Why Social Networks Matter

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OSLA Spotlight presentation for the OLA Super

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<ul><li><p>Dr. Alec CourosOLA Super ConferenceOSLA Spotlight SpeakerFebruary 2012Toronto, Ontario</p><p>Why Social Networks Matter</p></li><li><p>#sc12</p><p>#libchat</p><p>#tlchat</p></li><li><p>me</p></li><li><p>Outdated Faculty Profile</p></li><li><p>The Blur</p></li><li><p>An Open Educator</p></li><li><p>eci831.ca</p></li><li><p>Web 2.0 tools exist that might allow academics to reflect and reimagine what they do as scholars. Such tools might </p><p>positively affect -- even transform - research, teaching, and service responsibilities - only if scholars choose to </p><p>build serious academic lives online, presenting semi-public selves and becoming invested in and connected to the work of their peers and students. (Greenhow, </p><p>Robelia, &amp; Hughes, 2009)</p></li><li><p>Open Doctrine</p></li><li><p>journey(quick version)</p></li><li><p>Knowledge</p></li><li><p>knowledge what is k? how is k acquired? how do we know what </p><p>we know? why do we know what </p><p>we know? what do humans know? who controls k? how is k controlled?</p></li><li><p>human thought/ideas</p><p>human language</p><p>high-level language(e.g. C++, Java, PERL)</p><p>low-level language(assembly language)</p><p>machine code(binary)</p><p>source code</p><p>code irretrievable</p></li><li><p>@jonmott</p></li><li><p>From NAGPS (2011) via h4p://bit.ly/oIwVut</p></li><li><p>From NAGPS (2011) via h4p://bit.ly/oIwVut</p></li><li><p>From NAGPS (2011) via h4p://bit.ly/oIwVut</p></li><li><p>Openness</p></li><li><p>Open Education is the simple and powerful idea that the worlds knowledge is a public good and that technology in general and </p><p>the Worldwide Web in particular provide an extraordinary opportunity for everyone to </p><p>share, use, and reuse knowledge.(William &amp; Flora Hewlett Foundation)</p></li><li><p>Free/Open Contentdescribes any kind of creative work in a format that explicitly allows copying and </p><p>modifying of its information by anyone, not exclusively by a closed organization, firm, or </p><p>individual. (Wikipedia)</p></li><li><p>25</p></li><li><p>26</p></li><li><p>media shift</p></li><li><p>Early Day of PC in Schools Todays Social/Mobile Reality</p><p>Shifts in Media</p></li><li><p>Shifts in Society</p></li><li><p>The average digital birth of children happens at about 6 months.</p><p>In Canada, US, UK, France Italy, Germany &amp; Spain ... 81% of children under the age of two have some kind </p><p>of digital profile or footprint.</p></li><li><p>http://www.flickr.com/photos/dkuropatwa/4285762190</p></li><li><p>Consume</p></li><li><p>Produce</p></li><li><p>Remix</p></li><li><p>http://www.flickr.com/photos/dolmansaxlil/4802611949/</p><p>Share</p></li><li><p>myth of the digital native</p></li><li><p>Children and young people are described as the collaboration generation, eager to work together </p><p>towards common goals, share content and draw upon the power of mass collaboration. This combination of individualisation and collaboration is often presented </p><p>as giving young people a propensity to question, challenge and critique. These are individuals who typically cant imagine a life where citizens didnt </p><p>have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. </p><p>The Digital Native - Myth &amp; Reality, Selwyn (2009)</p></li><li><p>Are We To Believe This?</p></li><li><p>Or This?</p></li><li><p>Or This?</p></li><li><p>... age is not a determining factor in students digital lives; rather, their familiarity and </p><p>experience using ICTs is more relevant. </p><p>... the notion of digital natives is inaccurate: those with such attributes are effectively a </p><p>digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital </p><p>divide ... characterized not by age but by access and opportunity. </p></li><li><p>Postliterate are those who can read who choose to meet their primary information and recreational needs through audio, video, graphics, and gaming. Print for </p><p>the postliterate is relegated to brief personal messages, short information needs, and other functional, highly </p><p>pragmatic uses such as instructions, signage, and time-management device entries - each often highly </p><p>supplemented by graphics. The postliterates need for extended works or larger amounts of information is met </p><p>through visual and/or auditory formats.</p><p>Libraries for a Postliterate Society, Johnson (2009)</p></li><li><p>in practice</p></li><li><p>Categories of Tools</p></li><li><p>Blogs &amp; Wikis</p></li><li><p>Simple Blogging</p></li><li><p>Microblogging</p></li><li><p>Social Bookmarking</p></li><li><p>Info/File Management</p></li><li><p>Media Sharing</p></li><li><p>Social Networking</p></li><li><p>Social Curation</p></li><li><p>Networks</p></li><li><p>Howard Rheingold</p><p> Understanding how networks work is one of the most important literacies of the 21st century. (2010)</p><p>Network Literacies</p></li><li><p>http://www.anduro.com/calgary-mayor-race.html</p><p>Politics</p></li><li><p>Services</p></li><li><p>Reputation</p></li><li><p>Dear Photograph:Thank you for everything we had.</p><p>Meaningful Projects</p></li><li><p>Protest</p></li><li><p>Human Connections</p></li><li><p>God bless you and your family through this difficult time.</p></li><li><p>My best attempt, I only removed the tubing, left colors and levels alone. I am sorry for your loss.</p></li><li><p>I color corrected the skintones a bit as well.</p></li><li><p>minor lighting, a 6 x 4 crop for printing in standard size &amp;</p><p> removed some of the background.</p><p> well done fellow redditors !!!!</p></li><li><p>Hope nobody thinks this is in poor taste... please accept my warmest wishes and deepest sympathy for your loss. </p></li><li><p>Fixed the </p><p>chair</p></li><li><p>OK black background gone. Sorry it took so long, had to start over. Thanks again to wahoorob for doing the hard part.</p></li><li><p>Sorry for the late help. I went for simplicity. Enjoy - and I hope you remember her well.</p></li><li><p>Tools + Networks</p></li><li><p>ps22chorus.blogspot.com</p><p>Example #1: Power Of (Global) Audience</p></li><li><p>Example #2: Learning Through Networks</p></li><li><p>Example #3: Teaching/Learning Online</p></li><li><p>big ideas</p></li><li><p>Digital Fluency</p></li><li><p>Framework for Student Learning, Government of Alberta (2011)</p></li><li><p>Technological fluency means much more than the ability to use technological tools; </p><p>that would be equivalent to understanding a few common phrases in a language. To become truly fluent in a language (like </p><p>English or French), one must be able to articulate a complex idea or tell an engaging story -- that is, to be able to make things of </p><p>significance with these tools. </p><p>The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, &amp; Cooke (1998)</p></li><li><p>The Difference Between Digital Literacy &amp; Digital Fluency, C. Briggs (2011)</p></li><li><p>The Difference Between Digital Literacy &amp; Digital Fluency, C. Briggs (2011)</p></li><li><p>... our ability to use digital technologies to have the intended positive effect on people &amp; situations.</p><p>The Difference Between Digital Literacy &amp; Digital Fluency, C. Briggs (2011)</p><p>... the more fluent a person is, the better they are able to predict the outcome of their actions.</p></li><li><p>http://www.flickr.com/photos/dolmansaxlil/4802611949/</p><p>Sharing</p></li><li><p>its about overcoming the inner 2 year old in </p><p>you that screams mine, mine, its mine. </p><p> (Wiley, TEDxNYED, 2010)</p><p>On Sharing ...</p></li><li><p>http://www.flickr.com/photos/jaumedurgell/740880616/sizes/l/in/photostream/</p><p>Identity</p></li><li><p>Best Job in the World</p></li><li><p>http://www.flickr.com/photos/will-lion/3356252350/</p></li><li><p>Relationships</p></li><li><p>21st Century Learning Networks</p></li><li><p>21st Century Learning Networks</p></li><li><p>@shareski</p></li><li><p>http://couros.cacouros@gmail.com</p><p>@courosa</p><p>Dont limit a child to your own learning, for he was born </p><p>in another time. ~Tagore</p></li></ul>