“It is not a metaphorical stretch to argue that
computers, networks, and our methods of accessing information online have become“outboard” brains—at least the part of the
brain that catalogs and stores information.”
Nov. 2008 – Institute For The Future
*References listed on the last slide.
Outboard Brain?
http
”The fragmentation of information has resulted in an emphasis on individuals creating personal frameworks of coherence...”
Fragmentation
Self-directed discovery
Handbook of Emerging Technologies for Learning Siemens, Tittenberger. 2009
“Knowing what to pay attention to is a cognitive skill. Knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools - other people.”
- Howard Rheingold
Read more: http://www.sfgate.com/cgi-bin/blogs/rheingold/category?cat=2538
Keynote yesterday:
New Universe has the user at the center:
BELONGCREATE
UNDERSTAND
Explosion of innovation, experimentation, disruptionTraditional assignments might not work. Need to emphasize process…
Sandbox and scaffold space • create their own “libraries” (personal learning networks)• train information to find them (Groups) • use their contacts, friends, connections to expand their spheres of knowledge• use Diigo community to judge credibility of information• share and collaborate to solve problems (crowd sourcing)• reflect on and track their own learning• interact with tools that expand their mental capacities• learn to share as much they consume (feed forward)
5.0
What is Diigo?
PLN? Connection machine?
Bookmarking tool on steroids
Social bookmarking Forum for discussing
content Distributed knowledge
base Social network Image capture library Personal library
Cell phone photo library
Cache for pages found behind passwords
A tag cloud for your brain
Backup for your memory
Annotation tool Personal notes
repository
Diigo Basics
Register
Install App/Toolbar
Browsers
iPad / iPhone
Optional: push to Delicious
Android Phone
Free, Basic or Premium
My Library
My Lists
My Groups
My Network
Hot Bookmarks
• Images•Bookmarks•Notes
•Custom Lists of Content
• Join a Group•Create a Group
•People I Follow•People Who Follow Me
•Popular bookmarks by all Diigo users
Diigo Structure
= social networking
My Library
Images
• Web images• Screenshots• Android Phone
Photos• Collect flash video
Bookmarks• Web pages• PDFs
Notes• Text you type or
copy /paste
Future plans: docs, audio, bibliography
Saved image
Saved note
Screen clips
Screen clips
The Diigo Toolbar
sidebar
Opens your library
Search your library & Google
One-click bookmark
Full-featured bookmark
Highlight text
•Collect flash•Set one-click settings•Remove bookmark
.a
Process Bookmarks/Images/Screen Captures
Process Annotate Organize
Mark “Read Later”,
“Private”
Cache page
Add SummaryHighlight (multiple colors)
Sticky notes/Discussions
Tag
Edit screen clips with text and drawings
Share
Search
Create Lists
My Network• Friends I follow• Friends who follow me
My Groups
• Join a group• Create your own group
Diigo Community• Hot Bookmarks• Serendipitous sticky
notes
Share: Social Networking
Share Everywhere
Within Groups you can have Forums: Topics
.
Processing, Reviewing, Sharing
REVIEW My Library
BlogRoll(insert code
elsewhere on the web)
Or RSS of all your links
Quick Access Filter
(add to folder on toolbar)
Tag Cloud/search
by tags
Generate Report
Full-text search of
cached pages
Review Lists & Highlights
Export Lists to Webslide
show
Publish to Diigo
EasyBlog or your blog
Send select bookmarks
through email
Educator’s Account
Applywww.diigo.com/education
Wait for approval
Teacher Console
xx
Have students practice
Set Up Group
Diigo: Teacher Console
1. Use Diigo to invite students to join the group; follow up with emails as necessary
2. Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves.
3. Seed the group with some example texts, including comments and annotations, so that students understand your expectations.
4. Ask students to practice, to find out what issues they might have.
5. Give feedback on early attempts, to reassure students they are on the right tracks.
Students of the same class are automatically set up as a Diigo group and given all the functionality of a group.
Student privacy settings are pre-set so that only teachers and classmates can communicate with them.
Ads limited to education-related sponsors and private groups not available to search engines.
Important Details
Classmates in the same class are automatically added as friends with one another to facilitate communication, but students cannot add anyone else as friends except through email.
Students can only communicate with their friends and teachers. No one except their friends can send message, group invite, or write on their profile wall.
Student profiles will not be indexed for People Search, nor made available to public search engines.
Privacy
Affordances can be described as the possibilities they offer to people that might use them.
Diigo: Affordances
Diigo opportunities for students:
•Contained space to allow students to practice being at the center of their information universe.
•A sandbox for self-directed learning.
•Practice collaborating with a team.
•Practice group discovery.
•Crowd source authority.
•Tame web fragmentation.
Stephen Downes & George Siemens
Develop proficiency with the tools of technology Build relationships with others to pose and solve
problems collaboratively and cross-culturally Design and share information for global
communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of
simultaneous information Create, critique, analyze, and evaluate multi-media
texts Attend to the ethical responsibilities required by
these complex environments
Will Richardson- Using PLE’s Successfully https://docs.google.com/present/view?id=ah8n38hnwpnq_781fmhhkm64
Speak Up: Project Tomorrow
http://www.learncentral.org/event/106358
Julie Evans, CEOSee Elluminate recording below from 10/4/10
Design curriculum to optimize the value of building a network, building connections
Learn by creating and connecting Practice pattern recognition & meaning making Learn to filter Discover and uncover collective intelligence Networks are the language of our times but our
institutions are not yet built to understand them
Diigo: a program for the new era of education
Diigo Educator
Pricing
www.diigo.com/help/
Pang, Alex. Knowledge Tools of the Future. Institute for the Future, 2008. Accessed 10/12/10: http://www.iftf.org/node/2404
Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. Winnipeg, MB: University of Manitoba.
Davidson, C. N., & Goldberg, D. T. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, Mass: MIT Press.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Accessed 10/19/10: http://www.elearnspace.org/Articles/connectivism.htm
References
Bonus Content
In sidebar: you can see who else bookmarked any site
1. THE RISE OF INFORMAL LEARNING
2. THE RISE OF SELF-DIRECTED LEARNING
3. KNOWLEDGE DISTRIBUTED ACROSS INDIVIDUALS AND OBJECTS
The Big Picture
Individual Discovery/Annotation/Organization• Helps tame information overload• Organizes and annotates web information• Personal Learning Network & network discovery
Collaborative Work• Collaborative knowledge making• Connectivity and interactivity• Practice with interactive reading & writing
Authority/Credibility• Aids in determining authority & credibility
Serendipity• Public Diigo sticky note conversations• Our tools amplify our intelligence
Connectivism (new learning theory)• Diigo helps learner document their network
discovery and record “connections” both people and resources
Next phase of technology in education• Moving from: integrating technology into
the curriculum • Moving to: integrating curriculum with
technology
“…curriculum integration represents the transformation of education through the establishment of an alternative form of curriculum that has resulted from the integrated nature of the connected environment.”
--Gartner, Inc.
Gartner, Inc.
• IntegratingTechnology
• in to the Curriculum
• Curriculum• Integrated• By • Technology
“Brings together fragmented resources to address multidisciplinary studies.”
We need, first, to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general.
That is not to advocate throwing learners off the bus to fend for themselves. It is hard to be self-reliant, to take charge of one's own learning, and people shouldn't have to do it alone. It is instead to articulate a way we as a society approach education and learning, beginning with an attitude, though the development of supports and a system, through to the techniques and technologies that support that.
- Stephen Downes, October 18, 2010
http://www.huffingtonpost.com/stephen-downes/a-world-to-change_b_762738.html
http://www.usdla.org/html/journal/FEB02_Issue/article01.html
http://www.usdla.org/html/journal/FEB02_Issue/article01.html
PROPOSAL – Duke University – Comments Welcome
MASTERS in Knowledge and Networks“We believe that knowledge in the Information Age is not a one-way transmission from expert to learner but is constantly interactive and never stops. We believe that knowledge in the classroom must extend beyond those walls and must bring the knowledge in communities back into the academy as well. We believe that deep knowledge of historical processes, in-depth understanding of context and culture, and sustained critical thinking need to be combined with real-world project management, collaboration, and sophisticated technology and social media skills in order to prepare students for the challenges of a changing world and a twenty-first century workplace.”
http://hastacblogs.org/duke/makn/ma-in-knowledge-and-networks/DRAFT posted on CommentPress
Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”
— attention— participation— collaboration— network awareness
http://www2.ed.gov/about/offices/list/os/technology/netp.pdf