Reading Topic 1, notes

Introduction

Topic one was finally introduced today and its time to take action and to prepare for it. The course web site has four new blog posts on the subject. These are my notes from reading them.

Introductions, aims and resources

First out is the Introductions aims and resources: https://opennetworkedlearning.wordpress.com/topics-and-activities/topic1/topic-1-introduction-aims-resources/

Some notes on reading it, its a bit wordy and unclear at best.

"An essential part is to connect with peers and facilitators, begin to build relationships and to form groups. "

This I guess is a reference to the google community. At least that is boiling with activity right now. I spent some time reading others blogs and giving welcome messages and handed out a +1 to every one I could see. But the cite sounds like we should form groups ourselves of that I'm not sure I thought we would be divided into groups. +Lotta Åbjörnsson wrote "You will get a mail from +Lars Uhlin tomorrow telling you what group you're in and what to do next!" So I guess that is going to happen, just wait an see. Some seems to already know what groups they are in, and the co-facilitators seems to start sharing to some that they belong to a group... confusing at best... and makes me feel a bit left out. Mental note: release vital information to everyone at the same time.

"You will be encouraged to start creating your own online learning space for sharing of reflections on your learning. "

I guess this means the blog I'm writing. Its a learning space. Hm spaces and places now again.

"As a starting point you will reflect on and discuss your own digital presence and identity and your experiences, concerns and challenges."

I guess this is the first blog task. I do hope there will come more instructions!

Reading and resources.

There are two short videos and an article, there seem to be another article not yet published on PBL. This means I will have to go back, hm how to remember.

Watching: David White: Visitors and Residents (part 1)

He start by rambling about digital natives and immigrants. I guess this a competing theory to his own? I totally don't agree that the younger generation are born into the digital skills. They are consumers but have little understanding. Sure they can handle an interface, but that is not understanding. Fortunately David comes to the conclusion that that model did not hold.

David goes on and exemplifies a couple of learning literacies:

"...critically evaluating a range of digital resources" and "...formulate and express cogent arguments online."

David proposes (his?) model of "our relationship with the web" showing a continuum of "modes of engagement" from the visitors who uses the platform as a tool to solve a task and don't leave social traces, like paying bills - to the residents ( oh no! the spaces and places again! ) who go online "to be present with other people". He then lists different types of social activities like posting on Facebook.

I always wonder what kind of explaining power or predictive such model as the visitor/resident has? I hope he will reveal it soon! 

The model as proposed

David expands the model by adding a vertical axis of personal and institutional, they are not opposing forces but again a continuum. Then right at the end he states a lot about resident forms of practice and how it can affect the institutional work. Resident forms of practice (mode of engagement) give new ways to engage students and staff. They can affect how we assess credibility, how we produce and consume knowledge etc.

Watching: Visitors and Residents: Credibility (part 2)

The video start with a comment on the price of creating content now and before. 

The question is is some knowledge less worth if its online than if it was published with peer review?

Now he start telling of currencies... The traditional credibility currency given by institutions and the second popularity currency of likes and search result fit.

Students often chooses convenience over "accuracy, authority and legitimacy". Wikipedia is used as an example of a learning black market where students go to actually learn and then they need to pretend they got the information from more accredited sources.

Developing digital literacies (2014) JISC guide.

https://www.jisc.ac.uk/guides/developing-digital-literacies

"Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society."

"digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies."

The seven elements of DL, according to image:

• Media literacy - critically read and produce academic communications
• Communication and collaborations - participate in networks for learning and research
• Digital reputation and online Identity management
• ICT literacy Use digital devices, apps, and services  
• Learning skills in formal an informal technology rich environments.
• Digital scholarship - academic, professional and research practices that depend on digital systems
• Information literacy -  Find interpret, evaluate, manage, and share information.

Then there was something about the Beetham and Sharpe’s framework (2010), probably going to read up on that, since the info on the page was not understandable... "a development process from access and functional skills to higher level capabilities and identity." . 

- Ok, not sure what this is... not sure if the first page or the entire guide. not sure If it is at all interesting... Oh I guess I need a break from this... learning continues another day...

I ended up filling in the activity tracker...