1. Leadership in a connected age:
Change, challenge and productive chaos!
Judy O’Connell
JUDY O’CONNELL CHARLES STURT UNIVERSITY

2. Knowledge networks & digital innovation

3. change
A printing press for evenly printing
ink onto a print medium such as
paper or cloth.

4. challenge
The internet is a good thing.
Look what happened in 25 years!

5. http://pennystocks.la/internet-in-real-time/

6. http://www.elon.edu/predictions/
Voices of the people

7. productive chaos
The Web at 25
Overall verdict:
The internet has been a plus for society and an
especially good thing for individual users
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/

8. what does it really mean for
leadership
in a connected age?

9. not just a
discussion
about selfies
digital footprint
Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress

10. not just about what we
want to buy
http://www.businessinsider.com.au/the-internet-is-getting-too-big-and-its-becoming-a-problem-for-some-service-providers-2014-8?op=1

11. drone pilot locates missing 82-year-old man after three day search
chirp! a plant watering alarm
not just a
about our
technology
man accused of murder asked Siri where to hide the body

12. It’s about what we grow!
12
http://www.wired.co.uk/news/archive/2014-07/11/indoor-farm

13. Douglas Adams!
!
“I've come up with a set of rules that describe our reactions to
technologies:!
!
1. Anything that is in the world when you’re born is normal
and ordinary and is just a natural part of the way the world
works.!
!
2. Anything that's invented between when you’re fifteen and
thirty-five is new and exciting and revolutionary and you can
probably get a career in it.!
!
3. Anything invented after you're thirty-five is against the
natural order of things.”
creative commons licensed (BY-NC-ND) flickr photo by JR_Paris: http://flickr.com/photos/jrparis/33237333

14. Steve Jobs
!
!
!
!
!
!
Technology is nothing. What’s important is that you have
a faith in people, that they’re basically good and smart,
and if you give them tools, they’ll do wonderful things
with them.

15. !
Leadership in a connected age
embrace change
welcome innovation
meet the challenges of our global connected future
creative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/225039522
5

16. John Seely Brown
http://youtu.be/5mh14_X8kKc

17. We have a digital
information ecology
which demands a new knowledge
flow between content and
connections.

18. “Information absorption is a cultural
and social process of engaging with
the constantly changing world
around us”. p47
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant
change (Vol. 219). Lexington, KY: CreateSpace.

19. “The current learning landscape is constantly changing in
terms of what is learned, the context in which learning takes
place, and who is learning.”(Paas, 2011, p. 2)
!
The following aspects impact on the learner or his/her learning:
!
oEvolving needs of learners!
oDeveloping knowledge building environments!
oFocusing on personalisation!
oEvolving spaces for learning
oEvolving learning devices or hardware!
oEvolving pedagogy
Paas, F Van Merrienboer, J and Van Gog, T 2011, ‘Designing instruction for the contemporary learning landscape’, in K R
Harris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching,
Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/

20. Assessment and teaching of 21C skills
!
o Ways of thinking. Creativity, critical thinking, problem-solving,
decision-making and learning
o Ways of working. Communication and collaboration
o Tools for working. Information and communications technology
(ICT) and information literacy
o Skills for living in the world. Citizenship, life and career, and
personal and social responsibility (ATC21s 2012).
ATC21s (Assessment and Teaching of 21st C skills – Melbourne University) 250 researchers across 60 institutions
worldwide. http://atc21s.org/index.php/about/what-are-21st-century-skills/

21. What more do we really
21
need to know?

22. The urgent dimensions of learning
The mechanisms for engaging with information and processes of learning in
the acquisition of new knowledge has become a deeper process of individual
and collaborative learning activities, problem solving and artefact
development, occurring through an integration of face-to-face and online
interactions within a community, involving absorption, integration and
systemisation of the information received by the receiver in their own pre-existing
cognitive structure, which are the result of personal experience, and
earlier knowledge transactions.
Trentin, G., (2011). Technology and knowledge flows : the power of networks. Chandos Pub, Oxford.

23. The urgent dimensions of learning
find, fold, bend, shape, make…

24. 24
http://fold.it/portal/

25. http://www.fabacademy.org/
The Fab Lab Network
covers more than 40
countries in more than
200 labs in the world.
Every Fab Lab is a
potential classroom for
the Fab Academy.

26. Makerspace or Fab Lab in your
school!
Think smarter. Be new.
Be creative
cc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/

27. untethered,
empowered learning

28. The great challenge of a digital learning is meeting the
connected creative needs of students who have grown
up in the digital era, while at the same time meeting the
expectations of teachers and parents who haven’t!

29. information access
and sharing
creative commons licensed (BY-NC-SA) flickr photo by Ed Yourdon: http://flickr.com/photos/yourdon/3088582622

30. learning today requires that teachers
understand reading and information
seeking in a connected world....

31. Our students, voracious social media users, may be
hiding some of their story, faking perfection through their
perfect-only final product. But, there is no “faking out”
innovative educators – their teachers. Teachers know that
the process of getting there is less than a perfect road
and where the learning happens. The imperfect road
becomes the strength of the lesson.
Edudemic http://www.edudemic.com/hiding-in-plain-sight/

32. Measure a
21st century
leader?

33. c. 1970

34. Pocket-sized moleskin notebook
Evernote integrates with
FastPencil so you can
publish your notes as a
Evernote
c. 2010 everywhere!
http://thenextweb.com/apps/2014/07/29/evernote-integrates-fastpencil-can-publish-notes-book/
book!

35. “We have a romantic attachment to skills from the
past. Longhand multiplication of numbers using paper
and pencil is considered a worthy intellectual
achievement. Using a mobile phone to multiply is not.
!
But to the people who invented it, longhand
multiplication was just a convenient technology.”
Sugata Mitra is professor of educational technology at
Newcastle University, and the winner of the $1m TED
Prize 2013. He devised the Hole in the Wall experiment,
where a computer was embedded in a wall in a slum in
Delhi for children to use freely.
http://m.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google?INTCMP=SRCH

36. Once the usefulness of simulation models became
clear, the Asian Development Bank dropped its
opposition to a centuries-old water management
practice when Lansing’s computer model of the
complex Balinese irrigation system showed the
functional role of traditional water temples bore a
“close resemblance to computer simulations of
optimal solutions”
!
Juarrero, A. (2010). Complex dynamical systems theory. Cognitive Edge Network.
creative commons licensed (BY-NC-ND) flickr photo by Paul D'Ambra - Australia: http://flickr.com/photos/behindthesteeringwheel/8604765565

37. creative commons licensed (BY-NC-SA) flickr photo by colemama: http://flickr.com/photos/colemama/3776316986

40. "Gutenberg Parenthesis”

41. Eisenstadt (a Gutenberg scholar): the book did not take
on its own form until 50 years after it was invented by
Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]

42. Blueprint for successful leadership!
Knowing the trends in knowledge
construction and participatory culture.!
!
Knowing how to leverage social media.!
!
Is the “Gutenberg Parenthesis” a way
of understanding the introduction of
the flipped classroom and its
epistemological conundrums?
creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645

43. It’s Monday morning,
and as I sit down for
my morning cup of
tea and toast, I open
my iPhone to see
what’s in my email,
and what items in
my calendar will
need my attention.

44. It’s Monday morning,
and as I sit down for
my morning cup of
tea and toast, I open
my iPhone to see
what’s in my email,
and what items in
my calendar will
need my attention.

45. In just a couple of minutes of my twitter feed (never mind all the
hours I was asleep) I found:
• Founders Online – a new online History resources from the
US
• Information about the new Dr Who episodes I must review!
• Google’s efforts to build a system to help eradicate Child Porn
on the web
• A good post about the new learning organisation
• A commentary article from the ABC that asks if Big Data is all
that it’s cracked up to be
• A post speculating on MOOCs as slowly deflating bubbles
• A little piece of historical memorabilia about to happen – last
telegram in the world
• A new Project Tomorrow research report which confirms that
teachers’ unsophisticated use of tech is creating the second
level digital divide

46. Microlearning: hungry for knowledge nuggets
Microlearning ticks all the teaching boxes: bite-sized
nuggets of content are easy to digest, understand
and remember. Often mobile-friendly, visual and
sharable, the short bursts of information leave you
sufficiently satisfied and likely to come back for more.
At the BI Norwegian School of Business, through a number of pilot programmes, they
have been adapting fragmented content to mobile devices, finding that the right mix of
mobile learning makes courses more engaging and also helps part-time students stay up-to-
date.
http://www.online-educa.com/OEB_Newsportal/microlearning-hungry-for-knowledge-nuggets/

47. Project Tomorrow: Empowering opportunities
Project Tomorrow
http://tomorrow.org/speakup/pdfs/SU12-Students.pdf

48. 2014 K-12 Horizon Project
Significant challenges in technology adoption:!
!
Creating authentic learning opportunities
Integrating personalised learning
Complex thinking and communication
Safety of student data
competition from new models of education
keeping formal education relevant
!
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf

50. Leadership in a
connected age

51. http://www.edtechcrew.net/
You could try .....
creative commons licensed (BY-ND) flickr photo by CaparolSverige: http://flickr.com/photos/caparolsverige/8252425340

52. 52
You could try .....
http://flip.it/vHvLR

53. SearchReSearch blog
http://searchresearch1.blogspot.com.au/
What’s the story
with the yellow
blotch?
You could try .....
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html

54. What if all Pixar
Movies were part
of the same
http://www.slj.com/2014/09/opinion/consider-the-source/let-pixar-turn-your-library-into-a-laboratory-consider-
the-source/#_
timeline?
Or you could try .....
http://www.pixartheory.com/
The step-by-step building of the Pixar
map is basically show-how-much-you-know
fun, the overall effort is perfect
training in the research process.

55. You could try .....
Collection: INF530 Concept & Practices in a Digital Age
http://amzn.com/w/37FSRQBVI5C5W

56. Knowledge as a Thing and a Flow
read in all contexts and differentiate
!
understand
creative commons licensed (BY-NC) flickr photo by hjl: http://flickr.com/photos/hjl/9609706361

57. More content, streams of data,
topic structures, (theoretically)
better quality - all of these in
online environments
require an equivalent shift in our
online capabilities.

58. Seek Follow
cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/
Gather
Explore

59. The way you use a search engine, stream
video from your phone, update your
Facebook status, edit a wikipedia page,
matters to you, to me, and to everyone,
because the way people use a new
medium in its early years can influence
the way that medium is used and misused
for centuries to come.

60. cc licensed flickr photo by Howard▼Gees: http://flickr.com/photos/cyberslayer/952153409/
rapidly navigate information
pathways to construct knowledge

61. How does search impact the way students think and
the way we organise information access?
Google creates the illusion of accessibility
http://www.wolframalpha.com/educators/
http://www.google.com/insidesearch/searcheducation/index.html

62. Being personalised may be snake oil.
!
..... because your knowledge and my knowledge,
based on what search results we are served, may
be very different from each other.
Siva
Vaidhyanathan
in
The
Googlization
of
Everything,
Filter bubble!
creative commons licensed (BY-SA) flickr photo by Je.T.: http://flickr.com/photos/jetow/4795118657

63. How much does
Google really
know about us, in
practical terms,
and — more
importantly —
how much should
we care?
One interesting
place this comes
up is at Netflix —
the basic math
behind the Netflix
code tends to be
conservative.

64. Web browsing without prying eyes
http://youtu.be/b8CZmB4qLvY

65. The world's first microchip, handmade in 1958 by Jack Kilby.
This piece of history won Kilby a Nobel Prize and represents
one of the first steps leading to the modern computing era.
http://www.nbcnews.com/tech/tech-news/worlds-first-microchip-fails-sell-auction-n136996
Come from…

66. Come to…
• Peer critiquing
• User-generated content
• Collective aggregation
• Community formation
• Digital personas
• Digital Citizenship
adding interactivity and connectivity to everyday things

67. Beyond digital
citizenship
A definitive guide to
verifying digital content
for emergency
coverage
http://verificationhandbook.com/book/chapter10.php
Make use of !
10: Verification Tools!

68. https://maps.google.com/locationhistory/b/0

69. What more do we need
to know?

70. The ‘back-story’ of the digital revolution –
digitisation for information storage, retrieval,
accessibility, and usage that has changed the
face of the digital information ecology in the
current era.
creative commons licensed (BY-NC-SA) flickr photo by Tal Bright: http://flickr.com/photos/bright/17378095

71. http://mashable.com/2014/04/24/warhol-art-recovered-amiga-disks/
Lost collection of Andy Warhol art
recovered from floppy disks

72. http://www.bbc.co.uk/history/domesday/story
Doomsday Reloaded

73. Big Shift in 25 years
creative commons licensed (BY-NC-ND) flickr photo by 144ben: http://flickr.com/photos/benchpics/7190477294

74. The Web is not the Internet
creative commons licensed (BY-SA) flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945!

75. ENIAC (Electronic Numerical Integrator and Computer)
The future

76. creative commons licensed (BY) flickr photo by dmje: http://flickr.com/photos/dmje/5159177886

77. The semantic web, or web 3.0,
is all about data integration.
it is an infrastructure
technology
and an organised approach
to metadata
cc licensed ( BY NC SD ) flickr photo by Jason A. Samfield: http://flickr.com/photos/jason-samfield/4736792714/

78. Web 3.0
really
means…
existing data reconnected for
other and smarter uses

79. you won’t see a “Web 3.0 inside’ label
new functionality that requires
web linking, flexible
representation, and external
access APIs.

80. The semantic web
allows a person or a
computer to start off
in one database,
and then move
through an
unending set of
databases which
are connected, not
by wires, but by
being about the
same thing.
cc licensed ( BY ) flickr photo by woodleywonderworks: http://flickr.com/photos/wwworks/2102790208/

81. Rather than just
identifying keywords
and expressions, the
semantic web
concentrates on
identifying the
meaning of content.

82. It is about common formats and
metadata which allow for
integration and combination of
data drawn from diverse
sources.

83. It is also about language, or ontology, for
recording how the linked data relates to
real world objects, allowing a ‘machine’ to
‘understand’ the semantic meaning of
words.

84. linkeddata.org schema.org/
Whereas traditional library
metadata has always been focused
on helping humans find and make use of
information, linked data ontologies
are focused on helping machines find and
make use of information.
CHARLES STURT UNIVERSITY

85. This uri ‘http://id.loc.gov/
authorities/sh85042531’ has
now become the globally
available, machine and human
readable, reliable source for
the description for the subject
heading of ‘Elephants’
containing links to its related
terms (in a way that both
machines and humans can
navigate).

86. The internet is the
database
Ask questions on the
web rather than
perform searches.
The intelligence is in
the connections.
cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/

88. When you search, you’re not just looking for a webpage.!
You’re looking to get answers, understand or explore.
Google Knowledge Graph

89. Google Public Data Explorer
http://www.google.com/publicdata

90. Google Flu Trends
http://www.google.org/flutrends/au/#AU

91. Semantic Search Engines

92. Semantic Writing

93. Gapminder fact-based world view
~ use the teacher tools in your classroom
http://www.gapminder.org/for-teachers/

94. http://trove.nla.gov.au/

95. http://www.europeana.eu/portal/index.html
Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.

96. MUCH
Much more than just BIG DATA
and cloud storage!

97. virtual and physical spaces
learning approaches
knowledge creation processes

98. Information Architecture

99. Making it possible to
federate,query, browse
gather and recommend
information from disparate
sources.

100. !
Think of the Web 3.0 environment as the portable, personal web,
focused on the individual, on a life-stream, on consolidating
content, and which is powered by widgets, drag & drop, and
mashups of user engagement.
!
This socially powered web is exploding, and is the new
baseline for all our internet and technology empowered
interactions.

101. Your leadership context!
.... old questions, new answers
Metadata ~ what are the rules of engagement?
Schema ~ what about controlled vocabularies?
Users ~ what are their access needs
Interface ~ how many access points?
Data ~ what are the opportunities for user engagement?
Media ~ what are the elements of interactivity?
Access ~ what can we learn from the semantic web?

102. Your leadership context!
.... what is your discovery interface
!
Context aware:!
• Points on the curriculum and the interest continuum
Access aware:!
•Interfaces to support searching and discovery
Search aware:!
• Natural, predictive, responsive
Results aware:!
• Multimodal, multi-depository, relevant, filtered
How do you stack up?

103. Your leadership context!
.... strategic directions for school libraries
New skills
New knowledge
New metadata
New open access
New global connections
New learning community
!
Are you prepared?
http://heyjude.files.wordpress.com/2006/06/jocrdasept2103.pdf

104. At last we have a departure
from information, access and
artefacts as the focus. In the
lens of conversation, artefacts
and access are only useful in
that they are used to build
knowledge through active
learning.
Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology.
creative commons licensed (BY) flickr photo by blprnt_van: http://flickr.com/photos/blprnt/4845037358

105. At last we are
connected
together in
leading and in
learning!
cc licensed ( BY NC SD ) flickr photo by ancawonka: http://flickr.com/photos/ancawonka/65927497/

106. …if we draw on expertise for ways of
supporting learning in the newly
emerging Web 3.0 information ecology

107. http://youtu.be/bAOWpdQeyBQ

108. Thank
you
to
our
Sponsors

109. heyjudeonline
Judy O’Connell
http://judyoconnell.com
Judy O’Connell