RSS

Du Mundaneum à Internet : un changement de paradigme

Le 2 septembre 1969 le professeur Len Kleinrock de l’UCLA (University of California, Los Angeles) et son équipe, avec deux étudiants, Stephen Crocker et Vinton Cerf, parvenaient à échanger quelques données entre deux gros ordinateurs reliés par un câble de 4,5 mètres. Ce premier essai est généralement considéré comme l’événement fondateur d’Arpanet, réseau à l’origine de l’Internet quelques années plus tard. Le 17 décembre 1997, j’ai envoyé mon premier mail en Pologne et en utilisant pour la première fois Internet, j’ai saisi toute la révolution qui s’annonçait. Un grand pas  pour pouvoir se connecter aux quatre coins de la planète et procéder à une nouvelle gestion des connaissances avec le numérique.

Dans cet article qui est un extrait de ma thèse de doctorat en science de l’information et de la communication, je rends hommage à l’oeuvre de Otlet qui est un précurseur d’Internet.

1. Une quête pour la construction des savoirs.

Déjà Jan Amos Komenský (dit Comenius) avait écrit La Grande didactique ou l’art universel de tout enseigner à tous (1627-1632) à travers des images. Un défi difficile à mettre en place pour une société des savoirs de l’époque limités aux livres. Dans cette quête vers la construction des savoirs accessibles à tout le monde, il est important de nous intéresser à Paul Otlet qui pour William Boyd Rayward et de nombreux chercheurs, en Europe et aux États-Unis, le reconnaissent comme l’un des précurseurs conceptuels d’Internet. Paul Otlet auteur du Traité de documentation (1935) avait imaginé le Mundaneum comme centre de la connaissance à son époque. Nous pouvons nous arrêter sur quelques croquis et schémas d’Otlet pour comprendre ce qu’il avait imaginé à l’époque pour « traiter la documentation ».1 Otlet avait imaginé le Mundaneum qui devait être le centre mondial de la connaissance. William Boyd Rayward chercheur et professeur, intéressé par son projet a fait des recherches sur son œuvre  et a réalisé un film accessible en ligne. On y voit des milliers de kilomètres de fiches, des boîtes, des schémas de codage pour traiter l’information. Si nous nous référons à ce film en archive libre, nous pouvons voir la collection des fiches « du monde » d’Otlet qui voulait classer le monde.2

1 Paul Otlet, (1934) le traité de la documentation disponible en ligne [en ligne] http://www.knowledge-mapping.net/index.php?option=com_content&task=view&id=43&Itemid=1

2 Boyd Rayward William, film sur Paul Otlet, [en ligne] http://www.archive.org/details/paulotlet

CentreMondial

Figure n °1 Paul Otlet, Traité de Documentation, 1934, p 419

Il a voulu transcrire sur fiches de 12,5 cm x 7,5 cm tous les livres parus dans toutes les langues et dans tous les pays. Son objectif était d’instaurer un système de classification décimale universelle qui permette de codifier les idées et les faits. Dans ce film, on apprend que douze millions de fiches ont été remplies au fil des années.

 Mundaneum

                                                           Photo : source Mundaneum

Dans son projet, il avait édifié une Cité Mondiale dédiée à la Connaissance dont les plans sont confiés à l’architecte Le Corbusier. Nous pouvons découvrir les grandes lignes de son œuvre dans le domaine de la documentation. Paul Otlet laisse derrière lui une documentation gigantesque et hétéroclite et des centaines de caisses non identifiées et des traces de son activité intellectuelle.

Otlet2

Figure n°2 : Paul Otlet, Traité de Documentation, 1934, p. 40

Otlet3

Figure n°3 : Paul Otlet, Traité de Documentation, 1934, p. 41

Vannevar Bush avait considéré Otlet comme le père d’Internet et de l’Hypertexte avec son article de 1945 intitulé « As we may think ». Le projet du Mundaneum y apparaît ainsi, à travers certaines intuitions de Paul Otlet, comme une préfiguration conceptuelle d’Internet : « Ici, la table de travail n’est plus chargée d’aucun livre. À leur place se dresse un écran et à portée un téléphone. Là-bas, au loin, dans un édifice immense, sont tous les livres et tous les renseignements. De là, on fait apparaître sur l’écran la page à lire pour connaître la question posée par téléphone. Un écran serait double, quadruple ou décuple s’il s’agissait de multiplier les textes et les documents à confronter simultanément ; il y aurait un haut-parleur si la vue devait être aidée par une donnée ouïe, si la vision devait être complétée par une audition. Utopie aujourd’hui, parce qu’elle n’existe encore nulle part, mais elle pourrait bien devenir la réalité pourvu que se perfectionnent encore nos méthodes et notre instrumentation. Et ce perfectionnement pourrait aller jusqu’à rendre automatique l’appel des documents sur l’écran, automatique aussi la projection consécutive… » (Otlet, 1934)1

Mais ce sont aussi les traits de Wikipedia, comme l’indique Benoît Peeters dans sa postface à l’ouvrage, que « Paul Otlet esquisse assez étonnamment, en visionnaire d’une machinerie pour le travail intellectuel, support d’une encyclopédie totale et collective ». Pour Paul Otlet, « Le travail de documentation se présente sous un triple aspect: il importe tout d’abord de collectionner et de classer méthodiquement tous les titres de ce qui a été écrit et publié dans les différents pays et aux diverses époques ; puis, l’oeuvre s’élargissant, il y a lieu de réduire en leurs éléments toutes les publications et tous les écrits et de les redistribuer pour en former des dossiers conçus comme les chapitres et les paragraphes d’un unique livre universel ; enfin, devant l’abondance des documents, le besoin s’impose de les résumer et d’en coordonner les matériaux en une Encyclopédie universelle et perpétuelle. Une telle encyclopédie, monument élevé à la pensée humaine et matérialisation graphique de toutes les sciences et de tous les arts est l’étape ultime. Elle aurait en fait pour collaborateurs tous les penseurs de tous les temps et de tous les pays ; elle serait la somme totale de l’effort intellectuel des siècles… ». (Paul Otlet, 1934)2

1 Otlet Paul, 1934, Traité de la documentation [en ligne] http://www.knowledge-mapping.net/index.php?option=com_content&task=view&id=43&Itemid=1 Bruxelles : Editions Van Keerberghen & fils

2 Dossier en ligne Paul Otlet, site knowledge-mapping.net, ressources de Christophe Tricot, [en ligne] http://www.knowledge-mapping.net/index.php?option=com_content&task=view&id=43&Itemid=1(consulté le 01-02-08)

Quand on voit l’œuvre d’Otlet ( cf le film du scientifique), on voit qu’il s’est forcé à maîtriser l’information en la représentant. On peut découvrir son système de représentation de l’information dans lequel les symboles utilisés essaient de représenter des idées, des concepts, de préférence à des mots, dans une perspective de classification, de catégorisation, de mise en ordre, d’organisation. On y découvre aussi un début de code. Les tâches qu’il a définies sont : la collecte de l’information en bibliothèque, l’analyse puis le résumé descriptif, la redistribution systématique des données dans des fichiers ou des dossiers, le codage. Il invente des normes pour essayer de créer une base standard. Parallèlement, il développe des systèmes de recherche d’information. Les résultats des recherches sont copiés, mémorisés, conservés dans le Mundaneum avec la volonté de capitalisation des connaissances. Notons que le degré de généralité ou de spécificité de chaque question est déterminé par le contexte. Jo Link-Pezet s’est penchée sur l’organisation rationnelle que recommande Paul Otlet. Elle constate qu’il « dénonce la tendance, regrettable selon lui, à diviser le centre et à éparpiller les fragments en différents endroits en la diffusant du centre vers la périphérie : mirage de la connaissance totale, vue comme un corps actif d’opinions basé sur un entrepôt d’informations organisées pour favoriser la connaissance humaine.L’organisation du travail est basée sur la coopération de travailleurs individuels utilisant des standards de collecte et de traitement pour la création d’ensembles documentaires et leur gestion. Chaque publication scientifique fait l’objet d’un processus de division, de dissection. La base conceptuelle de ce travail repose sur l’enregistrement analytique, monographique, unique d’une unité d’écriture pour détacher (déconstruire) ce que le livre amalgame, pour réduire la complexité du contenu d’un ouvrage à des éléments séparés qui correspondent à la division intellectuelle des idées. L’idée de faciliter la consultation de l’information malgré les erreurs et les redondances prévaut, ainsi que l’intention de libérer ce qui a de la valeur en disséquant, en extrayant l’information. Ce travail énorme tend vers la création d’un livre universel par discipline afin de relier entre eux les différents matériaux qui existent dans les différents ouvrages et créer une encyclopédie « idéale » qui condenserait, synthétiserait, généraliserait toutes les données, pour ainsi permettre de relier la connaissance à l’action »1. Pour elle, « l’information est fondée sur l’interaction de deux éléments : l’organisation d’un système et des idées qui sous-tendent les documents, entre lesquels il définit des liens causaux et matériels ». Elle parle aussi « d’ ensembles de données reliées entre elles par des artefacts de gestion de l’information, de réseaux de communication savants ».

1Link-PezetJo, 1999, De la représentation à la coopération : évolution des approches théoriques du traitement de l’information, Revue Solaris”, nº 5, [en ligne] http://biblio-fr.info.unicaen.fr/bnum/jelec/Solaris/d05/5link-pezet.html

Par bien des aspects, le travail de visionnaire d’Otlet induit de nouveaux concepts qui sont toujours d’actualités: les technologies de l’information, les techniques de recherche d’information et les stratégies de recherche, l’émergence du sens à l’aide de tableaux et de cartographies pour représenter les aspects historiques, scientifiques et les grands thèmes. Otlet aurait ainsi mis à jour « les éléments invariants qui ont affecté la mise en mémoire de l’information dans les systèmes pour en gérer les accès ». Link-Pezet Jo note aussi ce qui peut être vecteur de sens dans les systèmes d’informations. « L’information mémorisée prend son sens dans un contexte précis qui renvoie au traitement qu’elle subit, ainsi qu’aux deux systèmes qui lui sont nécessaires pour s’actualiser (émetteur-récepteur). L’information est définie par son objet, mais aussi par ses modes de représentation. La question de l’organisation de l’information, du fonctionnement de cette organisation pour son usage est cruciale. C’est toute la question de l’organisation et des capacités d’apprentissage et d’adaptation tant de l’homme que des systèmes d’information, des machines intellectuelles qu’il a lui-même produites et qu’il utilise. Cela revient à se demander comment les choses se sont organisées, ont évolué, se sont complexifiées par le jeu même de leurs interactions réciproques ».

Comme le précise Nauroy Dominique dans sa note de lecture sur l’ouvrage de Brigitte Juanals (2005), « comparé au projet de Diderot qui consistait à réunir la somme de tous les savoirs, l’internet se présente aujourd’hui comme le moyen permettant, grâce aux capacités de stockage d’immenses bases de données numérisées en interconnexion, de réaliser ce rêve utopique et encyclopédique d’une démocratie cognitive, pour un accès universel aux savoirs. Le nombre des bénéficiaires effectifs de la connaissance s’élargit de manière presque infinie. Mais cette démocratisation de l’accès aux données cache en vérité le fait que, plus que jamais, il convient d’être éduqué à la base pour être capable de juger de la pertinence d’une information et de sa source ».1

L’œuvre d’Otlet nous a permis de découvrir sa vision avant-gardiste d’Internet avec une volonté de représentation de la connaissance, pour qu’elle soit transportable, communicable. Otlet avait imaginé les téléphones, des écrans comme support et outils de médiatisation des connaissances, une documentation axée sur le monde.

1 Nauroy Dominique, 2005, Notes de lecture de l’ouvrage Juanals Brigitte, La culture de l’information. Du livre au numérique,Paris, Lavoisier/Hermès Sciences, 2003, 242 p. Revue Question de communication N°7

Le numérique et la production des connaissances 

Le numérique a apporté des changements fondamentaux : une rupture, un remodelage du paysage éditorial où chaque personne peut façonner son univers informationnel. Néanmoins, l’utilisateur doit apprendre à interagir et son statut change. Le statut du texte écrit change en prenant une forme différente, avec une possibilité d’y ajouter des images et des sons à volonté, des liens hypertextes. La navigation devient plus plastique. Avec l’arrivée d’Internet, nous avons des fonctionnalités qui se rajoutent apportant des caractéristiques qui n’existaient pas avant. Les sciences de l’information et de la communication sont plus que jamais concernées par la mutation fondamentale qu’entraîne la mise en réseau des systèmes d’information et des mémoires numériques. Les TIC, technologies de l’information et de la communication, par leur puissance de traitement, par les moyens de communication, à un accès accru à l’information confrontent l’individu à une mémoire immense.

Maîtriser l’information en la représentant

Jo Link-Pezet analysé l’oeuvre de P. Otlet dans lequel un système de représentation de l’information repose sur des symboles alphanumériques utilisés pour représenter les idées, des concepts, de préférence à des mots, dans une perspective de classification, de catégorisation, d’organisation. Dans son traité de documentation, P. Otlet avait prévu des étapes : la collecte de l’information en bibliothèque, l’analyse et résumé, la redistribution systématique des données dans des fichiers ou des dossiers. Il invente un catalogue standard. Il met en place des systèmes d’information. Les résultats des recherches sont mémorisés pour capitaliser les connaissances. L’organisation du travail repose sur la coopération de travailleurs individuels utilisant les standards de collecte et de traitement pour la création d’une documentation. Ce travail énorme tend vers la création d’une encyclopédie universelle qui condenserait, généraliserait toutes les données, pour ainsi relier connaissance à l’action. L’oeuvre d’Otlet a été visionnaire en introduisant de nouveaux concepts qui sont toujours d’actualité : mettre en mémoire l’information, mettre en place les techniques de recherche, gérer les accès.Dans ma thèse de doctorat, je fais le lien entre le Mundaneum inventé par P. Otlet et les potentialités offertes par le socialbookmarking, qui peut être en quelque sorte considéré comme un nouveau “Mundaneum” de la connaissance intégrant Internet, le numérique.

La pensée intellectuelle libérée ou explosée

Pierre Lévy, dans son ouvrage, évoque la “pratique sociale continue du savoir” comme “continuum vivant en constante métamorphose” qui affecte la production du savoir et l’accès au savoir, de façon dynamique et qui permet des transformations immédiates du texte initial : lecture, annotation; prise de note, renvoi à des sources conceptuellement voisines. Comme le précise Jo Link-Pezet, “le web et l’hypertexte nous permettent de créer des espaces de discussions et de rhétorique où s’expriment la conscience mutuelle que chacun a de l’existence d’autrui et de sa présence, une communauté et une complicité “.

Notre société de la connaissance, avec ces nouveaux paradigmes liés à l’usage du social-web nous incite à trouver les organisations d’un travail collectif autour d’un projet pour aboutir à la création et à la mise en oeuvre d’une véritable intelligence collective dans la perspective d’une société apprenante où le partage de connaissance et l’organisation du travail permettent de créer des connaissances collectives, de les mutualiser, ou les capitaliser pour mieux penser et agir. 

Michèle Drechsler

18-02-2014

Thèse :

  • Drechsler, M. (2009). Thèse de doctorat en sciences de l’information et de la communication. Pratiques du socialbookmarking pour l’Éducation. Affordances sémantiques, socio-cognitives et formatives.

http://eduscol.education.fr/numerique/actualites/veille-education-numerique/archives/mai-2010/these-les-pratiques-du-socialbookmarking-dans-le-domaine-de-l-education

http://www.theses.fr/2009METZ018L

 

Tags:

Using Social Media in Education to Effect Positive Global Change

Using Social Media in Education to Effect Positive Global Change

There is no doubt we now live in challenging times on Planet Earth.  Our burgeoning human population is seven billion and rising.  Resources are diminishing and our iconic species are disappearing at an exponential rate. We do not have to stand by and watch our beautiful planet destroyed and trashed.  In addition to reducing our own environmental footprint and teaching our students to do the same, we now have the power of social media at our fingertips to help raise awareness of important issues right around the world.  This beautiful image appearing in the Arctic Ice before the Sea Shepherd has become a powerful symbol and rallying flag for the cause of our wonderful marine mammals:

Image

When environmental disasters occur and there are social uprisings of oppressed peoples of the world, no longer do we have to rely on mainstream media, which are often in the pocket of powerful political interests.

We now have Twitter, which in my view is one of the most powerful tools for social change and raising global awareness we have ever had!  Through my own proactive participation on Twitter, I have been able to take part in positive social movements for change in unison with those of like mind.  

One of my most passionate concerns is for our increasingly fragile ecosystem.  Through Twitter I have witnessed the power of the people to shine a light on ecocide and to pressure governments and organisations to change destructive practices.  WE are able to connect with those of like mind and have the power to directly contact news providers and celebrities who have great power and massive followings.  Twitter is an immediate real time global conversation.

Just recently the slaughter of dolphins in Taiji, and the captivity of highly sentient orcas in marine parks has triggered global outrage.  Twitter is playing an enormous part in bringing the plight of these wonderful creatures to the attention of the people of the world.  Groups have been able to organize and participate in a new phenomenon known as Tweetstorms, where many people act in union to make a topic trend around the world. For example the topic #tweet4taiji trended around the world for several days, and resulted in worldwide mainstream media coverage. We all have power when united on social media.  Every individual counts.

OUR students will inherit many difficult political, social and environmental problems, the severity of which we can only imagine.  We are truly derelict in our duty if we fail to empower our students to raise their own voices in the fight for our precious planet and the generations to come.  I intend to initiate a project involving my students researching, debating, creating digital projects and then using Twitter to raise awareness about the shark cull my own government has embarked on in Western Australia.  Using Twitter will enable my students to not only access an authentic global audience, but also to effect real change.  Other schools will also be doing similar projects.

Images and symbols are important in global Twitter campaigns and give students and people a strong focus.  Twitpic can be used to add images to our posts and we can also add links to youtube videos, online flyers, Thinglinks, Padlets and other digital media created by students.  Platforms like TweetDeck and HootSuite enable users to organise their twitter stream into topics and schedule their messages.  We need to teach our students how to use these features.

Never has a generation needed a voice more than now.  We are on the cusp of a major paradigm shift in the way we as humans view and treat our fellow creatures and our environment.  Our students need to become the stewards of the earth not it’s conquerors or exploiters.

===> WE need to teach them how to use social media like twitter safely, responsibly and powerfully to help protect and nurture our planet. <===

.

help-books-aj-svgajash01Useful and related links:

 

.

.

 

Tags: , , , , , , , , , , , , , , , , , , , , ,

HowTo | TEACHing In The 21st Century | THE Change

HowTo | TEACHing In The 21st Century | THE Change

.

Wordl-Logo-21stCentury-Education.


WHAT Did Change?

First of ALL, WE as teaching persons are NOT anymore teaching in a closed room, NO WALLS anymore as WE are using NOW ICT, the internet and Edtech tools as well as Social-Media! We are visible and can use “Communication“, OHHHH, do We know what that is!? It is a two-way, a “bi-directionalway, MOST are certainly NOT used to it, ONLY used to give the directions to OTHERS and standing in front of the classroom. BUT NOW, there is a NEW pedagogy in general, check, please:

Teaching, blog posts shouldn’t be boring anymore, let us try to give this IMPORTANT message through, please, thanks. Engaging, Motivation, Fun, visual thinking, creativity, passion, should be part of it as well. To make a start, here below a music video 😉

BTW: if WE, as teaching persons don’t show OUR creativity in blogs, posts, HOW could WE expect that Students, Learners will learn it? WE need to be an example for THEM 😉

.

.

And NOW while using the internet, Apps, BYOD (Bring Your Own Device) there comes ALSO another BIG CHANGE: and every medal has its revere, so ALSO these mentioned 😦 WE, as teaching persons can’t and DON’T have the right to ignore that, OR are WE ONLYCherry-Pickers“!? WE have to look on OUR LEARNERS STUDENTS to give THEM BEST Education, right? An Education who follows the needs of the Century and the actual situation, an Up-To-Date Education! Thus meaning: WE MUST have Cyber-Security knowledge, the basics!

This said, it would be good to remind this, please. ===> I am NOT a TEACHER, I am an Awakener! <===

.

Teacher-Awakener

.

WHAT SHOULD 21st Century Education be in short form? Check ===> 1.) Awareness 2.) Responsibility 3.) THE WHY 4.) The consequences 5.) TEACHing 6.) Collaboration

I would ALSO invite YOU to read the book of “Howard GARDNER” ===> “Five Minds For The Future” where YOU will see below about WHAT it is. In My Humble Opinion: A MUST READ to understand WHAT WE as teaching persons need to take care about for the 21st Century LEARNER.

5 Minds For The Future

help-books-aj-svgajash01To achieve the above mentioned, WE need ALSO skills about Critical-THINKing and Proactive-THINKing, check below, please, for more information:


Thus Meaning – Awareness Is A Must! ===> Adapting To ICT! <===

THUMBS-UPTeachers are getting seen, are visible through Social-Media, parents are ALSO used to ICT and Social-Media and have sometimes good knowledge about it and Newspapers are daily publishing about what is NOW already NOT so new anymore, the problems from the internet, the Cyber-Security issues such as attacks, Malware infections through visiting websites, the MUST of installing Antivirus and Anti-Malware solutions (the condom for internet usage…)…

If TEACHERS, EDUCATORS are NOT prepared for that (EDUcation SHOULD motivate that knowledge, anyway…) THEY will get seen by the masses as #21tCenturyiDiots, as this is already circulating through the Social-media, such as Twitter and Facebook! WE as teaching persons MUST adapt to that situation and learning the basics of Cyber-Security, which is actually NOT that difficult as most people think, it is mostly a REFLEX which WE need to adapt!

Teachers, Educators, who are showing up on Social-Media with mediocre knowledge are certainly NOT anymore that welcome, as THEY show a BAD reputation for the profession of teaching persons!

.

TEACHING the Profession THAT creates OTHER Professions

.

Learn more:

.


Mac Mentality?

Ohhhh, there I am touching some for sure, strange title, isn’t!? WHAT has a Mac-Mentality to do with 21st Century Education? WHY do I mention this here? MORE as MOST would THINK (?), WE go for Deep-THINKing NOW, OUT of School-Cocoon Mentality, WHAT happens in Real-World (BTW: I am NOT against Apple and NOT looking for an OS-WAR… Any OS has its right to exist! 😉

UnLEARNing the OLD 2 adapt 2 the NEW Pedagogy ===> http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Unlearning … 

Let me explain a bit: my sixteen (16) years of experience (2014) with people who are Mac users (where I have a lot of friends using a Mac) has shown me that these users don’t mostly care about Cyber-Security as Apple told them they shouldn’t have to take care, that Apple products don’t get virus! BUT that has changed over the years and even Apple changed the text as shown below, please check it.

.

mac-before-after-animated

.
Apple related products have gained a great marked share now and they are NOW ALSO interesting for the Cyber-Criminals!  The same even for Linux also, Microsoft anybody knows that already since very long! Let us have a look on the market share of the different “Operating Systems” (OS):
.
===> OS market share: Windows, 90.66% – Mac, 7.73% – Linux, 1.61% (10/2013) <===
.
os_share_october_2013-730x497
.
Please check ALSO my curation about everything malicious about Apple products (in English, French and German):
.
THUMBS-UP
.
.
.
.
NOW WE should accept that =======> Nobody-Is-Perfect <======= and WE SHOULD change OUR way of THINKING about Cyber-Security!
.
.

Priority Change In Education, A MUST!

WE as teaching persons have FIRST to remind us THIS:

TEACHING the Profession THAT creates OTHER Professions

.

When WE have a look on the left hand side picture, it SHOULD remind us WHAT OUR task really is, isn’t it!? A BIG Responsibility for sure, and one which WE can handle if WE are Up-To-Date with OUR “Professional Development“, especially when WE know where to set the PRIORITY!

WHAT does the market need? That SHOULD be OUR first THINKing! Employers NOW need people with computer and ICT skills, NO WAY to say I don’t know about that, even in the lowest career! THAT was YESTERDAY! Nearly everything NOW is handled with computer based Technology and every crafts man needs ALSO to have a basic knowledge about ICT!

.By knowing this, WE MUST focus on good basic ICT skills up from the early age to give OUR Students, LEARNers, these skills by teaching them about ICT! And by the way, when we are talking about ICT skills, WE can’t anymore forget about basic skills and knowledge about Cyber-Security! It is OUR responsibility to prepare OUR studenst, learners, for the real world as THEY (employers and WE) are confronted on a daily base with such problems!

In the 21st Century there is a MUST of Priority CHANGE in EDUcation: WE MUST adapt to the change and integrate Cyber-Security in OUR Mentality! YES, I said Mentality, the way WE are THINKING!

Fore more information, please check:


If NO CHANGE, Then WE Are Creating A Society Of NAIVETY!

sharing iconSounds strange, the topic? Try to Deep-THINK and YOU will understand? Let me explain a bit: by being “Cherry-Pickers” and ONLY showing the positive side of the internet WE don’t show the REALITY! Remember YOU that every medal has its reverse, so ALSO the internet and any Apps as also any other EdTech tool! WE should first tell the students, learners that there are dangers and ALSO Cyber-Crime around and that ===> Nobody-Is-Perfect <===. Remind every time also this ===> Forewarned Is Forearmed <===.

SO… NOW by knowing this, remember ALSO that WE are living in a sharing society through Social-Media,OK? Imagine that there will be MORE people without the appropriate knowledge and skills and share it with OTHERS…

I invite YOU to read my blog posts below for more information:


Valuable Resources To Check

THUMBS-UPSee WHAT Researchers and OTHERS (great teachers) say ALSO:

.

.

.

.

Keywords for me as a reminder to create this blog post: The filter between OUR ears needs an #upgrade 2 adapt for #21tCentury! After done this WE need daily #Updates 2 keep it up2date, different situation with internet, tools, cybersecurity, cybercrime, Internet-Safety, Digital Footprint, digcit, Responsibility, Awareness, Society, Learners are future workers, Economy, linking back to other created posts, teachers too much used on THEORY and NOW Praxis as well (hard to adapt), Mac Mentality, Naivety, Coach & NOT anymore Teacher, Critical THINKing, Criticism, Proactive-THINKing,reputation of teaching profession…

.

Stay tuned for next blog posts 😉

.

 

Tags: , , , , , , , , , , , , , , , , , , , , , , , , ,

Digital Citizenship And ALSO Its Terminology

Digital Citizenship And ALSO Its Terminology

. Wordl-Logo-21stCentury-Education .


.

sid2014-anim-banner

.

Digital Citizenship And ALSO Its Terminology

When WE want to share OUR thoughts on a global view with OTHERS, who have a different mentality (and that is for sure…), different culture (that is for sure also), different laws (that again is also for sure)  WHEN WE talk about Digital-Citizenship on a global view WE must know that there are a lot of different definitions about it who are dependent on which continent (and country also) one is living! Sounds strange, BUT it is a fact, especially when one is involved on Social-Media (Twitter and Facebook), where outside Europe ===> Internet-Safety, Cyber-Security and Privacy <=== are NOT that much considered! The same ALSO, in general, the TERMINOLOGY of Cyber-Security isn’t really understood by most of people, Educators and Teachers especially…

In my humble opinion, it doesn’t help a lot to speak about something (whatever it would be…) by NOT knowing the TERMINOLOGY, so let us start with that first, please. WE will have a look on an Infographic to explain… By The Way: this is THE BEST Infographic I actually know and it is from EDUDEMIC! A website to bookmark and to follow on Social-Media as well 😉 .

Digital-Citizenship-infographic-EDUDEMIC-BEST1 Click image OR this link  ===> http://www.edudemic.com/teaching-students-digital-citizenship-skills/ <=== .

Check also:

.


Terminology

Chat iconSo, let us come back to the Terminology, please. MOST of the employed Terminology is already well known by most users, BUT especially Privacy, Internet-Safety and Cyber-Security are a bit seen as “StepChildren” in Education and THAT shouldn’t be as THEY are a part of 21st Century MUST have knowledge, excuse-me please 😉 WE need to give OUR kids the BEST Education while working and learning with BYOD and any connected device to the internet! We as TEACHING persons don’t have the right to be CHERRY-PICKERS, so as every medal has its reverse WE MUST show that side ALSO to OUR learners, kids, students! THAT is OUR RESPONSIBILITY!

The “Operating System” (OS) doesn’t matter at ALL, they ALL have vulnerabilities and need care, such as “OS Updates” (Windows, Mac, Linux and others…), Browser Updates, Third Party Updates (ALL installed programs on the computer…), and of course special protections such as Anti-Virus, Firewall and Anti-Malware!

SO… To let YOU know about those vulnerabilities, please, have a look here:

So… As there is SO MUCH to know and to understand, let us try to section it by TOPICS…


Privacy

To make it as short as possible with words in this blog, I invite YOU to visit my curation about it where YOU will find ALSO a lot of Infographics which YOU can use in YOUR class.There are a huge amount of it, so make YOUR choice, please. Meanwhile check the video below, who explains very well…

..

.


Internet Safety

Here again, there are so many resources online, where I invite YOU first to check the Infographic below, please, and ALSO to check my curation about the best value articles.

InternetSafety-Infographic

Image credit and article ===> http://dashburst.com/infographic/childproof-internet/ <===

. Useful resources:

.


Cyber Security

???-ScreenTo make it as short as possible with words in this blog, I invite YOU to visit my curation about it where YOU will find ALSO a lot of Infographics which YOU can use in YOUR class.There are a huge amount of it, so make YOUR choice, please.


Final Word

community-jpegI wanted to make this blog post a short one, BUT NO WAY, I couldn’t. Anyway YOU have NOW a page where YOU will find a maximum on selected, valuable information available on YOUR finger tips, use it wisely 😉 As any of my blog posts it will get updated (surely…) as quick as I get a new insight and or ideas…

BTW: One can’t explain shortly WHAT life is, so NEITHER one can’t give ALL the necessary advice to become a Digital-Citizen, ===> it’s an eternal adapting process! <===

.

Stay tuned for next posts and new adventures in Education 😉 . .

Keywords which I need to create this post to remind me and which are a hint for YOU to THINK deeper: BYOD, Privacy, eCitizen, digcit, Digital Citizenship, Infographics, Curation, blogs, Terminology, Cyber-Security, Internet-Safety, Spam, Malware, Cyber-Hygiene, car, immatriculation plate, black windows on the car, could become a long post???, different countries-different meanings, quality, selective articles, EDUDEMIC, my Curation about…, connecting it with already existing posts, if ideas are going too far-creating NEW post, updating, publishing even if NOT that felt finished otherwise NEVER finishing it…

Got the message? 😉

.

 

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Contributions From OUR Authors On An Interactive Worldmap

Contributions From OUR Authors On An Interactive Worldmap

.

Wordl-Logo-21stCentury-Education.


WHERE Do OUR Authors Originate From? Find Out On This Interactive WorldMap

.

Multicultural & MultiAuthors On Global SocialMedia Education

Click the image, please, and YOU will get directed to the ThingLink page where YOU can use it with ALL of its interactive possibilities.

Once YOU have clicked the image and being directed to the ThingLink page, hover your mouse over the image, you will see some spots, direct your mouse pointer to those spots and read the message. You can also click on those spots and you will get directed to the authors blog contribution.

.

Meanwhile I profit from it to show and present YOU also my ThingLink image about “Learning the basics of Cyber-Security” ===> https://www.thinglink.com/scene/296377469991124993 <===

.

ThingLink-Learning the basics of Cyber-Security

Hover your mouse over the image, you will see some spots, direct your mouse pointer to those spots and read the message. You can also click on those spots and you will get directed to my free IT-Security courses in English. By using this new “rich media technology” it is possible to create a course space with only one image!

SO… Certainly NOW YOU are curious about that FREE service which ThingLink provides and I encourage YOU to visit my curation about it here, to find out more on How-To in Education:

.

Keywords as  reminder for me to create this blog post: ThingLink, WorldMap, interactive, interlinking, crossborder, crossknowledge,

.

Stay tuned for next blog posts about adventures in Education 😉

.

.

 

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , ,

The Power of Social Media in Education

As a teacher in Australia, I first started my journey into social media at a conference where I was introduced to Edmodo, a global network for teachers and students.  Through Edmodo I was able to break down the walls of our classroom and enable my students to communicate with students and their teachers all over the world. One of the most exciting things we did was join a multi-global group with classes from the U.S, China, Vietnam, Australia and New Zealand.  We discussed important issues, found out what we had in common and shared our projects with an authentic audience.  The students loved it, and particularly loved the interaction and the feedback they would get from teachers and students in other parts of the world.  Our school is in an isolated rural area, and this connection was extremely exciting and helpful in promoting global understanding for my students.  Giving students the ability to connect on educational social media is just as important as making connections with other teachers is for me.

My next step into the world of social media for educators was to join twitter.  As an older teacher, this was a big step for me, but it was a very positive one.  Through twitter I was able to connect in real time with teachers from all parts of the world and have fascinating and informative discussions on an extraordinary range of educational topics.  I now regularly participate in weekly discussions on twitter with other teachers.  I have gained tremendous knowledge and amassed terrific resources and connections through twitter.  I cannot recommend it enough to other teachers.

Yammer is another network I regularly participate in with other teachers from the Department of Education & Communities in NSW.  Yammer has become an essential part of my professional development and also provides enormous inspiration to me as a teacher.  I am able to ask a question on any technical or educational topic I could ever imagine, and almost immediately I receive wonderful advice, resources and support from other wonderful, collaborative teachers.  Never in my wildest dreams did I imagine such a treasure trove of educational support than I receive from my network on Yammer!

Blogging is another medium my students and I have used to connect with other classes online. My class kept their own blogs and posted their links to a multi-class group on Edmodo and received tremendous feedback, again learning so much about what goes on in other classrooms beyond the walls of our school.

Our students live in a world where social media is the norm, in terms of connecting with others. They need to practice and learn safe digital citizenship under our care so they can navigate the internet without danger.  It is our duty of care to give them a  safe online space where they can master these skills in preparation for both their present and future.  We are negligent if we do not provide this opportunity and model the necessary skills and ethics they need to use online.

The game of Minecraft, which can be likened to digital lego in a virtual world, can also be a shared community for students.  I setup a server so that my classes could all enter a Minecraft world together and help each other to build.  We named this unit of work Respectful Relationships, and the students put together their own Charter of Rights for all to follow.  This was an extremely engaging and exciting experience for the students.  The most rewarding aspect of the unit was that it was the students who peer taught each other collaboratively.  It was a truly wholistic, student centred learning activity.

Image

It was wonderful to see students teaching each other how to build.  In addition, some of my students joined in a weekly session on a minecraft server with students and teachers from other schools.  We were all able to learn a great deal, problem solve and have fun doing so.

Social media comes in many forms now, but has become an essential part of my teaching practice and professional learning.  My professional learning network has grown exponentially since my journey began in 2010.

Viviene Tuckerman

 
2 Comments

Posted by on January 24, 2014 in Uncategorized

 

Updated Twitter Knowledge

Updated Twitter Knowledge

.

.

.

.

.

 

Wordl-Logo-21stCentury-Education.


Follow Up With From WHY This Blog Started

This blog started through a discussion on Twitter, see screenshot below please, to understand better…

.

Social-Media adventures

.

OK, I took THAT challenge and I started this blog with some people TOGETHER, where first post was this one ===> Introduction To Global Education And Social-Media <=== followed by Pippa’s blog post ===> I Think Therefore I Blog <===. 

There were more blog posts published later, this one should have to come out earlier, but due to time problems and arrangements on who will make what, it took a bit longer before publishing… I should have been responsible ONLY for creating the blog and Pippa should have to create the Google Drive Spread Sheet (OLD Google docs…). BUT, Pippa asked me to create also the Google Spread Sheet, because of time problems, fair enough, which (as I have the necessary time…) did also then… SO, here it is now and the Google Drive Spread Sheet is prepared ALSO, but actually ONLY on personal invite by email to elaborate it before making it public… Preparation is a MUST when sharing it on a global audience…

Find below a screenshot of the prepared  Google Drive Spread Sheet and have a deep look on it, please, to understand the WHY behindThank YOU. When WE are sharing on Social Media WE must be aware that OUR audience is broad and and that WE have to deal ALSO with different generations and cultures, it is NOT so easy, BUT possible 😉 WE need to understand and to try to take care of the Global Sensitivity (thanks Pippa for that word…)…

.

Global Sensitivity on Social-Media

Click on image to enlarge it and to read it, please…

.

Deep-THINKing about the said above: when WE publish and share on the internet, especially on Social-Media, WE can’t choose OUR audience (WE can restrict, BUT…)! Every body WHO wants to read it, will do so; so WE have to take care about that situation 😉 WHEN WE go out in public places such as bars, cafés, Pubs, WE can choose with whom WE discuss and WE can choose ALSO mostly the place, BUT NOT with the internet as anyone has access to what WE are publishing! 

So, when WE have to create a tweet, WE are mostly restricted with the 140 (120) characters, right? That’s WHAT most people think, BUT WE have the possibility to give a reply to OURSELVES as well and ALSO to mention in a tweet that there will be some more tweets to follow, please check screenshot below who explains…

.

Professional Development 2 posts

.

.

Do YOU think that it is ONLY me who is using Twitter on a professional way!? Check below and learn then from THEM 😉

.

BBC

.

As YOU see it is possible, so NO excuses anymore to publish abbreviations that on a global view can confuse some cultures and generations, use it please, thank YOU 😉 This is ALSO quality publishing

.

Best_Practices_For_Digital_Citizen

.

.

For readers interested about the link of “Professional Development” above in the screenshot, please visit it here:

.

Keywords for me as a reminder to create this blog post: 140 characters, Twitter, Social Media, comfort zone, lazy, quality, quantity, global understanding, misunderstanding, culture, generations, Professional Development…

.

Stay tuned for next blog posts 😉

.

 

Tags: , , , , , , , , , , , , , , , , , , , , , , ,