Every interaction we have online leaves indelible traces which are often referred to as our digital footprint. It is the data created by “what you’ve said, what others have said about you, where you’ve been, images you’re tagged in, personal information, social media profiles, and much more. ” University of Edinburgh Digital Footprint resources Because […]
Category: Research
Navigating the network for quality, credibility and authenticity: A challenge for connected professionals
On the internet, no one knows you’re a dog… via GIPHY It’s funny because it is true. When engaging with professional learning through your PLN, it is essential to have the capacity to quickly and effectively evaluate information and resources for their authenticity and credibility. With so much information available (see my previous post on […]
Effective time management: A challenge for connected professionals
Anyone who has spent anytime engaging with social networks and the internet in general will know of its addictive qualities. Whether it is endlessly scrolling through photos on Instagram, reading Tweets as they pop up during your favourite reality television program (watch them fly while QandA is on the TV!) or simply getting lost in […]
Managing infowhelm: A challenge for Connected Professionals
Initiating and maintaining a Personal Learning Network (PLN) can be an incredibly exciting, rewarding and very effective way to engage with professional learning. However, learning mediated by social networks is not without its challenges. This post is all about how to manage perhaps the most obvious challenge that connected professionals encounter when they engage through […]
Challenges for Connected Professionals: The shadow-side of the PLN
When you speak with teachers who maintain a Personal Learning Network (PLN) for professional learning, most of them wonder how they ever lived without it. Being able to tap into the global ‘hive mind’ to seek inspiration, new pedagogical approaches, feedback and collegial support is pretty awesome. Prior to the development of digital social networks, […]
Linking, Stretching and Amplifying at the National Education Summit in Brisbane
In this post, you will find an overview of my presentation which I gave at the National Education Summit in Brisbane, where I presented in the Capacity Building, School Libraries Strand. To give you a summary of my presentation, here is the abstract describing what I shared: PROFESSIONAL LEARNING FOR CONNECTED TEACHER LIBRARIANS: LINKING, STRETCHING […]
Another exciting online learning experience – the Twitter Conference
Experimenting with different online learning opportunities which take advantage of the affordances of openly networked online social technologies underpins my approach to learning and teaching. Just as I encourage participants in the subjects that I teach as part of the Master of Education at QUT to take a leap into unknown online spaces, I try […]
Clickbait, consternation and that elusive silver bullet: Falling down the rabbit hole
Feature image: Image by Computerizer from Pixabay Growing up, my parents demanded that my sister and I were quiet from 6pm until around 6.15pm every evening. This 15 minutes was when ‘the news’ – specifically ‘the headlines’ were on the television, and if Mum or Dad missed hearing the bulletin because we were playing noisily, […]
Visualise your Thesis – Stretching my Brain in a Different Direction
Earlier this year, my stepdaughter underwent open heart surgery. The procedure went smoothly (thank goodness!) and she recovered well, however during this time, I was a little scattered, and found it difficult to fit in concentrated blocks of time writing my thesis. Even when I did have an hour or two to spare, my brain […]
Exploring the pedagogical potential of PLNs – Keynote presentation for LTU
This post is a summary of the presentation which I gave as the keynote for the Lulea University of Technology Higher Education Conference. The pedagogical potential of PLNs from Kay Oddone Below is a summary of my presentation, including the feedback received by the participants during the session, when we broke to process the information. […]