Category Archives: Futures

Tricks to find the truth: Information Literacy for Social Media

This is the third and final in the blog series on developing information and critical literacy skills for identifying quality information online. After exploring why these skills are important, in the first blog post, and then investigating the grammar of websites in the second post, this final post provides some tools to consider when verifying information which has been published via social media such as Twitter and YouTube.

A Pew Research paper on how teens research in the digital world  found that 52% of students access YouTube or other social media sites when searching for information for their assignments. Although not perhaps considered a traditional source of information, sites such as Twitter and YouTube are increasingly being accessed as a ‘way in’ to complex topics. These sources too require specific skills to identify reliable, accurate and quality information, perhaps even more so that websites. This is because the nature of social media is that it is designed often for quickly uploading and sharing information; there is very little skill level required to post to social media, vs the skills needed for web publishing; therefore an even larger group is publishing content which may or may not be correct. The personal nature of many posts also means that it is very open to bias, and the social nature means that scams, jokes and misleading posts are much more likely.


creative commons licensed ( BY ) flickr photo shared by mkhmarketing

A fantastic and interesting way to learn more about how to verify information discovered via social media is to explore the work of the modern journalist. Often, information about breaking events is caught or reported by citizens ‘on the ground’, and is shared via social media much more quickly than traditional news services can. Therefore, for journalists reporting on news as it happens, often extensive investigation must take place to ensure the photo, video or blog post is verifiable, and not simply for notoriety or hoax value.2014-10-03_1558

The Verification Handbook is a really interesting read (and free to download) which shares a range of tools and strategies for how journalists verify information, using real case studies.
Of course, students who are researching won’t necessarily go to the lengths that journalists go to to identify the veracity of information they find online, but it is good be aware of strategies which are easy to apply if they aren’t sure of the accuracy of information.

Three ways identified in the handbook to verify the accuracy of information on social media include:

Provenance – is this the original piece of content?
Source – Who uploaded the content?
Date – when was the content created?

Finding this information requires the use of a combination of tools.

2014-09-19_1350One of the most useful tools for establishing the provenance of images is the Tin Eye reverse image search tool. Tin Eye begins with the image, and searches back,  to attempt to establish where an image came from, how it is being used, if modified versions of the image exist, or if there is a higher resolution version. This is particularly useful if you have the feeling that an image has been doctored. You can install the Tin Eye plug in for Firefox, Internet Explorer, Safari or Chrome, or you can just go to the Tin Eye website and paste the image link or drag and drop the image itself. Click on this link to see some of the more interesting versions of images that Tin Eye has discovered.

When looking at the source to verify who uploaded the content, there are several things to take note of. Look at the account of the person posting the information; what is the quality and content of their previous posts? Look for slight inconsistencies in their name (e.g. Julian Gillard), when did they create the account? You can also be guided by the blue tick on Twitter accounts which indicate that they have been verified, but this, like anything else, may be faked. More information about verified Twitter accounts is here.

Who is the REAL Julia Gillard?

Who is the REAL Julia Gillard?

Just doing a search for a well known person on Twitter can reveal the range of accounts purportedly belonging to the same person. This is a great activity to demonstrate how closely users need to examine accounts, and how easily one may be fooled into thinking posts are from someone from whom they are not.

To verify the date that information was published, journalists have to go to great extremes to verify the accuracy of information they receive via social media; sometimes searching the weather at the time an photo was taken to identify a match, or using Google Maps to match background scenery to confirm the event took place where it was said to.

While students aren’t necessarily dealing with breaking information, they do need to apply a little bit of critical awareness to information that they gather from social media. Simply double checking information against a number of different sources is one of the best ways to identify the reliability of information; as well as having a little bit of general knowledge and common sense.

For those who wish to dig a little deeper, the Verification Handbook website has published a list of tools that are useful for verifying identity, places and images.

These three posts (click for post one or two  if you missed them) have attempted to provide a summary to this huge area. I have collated a list of resources and tools on my Pinterest board for further reading and information. I’d love to hear of any other tips, tools or strategies you have found useful when evaluating online sources of information.

Click the image to access my Pinterest board with resources to support teachers in this area.

Click the image to access my Pinterest board with resources to support teachers in this area.

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Global Learning – Sharing, Connecting and Discovering together!

Today I was privileged enough to attend (free of charge!) an international conference at my desk here in Brisbane Australia. How? I participated in webinars which were part of the Library 2.014  Conference, hosted by the Learning Revolution Project. These webinars were run by two very valued members of my Professional Learning Network – one of whom I’ve met in person just once, the amazing Judy O’Connell, and one whom I have yet to have the pleasure of meeting – the ever inspiring Jennifer LaGarde.Both of these ladies share generously online, via a range of social media – they blog, they tweet, they curate and they share their presentations via Slideshare – and today I was able to learn from them as they spoke about Leadership in a Connected Age (Judy) and Imagining Library Spaces of the Future (Jennifer).

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You can learn from them, and from a huge range of other presenters too – all of the webinars are recorded, and shared (again free of change, thanks to the generosity of sponsors).

So why am I posting about these speakers who so generously share their time and talents? It’s not only because of the amazing things I learnt (some of which I’ll share below) but also to promote the wonderful work of The Learning Revolution Project, led by Steve Hargadon.

2014-10-08_1506This project truly democratises professional learning, and allows anyone with a web connection to participate in conferences with world leaders of many different professions. It’s not just listening to the person speak and seeing their slides – it is also having the ability to ‘chat’ via the back channel (a discussion that goes on synchronously which the presenter can also see), to ask questions, share thoughts and resources – to meet people from around the world who are also working in similar areas, and to connect and share learning. This type of opportunity demonstrates the power of technology in learning today.

This video, shared by Judy this morning beautifully captures the amazing growth, potential and capacity technology is enabling:

The learnings of those who participate, as well as some of the key resources are being harvested in real time on a Padlet created by Joyce Valenza – herself another guru in the Teacher Librarian and Information and Networking Literacy worlds. It is joint constructions and the pooling of knowledge by participants with such global, wide-ranging experiences which will enable the new breakthroughs in learning to occur; but are we preparing students for this type of learning and engagement? Are we as adult life long learners embracing these changes and modelling them?

Both webinars, although having slightly different focuses, brought home to me the need to be open – to learning, to engagement, to experience and to new opportunities and potentialities.

Judy explored the world ‘out there’: trends in knowledge construction, participatory cultures and social networks, and how we might use this information and access to lead others into a global, connected future. She shared research, such as From Chalkboards to Tablets (pdf) the power of the gestalt created by connecting via technology to solve problems (e.g. FoldIt – a computer game that allows players to contribute to solving scientific research problems through their gaming) and the awesome power of a simple Google Search  (Google Flu Trends – where searches with particular terms have been found to effectively indicate the spread of the flu ahead of any other measure). Judy challenged us to be aware, to be involved in knowledge construction, and to delve more deeply into this world – not to accept the surface level knowledge, but to become more literate via knowledge networks. I thought this quote was particularly powerful:

“The urgent dimensions of learning: the 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, occuring through an integration of face-to-face and online interactions within a community” Trentin, G. (2011) Technology and knowledge flows: the power of networks

Jennifer took us into the world ‘inside’ her school library, which, by offering experiences, the chance to play and experiment, to express student voice and create rather than just consume, is just as large, exciting and full of inspiring possibilities as the ‘outside’ world – because she has successfully connected her students to real world learning!

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Jennifer’s approach to learning is to make it real, engaging, and to bring the real world in. It is not about the technology, it is about developing a positive attitude to learning and providing a collaborative, ‘safe’ environment, where it is ok to learn by having a go – failing just shows you are trying something new! Jennifer values her students and listens to them – she lets their voice be heard, and considers their input – the kids have a say in their learning! This therefore gives them ownership and encourages engagement. Of course, Jennifer uses technology to bring about amazing learning – but even without this technology, her style and approach would remain the same – its not the tools it is the pedagogy.

I would encourage you to add these two thought leaders to your PLN – follow them on Twitter at @jenniferlagarde and @heyjudeonline, check out their blogs and become part of the global learning community!

 

Learning Spaces: Campfires, Watering Holes, Holodecks?

Our workplace has been in the midst of great change recently. Walls have been knocked down, furniture has been culled and storage systems replaced. The result is a huge space, which has brought many visitors from the upper floors, amazed at how different the area looks. We, who work in the space are experiencing a mix of emotions. The openness of the floorplan is very inviting; it encourages collaboration and a different way of working. However we also are struggling with the complete lack of privacy; our work area is open to the world, and any ‘mess’ we make –  processing books, creating displays, sorting through equipment – is oh so public. The space in which we work impacts upon us tremendously; not just in the way that we operate, but in how we communicate with others and how we feel emotionally.

Is it any wonder, then, that many question why we ask students to do their best work in uninspiring rooms, with uncomfortable (and sometimes immovable) furniture, under the glare of fluorescent lighting? While in many ways schools have changed, in some ways they remain the same. Most schools have at least some ‘traditional’ classrooms that are yet to be revisioned to reflect what we now know about pedagogy, environment and learning spaces. Who says that we need  front and a back of a classroom, or even a black/white board, when we consider the changes in technology that bring the information of the world into the palm of a student’s hand? The traditional classroom design is not necessarily the most effective model today.

Part of our physical change has been as part of a larger review of learning spaces in general; and has been accompanied by professional reading and research, most notably (as you may have noticed by the title of this post) the work of David Thornburg, Bruce Mau and the Third Teacher crew and Ewan McIntosh. I have tried to encapsulate some of what I have learnt into the infographic below.

Learning Spaces

For those undertaking any type of redesign, I would direct you to my Pinterest board, Learning Spaces, the Third Teacher , and also to follow the Twitter hashtag #inf536, which are the tweets of students currently undertaking the new CSU subject Designing Spaces for Learning, being run by Ewan McIntosh in consultation with Judy O’Connell.

Have you been on a journey redesigning learning spaces recently? Share your experiences in the comments!

 

 

App-dependent or App-enabled: a challenge that extends beyond the App-Generation

Read more about this book at the website http://appgen.yupnet.org/

Read more about this book at the website http://appgen.yupnet.org/

Howard Gardner and Katie Davis have authored a fascinating book entitled ‘The App Generation’, which focuses on how today’s youth navigate identity, intimacy and imagination in a digital world. The book is based on their extensive research, conducted over several years, which includes interviews, focus groups and, interestingly, an examination of young people’s creative output (e.g. artworks, writing etc), sampled from a twenty year period.

Unsurprisingly, like any text which seeks to ‘define’ a entire generation, the text has garnered praise:

“Gardner and Davis have offered a challenging and thought-provoking book: particularly rewarding for educators who are interested in thinking about how young people are changing, and how we might preserve the best practices of our profession while adapting the tools that define a generation.”—Justin Reich, Education Week (3/11/13)

and some criticism:

“While Gardner and Davis valiantly try to avoid the clichés and stereo­types typical of discussions about culture and technology, their work still feels trapped in a kind of nostalgia, pining for a lost world.” – Jenna Wortham, The Times (1/11/13)

In many ways, the text confirms what many educators already knew, and what is, essentially, common sense: that the ‘app generation’ are different in some ways to their predecessor generations, and, in some ways still the same.

What piqued my interest more than anything was the idea of being ‘app-enabled’ or ‘app-dependent’ – the terms used by the authors to describe two possible outcomes for a life immersed in digital technology.

Those who are app-enabled use apps  as a launchpad to lead a richer life, with experiences enhanced by the access to information and connections to others that mobile technology allows. This contrasts with ‘app-dependent’ individuals, who let the gated garden of the app world direct and focus their life encounters, and, in many ways, limit their potential.

I believe these terms can go far beyond a description of those within the ‘app’ generation. They could be used to describe an attitude to technology that can often be seen in education; those who see technology as a key to opening up new worlds of learning could be considered to be app-enabled;  those who see apps as tools that simply replicate what has always been done, yet digitally, could be seen as app-dependent.

The challenge is to model the true potential for technology to transform learning and life experience, so that young people do not see apps as the outer limits; so that rather than seeing apps as an ends, they see the tools as a means to reaching new potential.

Being ‘app enabled’ means working towards the ‘redefinition’ level of Ruben R. Puentedura’s SAMR Model. This model proposes that educators use technology at a variety of levels; none are necessarily bad, however they reflect both the purpose of the technology use, and the level of confidence and competence the user has to truly take advantage of the possibilities the technology affords. Not every tool or learning opportunity has the scope to fall in the ‘redefinition’ category – however being aware of the possibilities allows educators to always consider how digital tools enable students to achieve things never previously possible.

The levels can be seen below:

Taken from Puentedura's slides for his presentation at Spark : SAMR: An Applied Introduction http://www.hippasus.com/rrpweblog/archives/2014/01/31/SAMRAnAppliedIntroduction.pdf

Taken from Puentedura’s slides for his presentation at Spark :
SAMR: An Applied Introduction
http://www.hippasus.com/rrpweblog/archives/2014/01/31/SAMRAnAppliedIntroduction.pdf

Being app-enabled in the sense that I am referring to does not mean that every time a teacher reaches for a technology tool it must be transformational;  it simply means having the commitment, confidence and positive attitude required to think outside the box when using technology – for seeing how it might be used in ways not previously considered, and for not allowing the ‘rules’ of the tool to limit learning possibilities.

How does one begin? Perhaps by searching for creative ways of using the apps already in the teacher’s toolkit; those free and easily accessible tools that may be currently in use. The image below has just some ideas to get you started. These ideas are not necessarily at the redefinition level of the SAMR model – but they do demonstrate how one tool may have many different uses.

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

 

Being app-enabled or app-dependent in this way goes beyond the tools; it is an attitude that we can model to students, and a belief in the creativity and potential possible using the huge array of tools so readily available.

Are you app-enabled? Share in the comments tips for how you use technology tools creatively!

 

 

 

Life through a Lense – the ubiquitous camera

I don’t know if the Apple advertisement’s claim that more photos are taken with the iPhone than any other camera is completely true – but I do know that we are taking more photos than ever, and more often than not, we are using phones to do it.

If you asked anyone about ten years ago if they would ever use a phone to take a photo, they would have looked at you as if you were daft. The two tools don’t seem connected in any logical way. Apart from futuristic ‘video phones’, the idea of a lense on your phone, which is essentially a voice driven medium would have been the furtherest from people’s ideas about the future of telephony.

Added to this is the ability for the phone to store hundreds of photos. They have replaced Grandma’s little photo album of the grandkids, and at gatherings you often see people clustered around a phone’s tiny screen, viewing someone’s favourite pet or last night’s antics.

The fact that we now all carry around a camera with us in our pockets has changed so much. When the police wanted to find the suspects of the Boston Bombings, they didn’t have to rely solely on security camera footage (although it was cctv footage that eventually led to their identification) – they appealed to the public, seeking photos and video people had taken on their phones which may have inadvertently captured suspicious behaviour.

Likewise the veracity of referees’ decisions was called into question last week, when French Open tennis competitor Sergiy Stakhovsky took his phone from the sidelines, to photograph the mark left by a ball he claimed was not out.

Now that we are not limited to 12 or 24 exposures, as used to be the case with film, there is no reason not to take photos everywhere and of everything. We can use this capability in so many ways – and like everything, there are positives and negatives.

“A photograph is a moral decision taken in one eighth of a second. ”
Salman Rushdie, The Ground Beneath Her Feet

Our students now carry a powerful learning tool in their pocket all of the time. They can record their learning, capture an ‘aha’ moment and reflect upon it, create beautiful images and share them, build a history of their experiences far beyond what we have done in the past.

With this great tool, however, they can also create tremendous havoc. Everyone makes mistakes, and we should be able to learn from them and move on, not have them haunt us for the rest of our lives, captured forever in digital format. Photos that are taken on the spur of the moment and shared online will never ever truly disappear – no matter if they are deleted from a newsfeed or supposedly ‘self destruct’ in a chat service.

And so yet another avenue for solid digital citizenship arises. It’s difficult to get students to stop and think before taking rash actions – and even more so when they are with friends, at a party, caught in the moment. However it is vital for them to understand the responsibility that comes with being able to record a moment in time forever – and the power they wield with just one tap of the camera button.

Selling the Future

I viewed these videos on my iPad as I sat on the couch. When I finished watching them, I double clicked the bottom button on the iPad and flicked to the Google Plus app where I started typing. I then thought better of this- why not write a blog post and simply post the link to G+? So I flicked to my WordPress app, and began typing there.

It wasn’t as entirely seamless as the glass and Microsoft videos suggested, but it was pretty amazing, particularly as only 10 years ago it would have been science fiction- typing on a tablet, connecting wirelessly to the net, flicking from app to app after viewing HD video on the same device…

I found these videos to suggest a utopian and dare I say false view of the future. I definitely believe the technology is in our lifetimes…but like all advertising, this technology will not bring with it a population where everyone is beautiful, living in perfect nuclear families, working in funky offices and yet still having time for Mum to advise on the bake sale.

It was fascinating that while all of this modern technology had supposedly transformed our lives into Vogue magazine shoots, the kids still learnt traditional algorithms while sitting at the kitchen table, and the teacher still stood at the front of the room while the kids sit in rows. Even the multi-touch colour table (which looks like awesome fun!!) is still used for a rather low level learning activity- overlaying colours and matching them to pictures……not that inspiring……

I also found it interesting that the screens in both videos only featured one app at a time- unlike my desktop at work, which has two screens and multiple apps operating and demanding my attention- email, Twitter, chat and my project work all have windows visible. Perhaps this simplicity added to the calm and in control tone to these videos, where technology clearly dominated and directed (an invite from a dress shop sees the busy Mum ditch her meeting to buy clothes) and yet did not seem to overwhelm.

Viewing a possible future constructed by marketing departments is always going to be fraught with danger- but, after reading my fellow quad blogger Rick Bartlett’s post, http://drrbb2nd.blogspot.com.au/2013/01/elevator-speech.html?m=1 , perhaps we need to introduce a bit more blue sky thinking and entrepreneurship into our goal setting and planning in education- a little utopian dreaming has never hurt Microsoft after all!!