My husband, Shayne, recently went on a business trip and stopped at McDonalds in Cooma to have lunch and read the newspaper. He glanced over to a couple and smiled. He noticed that they were laughing and chatting away to their computer.
When they had finished he introduced himself. The couple smiled and said they were from Alberta in Canada and they had been talking to their kids... using Skype.
Shayne was in shock. Why, you might ask? It is true, more and more people are using Skype these days as an effective means of communication..... the couple were in their 70's!!!!!! Talk about keeping up with the times!
Shayne and I haven't mastered Skype yet. Lol.
Thursday, October 29, 2009
Monday, October 26, 2009
Wiki for TLs looking for work
A Wiki for Teacher Librarians looking for work, what a wonderful idea.
Details on the http://school-library-casual-and-relief.wikispaces.com
Details on the http://school-library-casual-and-relief.wikispaces.com
New Website with lesson plans for Australian Primary Schools.
A Website with heaps of lesson plans for Junior Primary classes.May be used with IwB or not.
Whiteboards, Interactive resources and Learning Inquiries for Teachers K-3.
Playboxes, Web links, Photo gallery, Inquiry Learning,Themes and Resources and more....
Great for new and experienced teachers!
You can become a member and receive a year's free subscription.
Free Theme Resources include:
* Pandas & Bears
* Antartica
* From Farm to Table
* The Solar System.
Whiteboards, Interactive resources and Learning Inquiries for Teachers K-3.
Playboxes, Web links, Photo gallery, Inquiry Learning,Themes and Resources and more....
Great for new and experienced teachers!
You can become a member and receive a year's free subscription.
Free Theme Resources include:
* Pandas & Bears
* Antartica
* From Farm to Table
* The Solar System.
2 New Search Engines: Tineye and Bingle
Here's two newish search engines as suggested on OZTLnet Vol 68 Issue 55 which may be of interest, Bingle & TinEye.
--
Bingle:
http://bingle.nu
Delivers search results from Bing and Google, side-by-side.
--
TinEye:
http://tineye.com
TinEye is a reverse image search engine. You can submit an image to TinEye to find out where it came from, how it is being used, if modified versions of the image exist, or to find higher resolution versions. To date, TinEye has indexed 1,138,247,507 images from the web.
Registration is not required to use TinEye, but registration is free and offers benefits. For example, registered users of TinEye can visit their History page to see all of their past TinEye search images, including the date, time and number of results for each search ..
--
Bingle:
http://bingle.nu
Delivers search results from Bing and Google, side-by-side.
--
TinEye:
http://tineye.com
TinEye is a reverse image search engine. You can submit an image to TinEye to find out where it came from, how it is being used, if modified versions of the image exist, or to find higher resolution versions. To date, TinEye has indexed 1,138,247,507 images from the web.
Registration is not required to use TinEye, but registration is free and offers benefits. For example, registered users of TinEye can visit their History page to see all of their past TinEye search images, including the date, time and number of results for each search ..
Wilson Reading ETL 525
Wilson (2005) doesn't believe that Knowledge management exists in organisations today only Information Management.
Wilson agrees that KM has a focus in ensuring the effective application of what is known in the organisation to secure its' development and survival... "no management of knowledge takes place because the knowledge is embodied in people. All that can be done is to try to manage the organisation in ways that ensure that learning and skills development are encouraged and that the culture supports information sharing." He states that these are major tasks that are certainly outside Information Management.
Wilson agrees that KM has a focus in ensuring the effective application of what is known in the organisation to secure its' development and survival... "no management of knowledge takes place because the knowledge is embodied in people. All that can be done is to try to manage the organisation in ways that ensure that learning and skills development are encouraged and that the culture supports information sharing." He states that these are major tasks that are certainly outside Information Management.
Dalkir Reading KM-525
The ability to manage Knowledge is becomming even more crucial in today's knowledge economy. More and more Knowledge is being regarded as a valuable commodity that is embedded in products (especially high -tech products) and in the tacit knowledge of highly mobile employees.
An organisation in the Knowledge age is one that learns, remembers and acts based on the best available, information, knowledge and know-how.
Organisational knowledge is not meant to replace individual knowledge but rather complement it by making it stronger, more coherent, and more broadly applicative.
KM solutions have proven to be most successful in the capture, storage and subsequent dissemination of knowledge that has been rendered explicit - particularly lessons learned and best practices. (Would this include the Dewey system in a Library?)
ICM (Intellectual Capital Management)- those pieces of knowledge that are of business value to the organisation - referred to as Intellectual Capital or Assets: the majority consist of know-how, know-why, experience and expertise that tend to reside with the head or a few employees. ICM is characterised by less content and only the best are inventoried.
A good definition of KM - involves the capturing & storing of the Knowledge perspective, together with the valuing of intellectual assets: "The deliberate and systematic coordination of an organisation's people, technology, processes and organisational structure in order to add value through reuse and innovation. This coordination is achieved through creating, sharing and applying knowledge as well as through feeding the valuable lessons learned and the best practices into corporate memory in order foster continued organisational learning".
Some typical KM objectives:
* Facilitate smooth transitions between retiring employees and their predecessors.
* Minimise corporate memory loss due to retirement and attrition.
* Identify critical resources and areas of knowledge so that coproration "knows what it knows - and does it well - and why."
* Build up a toolkit of methods that can be used with individuals, with groups, and with the organisation to stem the potential loss of intellectual capital.
Knowledge from the cognitive science or knowledge science perspective:
Insights, understandings and practical know-hows. The principal factor that makes personal, organisational and societal intelligent behaviour possible.
The Process/Technology perspective:
KM- information is turned into actionable knowledge and made available effortlessly in a useable form to the people who can apply it. A continuous flow of knowledge to the right people at the right time enabling efficient and effective decision making in their everyday business.
Wiig(1983) emphasises KM assets and processes.
Multidisciplinary Nature of KM:
* Draws upon a vast number of fields (eg. storytelling, education & training, cognitive science, etc.) this presents some challenges with repect to boundaries:
1. KM deals with information and knowledge.
2. KM deals with knowledge in all its forms (explicit and tacit).
3. KM begins with a needs analysis not an audit of resources.
Why KM is important today?
* Globalisation of business.
* We are doing more and doing it faster.
* We are more mobile in the workforce.
* We are more connected due to advances in technology. today's expectation is that one is "on" all the time. KM is 1 response in trying to manage this overloaded work environment.
* Snowden (2002): we are now entering the 3rd generation of KM one devoted to context, Narrative and content management. This 3rd generation brought about the shared context (eg. social networking sites).
KM for Individuals, Communities & Organisations:
Individuals - helps people do their jobs and save time through effective and effecient decision making and problem solving, builds a sense of community within an organisation, helps people to keep up-to-date, provides challenges an opportunities to contribute.
Communities - develops professional skills, promotes peer mentoring, facilitate more effective networking and collaboration,develops a professional code of ethics that members can follow, develops a common language.
Organisations - helps drive strategy, solves problems quickly, diffuses best practices, improves knowledge embedded in products and services,cross fertilisers ideas and increases opportunity for innovation, enables organisation to stay ahead of the competition better, builds organisational memory.
Some critical KM challenges:
* Manage content effectively
* Facilitate collaboration
* Help knowledge workers connect and find experts
* Help the organisation to learn and make decisions based on complete, valid and well interpreted data, information and knowledge.
KM generations: Containers, communities, content.
An organisation in the Knowledge age is one that learns, remembers and acts based on the best available, information, knowledge and know-how.
Organisational knowledge is not meant to replace individual knowledge but rather complement it by making it stronger, more coherent, and more broadly applicative.
KM solutions have proven to be most successful in the capture, storage and subsequent dissemination of knowledge that has been rendered explicit - particularly lessons learned and best practices. (Would this include the Dewey system in a Library?)
ICM (Intellectual Capital Management)- those pieces of knowledge that are of business value to the organisation - referred to as Intellectual Capital or Assets: the majority consist of know-how, know-why, experience and expertise that tend to reside with the head or a few employees. ICM is characterised by less content and only the best are inventoried.
A good definition of KM - involves the capturing & storing of the Knowledge perspective, together with the valuing of intellectual assets: "The deliberate and systematic coordination of an organisation's people, technology, processes and organisational structure in order to add value through reuse and innovation. This coordination is achieved through creating, sharing and applying knowledge as well as through feeding the valuable lessons learned and the best practices into corporate memory in order foster continued organisational learning".
Some typical KM objectives:
* Facilitate smooth transitions between retiring employees and their predecessors.
* Minimise corporate memory loss due to retirement and attrition.
* Identify critical resources and areas of knowledge so that coproration "knows what it knows - and does it well - and why."
* Build up a toolkit of methods that can be used with individuals, with groups, and with the organisation to stem the potential loss of intellectual capital.
Knowledge from the cognitive science or knowledge science perspective:
Insights, understandings and practical know-hows. The principal factor that makes personal, organisational and societal intelligent behaviour possible.
The Process/Technology perspective:
KM- information is turned into actionable knowledge and made available effortlessly in a useable form to the people who can apply it. A continuous flow of knowledge to the right people at the right time enabling efficient and effective decision making in their everyday business.
Wiig(1983) emphasises KM assets and processes.
Multidisciplinary Nature of KM:
* Draws upon a vast number of fields (eg. storytelling, education & training, cognitive science, etc.) this presents some challenges with repect to boundaries:
1. KM deals with information and knowledge.
2. KM deals with knowledge in all its forms (explicit and tacit).
3. KM begins with a needs analysis not an audit of resources.
Why KM is important today?
* Globalisation of business.
* We are doing more and doing it faster.
* We are more mobile in the workforce.
* We are more connected due to advances in technology. today's expectation is that one is "on" all the time. KM is 1 response in trying to manage this overloaded work environment.
* Snowden (2002): we are now entering the 3rd generation of KM one devoted to context, Narrative and content management. This 3rd generation brought about the shared context (eg. social networking sites).
KM for Individuals, Communities & Organisations:
Individuals - helps people do their jobs and save time through effective and effecient decision making and problem solving, builds a sense of community within an organisation, helps people to keep up-to-date, provides challenges an opportunities to contribute.
Communities - develops professional skills, promotes peer mentoring, facilitate more effective networking and collaboration,develops a professional code of ethics that members can follow, develops a common language.
Organisations - helps drive strategy, solves problems quickly, diffuses best practices, improves knowledge embedded in products and services,cross fertilisers ideas and increases opportunity for innovation, enables organisation to stay ahead of the competition better, builds organisational memory.
Some critical KM challenges:
* Manage content effectively
* Facilitate collaboration
* Help knowledge workers connect and find experts
* Help the organisation to learn and make decisions based on complete, valid and well interpreted data, information and knowledge.
KM generations: Containers, communities, content.
Sunday, October 25, 2009
Knowledge - D.Hislop 2005
The objectivist perspective on Knowledge:
Data: raw numbers, images, sounds, words derived from observation or measurement.
Information: represents data in a meaningful pattern, data where some intellectual input has been added.
Knowledge: emerges from the apllication, analysis and productive use of data and/or information. Data or information where another layer of intellectual analysis has been added, where it is interpreted, meaning is attached, structured/linked with existing systems of beliefs and bodies of knowledge.
Knowledge provides the means to analyse, understand data & Information, provides beliefs about the casualty of events/actions and the basis to guide meaningful action/thought.
The knowledge we possess shapes the data/information we collect and the way it is analysed.
The objectivist character of Knowledge:
* Knowledge is an entity/ object: people may posess knowledge but it can exsist independently.eg. a text-based manual whether in print, Cd, or on the web.
* Based on positivist philosophy - knowledge regarded as objective (facts): It is possible to develop a type of knowledge that is free from individual subjectivity.Knowledge is seen as equivalent to scientific laws and facts that are consistent across cultures and time.
* Explicit knowledge (objective) privileged over tacit knowledge (subjective): Explicit knowledge can be expressed in a systematic and formal language where as tacit knowledge is highly personal (insights, intuitions, hunches).
* Knowledge is derived from an intellectual process: Primarily a cognitive process.
Polarised dichotomy of the work of Michael Polanyi (1958, 1983):
Explicit Knowledge:
* codifiable
* objective
* impersonal
* context independent
* easy to share
Tacit Knowledge:
* inexpressible in a codifiable form
* Subjective
* Personal
* Context specific
* Difficult to share
Splender (1996) applied this to groups:
Explicit: Individual- Conscious, Group - Objectified
Tacit: Individual - Automatic, Group - Collective
Knowledge Management Process - (eg. creating a pathfinder)
1. Starting point, codifying relevant knowledge : converting tacit knowledge to explicit knowledge. Identifying what knowledge is relevant and making it explicit (eg. brainstorming for a concept map at the beginning of a topic).
2. Collecting all of the codified knowledge together then structuring it in an easily accessible way making it easily accessible to others (CATEGORISED, INDEXED & CROSS REFERENCED).
3. Making this knowledge available for all potential users.
Technology plays a vital role in every step of the Knowledge Management process.
Data: raw numbers, images, sounds, words derived from observation or measurement.
Information: represents data in a meaningful pattern, data where some intellectual input has been added.
Knowledge: emerges from the apllication, analysis and productive use of data and/or information. Data or information where another layer of intellectual analysis has been added, where it is interpreted, meaning is attached, structured/linked with existing systems of beliefs and bodies of knowledge.
Knowledge provides the means to analyse, understand data & Information, provides beliefs about the casualty of events/actions and the basis to guide meaningful action/thought.
The knowledge we possess shapes the data/information we collect and the way it is analysed.
The objectivist character of Knowledge:
* Knowledge is an entity/ object: people may posess knowledge but it can exsist independently.eg. a text-based manual whether in print, Cd, or on the web.
* Based on positivist philosophy - knowledge regarded as objective (facts): It is possible to develop a type of knowledge that is free from individual subjectivity.Knowledge is seen as equivalent to scientific laws and facts that are consistent across cultures and time.
* Explicit knowledge (objective) privileged over tacit knowledge (subjective): Explicit knowledge can be expressed in a systematic and formal language where as tacit knowledge is highly personal (insights, intuitions, hunches).
* Knowledge is derived from an intellectual process: Primarily a cognitive process.
Polarised dichotomy of the work of Michael Polanyi (1958, 1983):
Explicit Knowledge:
* codifiable
* objective
* impersonal
* context independent
* easy to share
Tacit Knowledge:
* inexpressible in a codifiable form
* Subjective
* Personal
* Context specific
* Difficult to share
Splender (1996) applied this to groups:
Explicit: Individual- Conscious, Group - Objectified
Tacit: Individual - Automatic, Group - Collective
Knowledge Management Process - (eg. creating a pathfinder)
1. Starting point, codifying relevant knowledge : converting tacit knowledge to explicit knowledge. Identifying what knowledge is relevant and making it explicit (eg. brainstorming for a concept map at the beginning of a topic).
2. Collecting all of the codified knowledge together then structuring it in an easily accessible way making it easily accessible to others (CATEGORISED, INDEXED & CROSS REFERENCED).
3. Making this knowledge available for all potential users.
Technology plays a vital role in every step of the Knowledge Management process.
Tuesday, October 20, 2009
Web 2.O Tools and kids
Anything with bright colours my kids and I enjoy! Last night before bed I let them play around with Glitter Graphics Text Generator, they had a ball.
There has been alot of discussion on OZTLnet about the use of Web 2.0 tools such as blogs, wikis, Twitter and Facebook because of the amount of Cyber-bullying. I am well cautioned with my own kids and will only let them online with me viewing every step. Security with passwords and not revealing too much personal information seems to be the key.
I have noticed particularly on Facebook how much information teenagers these days give out to everyone about themselves and the photos that they are willing to share with others. It is quite alarming. I really don't believe that they are aware of the dangers out there and this needs to be addressed when teaching online skills.
There has been alot of discussion on OZTLnet about the use of Web 2.0 tools such as blogs, wikis, Twitter and Facebook because of the amount of Cyber-bullying. I am well cautioned with my own kids and will only let them online with me viewing every step. Security with passwords and not revealing too much personal information seems to be the key.
I have noticed particularly on Facebook how much information teenagers these days give out to everyone about themselves and the photos that they are willing to share with others. It is quite alarming. I really don't believe that they are aware of the dangers out there and this needs to be addressed when teaching online skills.
Wednesday, October 14, 2009
Wikis
I must say I am enjoying using Wikispaces to create my wiki.
Today I have learned how to add Widgets and alter the entire presentaion of the wiki.
I have found Wikispaces very user friendly. I would like to have a greater variety in templates as I enjoy colour and pictures.
Today I have learned how to add Widgets and alter the entire presentaion of the wiki.
I have found Wikispaces very user friendly. I would like to have a greater variety in templates as I enjoy colour and pictures.
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