Connectivism: How Do We Become Curators of Information? (ED 7714: Week 4)

The Reading for week 4 deals with the theory of connectivism.

My Networks

Technology has changed the way that we learn because it is impossible to keep up with the volume and pace of information which is available to us. As a result, according to the Connectivism article on Elearnspace, we need to be able to “make connections between specialized sets of information.” Also, since information is constantly changing, knowing how to find and evaluate information is more important that what one actually knows at the moment.  

The volume of information is what leads to the idea of being a “curator” as discussed in the YouTube videos by Steve Rosenbaum and Robert Scoble. Rosenbaum refers to the “data overload” and an “avalanche of data.”  He talks about the need to filter the information and “embrace clarity.” Scoble reinforces these ideas, although the amount of data that he filters seems overwhelming to me! I think what both men are saying is that it’s impossible to take in all of the information. We need to be “human filters.” That implies filtering what we pay attention to. In other words, don’t attempt to follow everything; create your own banks of information.  Choose who you follow carefully. Also, pass on, as in the form of retweets or likes, what you think is worthy for others to see.

We’ve been talking about the idea of creating Personal Learning Networks, which I see as a place to find and share information that is important to us. This is a form of curating. The truth is, I have only just begun to think about how to organize and make sense of all of the information which is out there. At times, I find the amount of information daunting, so I am looking for the best way to sift through and filter what I read.

I feel like I’m still trying to find the best way to curate, but for now I’m most comfortable with Google+. In particular, I think the communities are a place to start, especially to facilitate my integration of technology into my instruction. I’ve joined a few communities and I will look to them for ideas. I also hope that as time goes on I will share my ideas with them. In addition, I am investigating other communities which will be helpful.

Google+ Communities

I also am eager to use Twitter more. Robles advocated Twitter as one of the best sources of information. As we have learned, Tweetdeck helps to filter that information. As Robles said, I need to figure out who to follow. I’m still working on that. Honestly, I haven’t used Twitter much before, but I want to become more comfortable with it as I develop my “online identity.”

Tweetdeck

The Internet has definitely become “the dominant text for our generation” (O’Byrne). We must develop the ability to find, evaluate, filter and share the information that we deem important. As always, the traits that will help us to be successful are persistence and flexibility.

Networked Learning Project: Progress - Week 3!

I’ve been reviewing videos and practicing my golf swing. The video "Beginner Golf Guide - Driving Basics Video" by Golf Info Guide.com was informative. The Golf Channel has beginner videos as well that provide useful tips. Watching Youtube videos of various golf swings has helped. I also tested an app called “Ubersense" which was recommended by Stephanie in one of our class discussions. The app is extremely helpful. It allows the user to make a video, analyze it in slow motion, annotate it, and compare the technique to a pro's. It’s very cool and I’m looking forward to using it not only for my own benefit, but as a swimming and diving coach in the fall. I’ve used “Slo-Pro” in the past to coach diving, but this app has more features that will be helpful.

Navigating the Web: Challenges

I just finished reading chapters 9 and 10 in The New Lit Handbook, and I see how the information in the chapters connects to the skills in the ORMS model, particularly as they relate to online reading comprehension.

My first impression of Chapter 9 is that it seemed “dated.” The latest reference was 2003. The Internet was not yet the dominant text in education at the time this chapter was written. However, the authors recognized the skills that students need in order to be able to utilize the Internet effectively. The authors discussed the challenges students had in “web-searching.” Although self-inquiry quests seemed to have some success, students had trouble generating questions for in-depth searches. Students were not using keywords effectively and were looking for quick answers. They also browsed and jumped from site to site randomly. Finally, they tended to think that sites were valid simply because they were on the Internet. These challenges lead directly to the online reading comprehension skills discussed in the ORMS model. The model identifies the need for students to be able to generate questions, locate information effectively, and evaluate the validity of information found on the Internet. The authors of the Chapter realized that in order for the Web to be valuable for knowledge construction, individuals must develop the skills to locate and evaluate the information.

Chapter 10 went on to analyze the navigational skills of students. Researchers noted that the way an individual navigated the Internet was influenced by prior knowledge, spatial ability, learning style and motivation. They believed that the complexity of the task was posing new challenges to learning. This coincides with research by Leu et al (2013) in an article I used for my research in online reading comprehension. They argue that in many cases online reading requires more higher order thinking than offline reading.  This is particularly true when students try to synthesize information from multiple sources.

Even though the use of the Internet as a source of knowledge construction has increased astronomically in the past few years, many of the challenges remain the same. Finally we are recognizing that there are specific skills associated with online reading which even proficient offline readers may not possess.

The final idea that I took away from the article is that persistence and flexibility are two of the key factors leading to success as the Internet becomes the dominant text of our generation. From my own experience and challenges, I wholeheartedly agree!

Motivation in the Classroom and in the World: It's Not That Different

  The topic of motivation which is addressed this week in the articles is especially pertinent to us as educators. Dan Pink’s explanation that although money can motivate individuals on simple, mechanical tasks, monetary rewards do not increase motivation on tasks that require cognitive skills. Pink’s findings were related to the business world but can easily be applied to education. According to Pink, people are far more motivated by “autonomy, mastery, and purpose.” Relating this to students, I think that students are most engaged in their learning when they have some choice, when they believe it matters, and when they really want to get good at something. One of the most successful projects that I did with kids was having them research a human rights organization or charity and prepare a presentation encouraging others to get involved. Some kids took it to heart and one group, who researched the Susan G. Komen Foundation, even registered for the Race for the Cure that year. It made me realize how hard kids will work when they see a real purpose for something.  I find that teachers are the most creative and effective when they are given the freedom to develop curriculum and deliver instruction the way that they see fit.

      Arzt, in her article about “Online Collaborative Inquiry,” writes about how blogging motivates kids while reinforcing 21st century skills. Blogging can give kids a real audience and purpose for their writing and I look forward to using blogs in my English classroom this year.

      Finally, Castek et al (2011) discuss online reading comprehension in “The New Literacies of Online Reading Comprehension.” In fact, they argue that online reading can motivate struggling readers because they are oftentimes more successful at that than they are at offline reading. The shorter texts and multimodal nature of online reading fosters comprehension. I will be investigating the skills involved in online reading further in my research paper later this semester.

Cooking With TPACK: Flexibility and Persistence

As the articles on TPACK explain, in order to effectively prepare students for the 21st century, we need to integrate our knowledge about pedagogy, content and technology into our instruction. What the “Cooking with TPACK” reinforced to me is that we won’t always have the perfect conditions to integrate technology as effectively as we might like. As we’ve discussed in class, we need to be flexible and persistent. We have to teach the students we have with the resources available to us. That means that we need to be innovative and flexible. As I’ve said previously, we can’t be afraid to take risks and make mistakes. Making a peanut butter and jelly sandwich with a spoon isn’t ideal, it’s a bit messy but in the long run it works just fine. The same goes for integrating technology into our instruction; It won’t always be pretty, but we have to be able to adapt and make it work.

PLN's: Teachers, Students, and Pinterest

Following up on Wagner’s article on PLN’s, Will Richardson, in his YouTube video, emphasizes the need for teachers to create and participate in their own PLN’s so that they can effectively instruct students in using online networks safely, ethically, and effectively. He points out that kids are using networks for socializing and finding information, but they can be used much more productively with the proper instruction. As he says, PLN’s are the way the world is going.

On a final note, I had not thought of Pinterest for a PLN. I’ve used Pinterest as a class advisor to create invitations and centerpieces for the Junior Prom. However, I will now think of it as a site with much more to offer. I will look to Pinterest for all kinds of ideas and will not hesitate to post ideas of my own.

Personal Learning Networks: Powerful Learning

I just finished reading “Personal Learning Networks for Educators: 10 Tips” by Mark Wagner. When I create lesson plans, units and write curriculum, I search the Internet for examples and helpful information. However, until I began taking classes in the UNH program and reading articles on digital learning, I never realized the powerful impact that online learning communities could have. Dr. Wagner emphasizes the need to make a commitment to a personal learning network. Being committed involves not just asking for information, but sharing and dialoguing with other professionals. I plan to spend some time researching the various networks, but the one I am most eager to start with is google+. I have joined several communities and I look forward to investigating them further. I think the theme of “play” which we have discussed for the past several weeks applies to the idea of PLN’s. As an educator, I need to take some time to learn what’s out there and see what will work best for me.


One other point that I agreed with on Wagner’s article is the need to develop a personality online. I think the blog gives us the perfect opportunity to do that. There are multiple professional responses to articles, but the the opportunity also exists to infuse the blog with some personal information and interests. It’s much easier to connect with a person when you feel that you know a little bit about him or her.