leadership in a connected age: change, challenge and productive chaos!
DESCRIPTION
We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/TRANSCRIPT
JUDY O’CONNELL CHARLES STURT UNIVERSITY
Leadership in a connected age: Change, challenge and productive chaos!
Judy O’Connell
Knowledge networks & digital innovation
A printing press for evenly printing ink onto a print medium such as
paper or cloth.
change
The internet is a good thing. Look what happened in 25 years!
challenge
http://pennystocks.la/internet-in-real-time/
The Web at 25 Overall verdict:
The internet has been a plus for society and an especially good thing for individual users
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
productive chaos
what does it really mean for
leadership in a connected age?
not just a discussion
about selfies
Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress
digital footprint
http://www.businessinsider.com.au/the-internet-is-getting-too-big-and-its-becoming-a-problem-for-some-service-providers-2014-8?op=1
not just about what we want to buy
chirp! a plant watering alarm
drone pilot locates missing 82-year-old man after three day search
not just a about our
technology
man accused of murder asked Siri where to hide the body
It’s about what we grow!
12http://www.wired.co.uk/news/archive/2014-07/11/indoor-farm
Douglas Adams!!
“I've come up with a set of rules that describe our reactions to technologies:!
!1. Anything that is in the world when you’re born is normal and ordinary and is just a natural part of the way the world
works.!!
2. Anything that's invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can
probably get a career in it.!!
3. Anything invented after you're thirty-five is against the natural order of things.”
creative commons licensed (BY-NC-ND) flickr photo by JR_Paris: http://flickr.com/photos/jrparis/33237333
Steve Jobs !!!!!!
Technology is nothing. What’s important is that you have a faith in people, that they’re basically good and smart, and if you give them tools, they’ll do wonderful things
with them.
!
Leadership in a connected age
welcome innovation
embrace change
meet the challenges of our global connected future
creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522 5
We have a digital information ecology which demands a new knowledge flow between content and connections.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
“Information absorption is a cultural and social process of engaging with
the constantly changing world around us”. p47
“The current learning landscape is constantly changing in terms of what is learned, the context in which learning takes place, and who is learning.”(Paas, 2011, p. 2)
! The following aspects impact on the learner or his/her learning: !
oEvolving needs of learners!oDeveloping knowledge building environments!oFocusing on personalisation!oEvolving spaces for learning oEvolving learning devices or hardware!oEvolving pedagogy
Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R Harris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching, Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/
Assessment and teaching of 21C skills !
oWays of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
oWays of working. Communication and collaboration o Tools for working. Information and communications technology
(ICT) and information literacy o Skills for living in the world. Citizenship, life and career, and
personal and social responsibility (ATC21s 2012).
ATC21s (Assessment and Teaching of 21st C skills – Melbourne University) 250 researchers across 60 institutions worldwide. http://atc21s.org/index.php/about/what-are-21st-century-skills/
21
What more do we really need to know?
The urgent dimensions of learningThe mechanisms for engaging with information and processes of learning in the acquisition of new knowledge has become a deeper process of individual and collaborative learning activities, problem solving and artefact development, occurring through an integration of face-to-face and online interactions within a community, involving absorption, integration and systemisation of the information received by the receiver in their own pre-existing cognitive structure, which are the result of personal experience, and earlier knowledge transactions.
Trentin, G., (2011). Technology and knowledge flows : the power of networks. Chandos Pub, Oxford.
The urgent dimensions of learning
find, fold, bend, shape, make…
http://www.fabacademy.org/
The Fab Lab Network covers more than 40
countries in more than 200 labs in the world.
Every Fab Lab is a potential classroom for
the Fab Academy.
cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/
Makerspace or Fab Lab in your school!
Think smarter. Be new. Be creative
untethered, empowered learning
The great challenge of a digital learning is meeting the connected creative needs of students who have grown up in the digital era, while at the same time meeting the expectations of teachers and parents who haven’t!
information access and sharing
creative commons licensed (BY-NC-SA) flickr photo by Ed Yourdon: http://flickr.com/photos/yourdon/3088582622
learning today requires that teachers understand reading and information seeking in a connected world....
Our students, voracious social media users, may be hiding some of their story, faking perfection through their
perfect-only final product. But, there is no “faking out” innovative educators – their teachers. Teachers know that
the process of getting there is less than a perfect road and where the learning happens. The imperfect road
becomes the strength of the lesson. Edudemic http://www.edudemic.com/hiding-in-plain-sight/
Measure a 21st century
leader?
c. 1970
Pocket-sized moleskin notebook
Evernote everywhere!c. 2010
http://thenextweb.com/apps/2014/07/29/evernote-integrates-fastpencil-can-publish-notes-book/
Evernote integrates with FastPencil so you can
publish your notes as a book!
http://m.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google?INTCMP=SRCH
“We have a romantic attachment to skills from the past. Longhand multiplication of numbers using paper and pencil is considered a worthy intellectual achievement. Using a mobile phone to multiply is not. !But to the people who invented it, longhand multiplication was just a convenient technology.”
Sugata Mitra is professor of educational technology at Newcastle University, and the winner of the $1m TED Prize 2013. He devised the Hole in the Wall experiment, where a computer was embedded in a wall in a slum in Delhi for children to use freely.
Once the usefulness of simulation models became clear, the Asian Development Bank dropped its opposition to a centuries-old water management practice when Lansing’s computer model of the complex Balinese irrigation system showed the functional role of traditional water temples bore a “close resemblance to computer simulations of optimal solutions”
!Juarrero, A. (2010). Complex dynamical systems theory. Cognitive Edge Network.
creative commons licensed (BY-NC-ND) flickr photo by Paul D'Ambra - Australia: http://flickr.com/photos/behindthesteeringwheel/8604765565
creative commons licensed (BY-NC-SA) flickr photo by colemama: http://flickr.com/photos/colemama/3776316986
"Gutenberg Parenthesis”
Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]
Blueprint for successful leadership!
creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645
Knowing the trends in knowledge construction and participatory culture.!!Knowing how to leverage social media.!!Is the “Gutenberg Parenthesis” a way of understanding the introduction of the flipped classroom and its epistemological conundrums?
It’s Monday morning, and as I sit down for my morning cup of tea and toast, I open my iPhone to see what’s in my email, and what items in my calendar will need my attention.
It’s Monday morning, and as I sit down for my morning cup of tea and toast, I open my iPhone to see what’s in my email, and what items in my calendar will need my attention.
In just a couple of minutes of my twitter feed (never mind all the hours I was asleep) I found: • Founders Online – a new online History resources from the
US • Information about the new Dr Who episodes I must review! • Google’s efforts to build a system to help eradicate Child Porn
on the web • A good post about the new learning organisation • A commentary article from the ABC that asks if Big Data is all
that it’s cracked up to be • A post speculating on MOOCs as slowly deflating bubbles • A little piece of historical memorabilia about to happen – last
telegram in the world • A new Project Tomorrow research report which confirms that
teachers’ unsophisticated use of tech is creating the second level digital divide
Microlearning: hungry for knowledge nuggets
Microlearning ticks all the teaching boxes: bite-sized nuggets of content are easy to digest, understand and remember. Often mobile-friendly, visual and sharable, the short bursts of information leave you sufficiently satisfied and likely to come back for more.
At the BI Norwegian School of Business, through a number of pilot programmes, they have been adapting fragmented content to mobile devices, finding that the right mix of mobile learning makes courses more engaging and also helps part-time students stay up-to-date.
http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/
Project Tomorrow
Project Tomorrow: Empowering opportunities
http://tomorrow.org/speakup/pdfs/SU12-Students.pdf
2014 K-12 Horizon Project
Significant challenges in technology adoption:!!Creating authentic learning opportunities Integrating personalised learning Complex thinking and communication Safety of student data competition from new models of education keeping formal education relevant !
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
Leadership in a connected age
creative commons licensed (BY-ND) flickr photo by CaparolSverige: http://flickr.com/photos/caparolsverige/8252425340 http://www.edtechcrew.net/
You could try .....
What’s the story with the yellow
blotch?
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
SearchReSearch bloghttp://searchresearch1.blogspot.com.au/
You could try .....
http://www.slj.com/2014/09/opinion/consider-the-source/let-pixar-turn-your-library-into-a-laboratory-consider-the-source/#_
What if all Pixar Movies were part
of the same timeline?
Or you could try .....
http://www.pixartheory.com/
The step-by-step building of the Pixar map is basically show-how-much-you-know fun, the overall effort is perfect
training in the research process.
Collection: INF530 Concept & Practices in a Digital Age http://amzn.com/w/37FSRQBVI5C5W
You could try .....
Knowledge as a Thing and a Flow
read in all contexts and differentiate !
understand creative commons licensed (BY-NC) flickr photo by hjl: http://flickr.com/photos/hjl/9609706361
More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.
cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
Gather
Seek Follow
Explore
The way you use a search engine, stream video from your phone, update your
Facebook status, edit a wikipedia page, matters to you, to me, and to everyone,
because the way people use a new medium in its early years can influence
the way that medium is used and misused for centuries to come.
cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
rapidly navigate information pathways to construct knowledge
How does search impact the way students think and the way we organise information access?
Google creates the illusion of accessibility
http://www.google.com/insidesearch/searcheducation/index.html
http://www.wolframalpha.com/educators/
!
..... because your knowledge and my knowledge,
based on what search results we are served, may
be very different from each other. Siva Vaidhyanathan in The Googlization of Everything,
Filter bubble!creative commons licensed (BY-SA) flickr photo by Je.T.: http://flickr.com/photos/jetow/4795118657
Being personalised may be snake oil.
How much does Google really
know about us, in practical terms,
and — more importantly —
how much should we care?
One interesting place this comes up is at Netflix — the basic math
behind the Netflix code tends to be
conservative.
The world's first microchip, handmade in 1958 by Jack Kilby. This piece of history won Kilby a Nobel Prize and represents one of the first steps leading to the modern computing era.
http://www.nbcnews.com/tech/tech-news/worlds-first-microchip-fails-sell-auction-n136996
Come from…
• Peer critiquing
• User-generated content
• Collective aggregation
• Community formation
• Digital personas
• Digital Citizenship
Come to…
adding interactivity and connectivity to everyday things
Beyond digital citizenship
A definitive guide to verifying digital content
for emergency coverage
http://verificationhandbook.com/book/chapter10.php
Make use of !10: Verification Tools!
https://maps.google.com/locationhistory/b/0
What more do we need to know?
The ‘back-story’ of the digital revolution – digitisation for information storage, retrieval,
accessibility, and usage that has changed the face of the digital information ecology in the
current era.
creative commons licensed (BY-NC-SA) flickr photo by Tal Bright: http://flickr.com/photos/bright/17378095
Lost collection of Andy Warhol art recovered from floppy disks
http://mashable.com/2014/04/24/warhol-art-recovered-amiga-disks/
Doomsday Reloaded
http://www.bbc.co.uk/history/domesday/story
Big Shift in 25 years
creative commons licensed (BY-NC-ND) flickr photo by 144ben: http://flickr.com/photos/benchpics/7190477294
creative commons licensed (BY-SA) flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945!
The Web is not the Internet
ENIAC (Electronic Numerical Integrator and Computer)
The future
creative commons licensed (BY) flickr photo by dmje: http://flickr.com/photos/dmje/5159177886
The semantic web, or web 3.0, is all about data integration.
it is an infrastructure technology
and an organised approach to metadata
cc licensed ( BY NC SD ) flickr photo by Jason A. Samfield: http://flickr.com/photos/jason-samfield/4736792714/
existing data reconnected for other and smarter uses
Web 3.0 really
means…
new functionality that requires web linking, flexible
representation, and external access APIs.
you won’t see a “Web 3.0 inside’ label
The semantic web allows a person or a computer to start off
in one database, and then move
through an unending set of
databases which are connected, not
by wires, but by being about the
same thing.
cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/
Rather than just identifying keywords and expressions, the
semantic web concentrates on
identifying the meaning of content.
It is about common formats and
metadata which allow for integration and combination of
data drawn from diverse sources.
It is also about language, or ontology, for
recording how the linked data relates to
real world objects, allowing a ‘machine’ to
‘understand’ the semantic meaning of
words.
CHARLES STURT UNIVERSITY
Whereas traditional library metadata has always been focused on helping humans find and make use of information, linked data ontologies are focused on helping machines find and make use of information.
linkeddata.org schema.org/
This uri ‘http://id.loc.gov/authorities/sh85042531’ has now become the globally available, machine and human readable, reliable source for the description for the subject heading of ‘Elephants’ containing links to its related terms (in a way that both machines and humans can navigate).
The internet is the database
Ask questions on the web rather than
perform searches. The intelligence is in
the connections.
cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/
Google Knowledge Graph
When you search, you’re not just looking for a webpage.!You’re looking to get answers, understand or explore.
Semantic Search Engines
Semantic Writing
Gapminder fact-based world view
http://www.gapminder.org/for-teachers/
~ use the teacher tools in your classroom
http://trove.nla.gov.au/
Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
MUCH Much more than just BIG DATA
and cloud storage!
virtual and physical spaces learning approaches
knowledge creation processes
Information Architecture
Making it possible to federate,query, browse gather and recommend information from disparate sources.
!
Think of the Web 3.0 environment as the portable, personal web,
focused on the individual, on a life-stream, on consolidating
content, and which is powered by widgets, drag & drop, and
mashups of user engagement.
!
This socially powered web is exploding, and is the new
baseline for all our internet and technology empowered
interactions.
Your leadership context!
Metadata ~ what are the rules of engagement? Schema ~ what about controlled vocabularies? Users ~ what are their access needs Interface ~ how many access points? Data ~ what are the opportunities for user engagement? Media ~ what are the elements of interactivity? Access ~ what can we learn from the semantic web?
.... old questions, new answers
.... what is your discovery interface
!
Context aware:!• Points on the curriculum and the interest continuum
Access aware:!•Interfaces to support searching and discovery
Search aware:!• Natural, predictive, responsive
Results aware:!• Multimodal, multi-depository, relevant, filtered
How do you stack up?
Your leadership context!
.... strategic directions for school libraries
Are you prepared?
New skills New knowledge New metadata New open access New global connections New learning community !
http://heyjude.files.wordpress.com/2006/06/jocrdasept2103.pdf
Your leadership context!
At last we have a departure from information, access and artefacts as the focus. In the lens of conversation, artefacts and access are only useful in that they are used to build knowledge through active learning.
Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology.
creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358
At last we are connected together in
leading and in
learning!
cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/
…if we draw on expertise for ways of supporting learning in the newly emerging Web 3.0 information ecology
http://youtu.be/bAOWpdQeyBQ
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