ( BY NC SA ) flickr photo by Curious Expeditions: http://flickr.com/photos/curiousexpeditions/622806411/

Discover the world of Augmented Reality with the Philadelphia Science Festival and The Franklin Institute.

http://youtu.be/CqxF2Vdkyxw

“science”

Our students need to know how to juxtapose text, sound, media and social connections in real time.

19cc  licensed  (  BY  NC  SD  )  flickr  photo  by  ianus:  h?p://flickr.com/photos/ianus/696177/

Understand and negotiate the knowledge world.

They need to know how to find, filter, then mix and match what they see, hear and experience

cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  h?p://flickr.com/photos/79286287@N00/215951891/

Digital mistake: Confusing access to information with learning!

22

When your formative years are spent working your fingers through apps and iPads, smartphones and YouTube, the digital world and its habits can bend and shape not just how you access information, but how you conceptualise it entirely.

Google creates the illusion of accessibility

Being linear, Google obscures the interdependence of information.

New developments in search, such as Google

instant (that shows results as you type) have

both enhanced & hindered the information

seeking habits of students by responding quickly

to search terms, and so making keyword

customization seem less relevant.

cc licensed ( BY NC SD ) flickr photo by Always Bë Cool: http://flickr.com/photos/alwaysbecool/2871346522/

Search is fast without necessarily being intelligent.

http://www.google.com/insidesearch/searcheducation/

27h?p://www.flickr.com/photos/tjt195/501975860/

What else can we do?

alsoGoogle Scholar Alerts

By showing our students how to connect a

database information repository (such as

EBSCO, Gale, or JStor) or a local library

service with Google Scholar, we are helping

students broaden the scope of their information

seeking, while at the same time refining the

quality of the information response.

cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2786242106/

RSS topic and journal alerts

When a technology focus subverts students’

conversation and development of critical

thinking skills (and their ability to evaluate and

analyse the information at hand), the mental

processes that change knowledge from

information to concept are not learned.

Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3),

72-75.

Knowledge 2.0 http://bit.ly/knowledge2

cc licensed ( BY ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/509241247/

Put intelligence back into search

Take the time to keep up-to-date with search developments in order to excite students about the real meaning of the world-wide-web.

http://www.wolframalpha.com/educators/

Wolfram|Alpha’s knowledge base covers an immense range of areas

http://www.scirus.com/

http://www.search-cube.com/

http://www.instagrok.com/

http://www.kidrex.org/

“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”

Horizon Report 2012

http://www.nmc.org/

Get the Ap

p!

http://www.nmc.org/pdf/2012-horizon-report-K12.pdf

The natural limitations of search has resulted in expansion of choice in information curation.

The traditional social bookmarking sites like StumbleUpon, diigo, pearltrees, Scoopit, and others enable users to save information.

Products like pinterest allow for collection of visual artifacts, allowing users to organize them into infinite categories.

http://www.teachthought.com/featured/how-google-impacts-the-way-students-think/

But recent software has taken this even further, with apps like Learnist, mentormob, and even InstaGrok providing more structure to how information is not only discovered, but sequenced and applied.

Web 3.0

Web 1.0

Web x.0

Web 2.0

Semantic Web

The Web

Meta Web

Social Web

Degree of Social Connectivity

Deg

ree

of In

form

atio

n C

onne

ctiv

ity

cc""Steve"W

heeler,"U

niversity

"of"P

lymou

th,"2010"

collecting finding sharing

remixing

anytime anywherefast

CREATIVELY

Participation in social media removes perceived distance without intruding into real space

[social] media x 4

http://learningfundamentals.com.au/wp-content/uploads/Focus-mindmap-for-web.jpg

“The simultaneous engagement with multiple

crowds (which is more or less impossible in the

offline world) is a genuine challenge in the age

of social media.

cc licensed ( BY NC ) flickr photo by Kapungo: http://flickr.com/photos/kapungo/1438662400/

Personal learning environment – relying on

the people we connect with through social

networks and collaborative tools e.g. Twitter,

Yammer.

Personal learning network – knowing

where or to whom to connect and find

professional content.

[learning] self

Personal web tools – used for tracking

our life and powering our information

organisation e.g. photos to Facebook,

pictures to Flickr, photos to Twitter.

[learning] self

Cloud computing – utilising open access between

sources and devices e.g. Edmodo, Evernote, Diigo.

Mixed reality – adopting e-devices and augmented

reality e.g. ebooks, QRcodes, Layar browser.

Content curation – utilising web services to filter and

disseminate resources, news, and knowledge prompts.

[learning] self

Zotero http://www.zotero.org/

Digging into digital research http://heyjude.wordpress.com/2011/05/06/digging-into-research/

Using Zotero with studentshttp://librariansarego.blogspot.com.au/2011/09/using-zotero-with-students.html

[information] self

Evernote http://evernote.com/

Digging into digital research http://heyjude.wordpress.com/2011/05/06/digging-into-research/

Evernote for studentshttp://jennyluca.com/2011/06/26/explaining-evernote/

[information] self

connected educator

http://youtu.be/pNvEyUjrwJA

http://www.periodicvideos.com/

Periodic Table of QR codes

http://youtu.be/AM-Wg8IH2VE

Periodic Table of Videos has made a poster with QR codes linking to our videos of each element. For extra stuff like this, follow us on Facebook and Twitter.

http://www.facebook.com/periodicvideos

http://twitter.com/#!/periodicvideos

“creativity”

cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/

release a passion for

learning

cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2397012858/

Never risk being a teacher only suitable for a bygone era

sharereuse

remixcc licensed ( BY NC ND ) flickr photo by will_i_be: http://flickr.com/photos/guillaumeseguin/5294641318/

Creative Commons works to increase sharing, collaboration and innovation worldwide.

Use Creative Commons

http://creativecommons.org.au/

What CC isWho is using CCHow you can make use of CCThe advantages of applying CC licences and using

materials distributed under CC licences

cc licensed ( BY SA ) flickr photo by opensourceway: http://flickr.com/photos/opensourceway/5537457437/

http://youtu.be/AeTlXtEOplA

http://www.gameforscience.com/

From Canada

http://my.plane.edu.au/

From Austalia

cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/

Makerspace or Fab Lab in your school

Fabrication Labs (fab labs), Hackerspaces, and Tech Shops, share common goals ofcollaboration and 'making.'

Visit http://www.thingiverse.com/

The MakerBot Replicator is a 3d printer that you can use in your home to create all kinds of amazing things! In this video Bre Pettis, one of the founders of MakerBot Industries, explains how a the MakerBot works!

Find out more at http://www.makerbot.com/

http://youtu.be/euZivv8ySyA

Mustafa’s device is based on a scientific mix between quantum physics, space technology,

chemical reactions and electrical sciences.

http://thenextweb.com/africa/2012/05/18/19-year-old-girl-in-egypt-invents-a-spacecraft-propulsion-device/

The great challenge of a digital education is meeting the needs of students who have grown up in the digital era, and meeting the expectations of teachers and parents who haven’t.

resistance is futile

students learn best when learning connects to their present

collective

refine your perspective

expand your skills of interaction

empower your students to be the scientists of the future

that we need.

the science collective

http://youtu.be/WoZ2BgPVtA0

heyjudeonline

Judy O’Connell

http://heyjude.wordpress.com

Judy O’Connell