Lecture Summary
Since there is now millions of information sources available online this has led to people get as amuch information as they want, the problem that this brings is that how do we manage the information for easy use and easy identification. This can be done by using computers to organise our information in the form of:
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text
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documents
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images
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WebPages,
bookmarks
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presentations
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assignments
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citations & references
Some principles to know for organising your information:
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Learn the most common file extentions and what they stand for
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Create and name folders of information according to function rather that content
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Use the Properties tool to create metadata about your documents
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Use the "Search" function when trying to locate files
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Install a desktop Search Engine (e.g. Google Desktop)
Tutorial Summary:
Being a Uni student you tend to know how to create information but when it comes to managing it can prove to be a difficulty. This tutorial will be focusing on ways to manage information effectively. The tutorial will also look at organising web based references using bookmarks/favourites.
Task 1
Task 2
Even though this work was published thirteen years ago I think the ideas are relevant to what we have today. Having atoms based information or bits based information both have invaluable positives. As Nagroponte pointed out that trasporting atoms based information can result in information not reaching to its location safely as compared to bits where one can almost be hundred percent sure that the information will be recieved, and this would be a positive of bits over atom. Atoms based information are inexpensive as compared bits, for example a text book, but books can ran out of print where as bits based books do not. Bits based information also have an advantage over atoms based information, this can be seen with the inconvenience of video casettes where one has to return atoms based cassettes to the video library and if not then you are fined for not returning the cassette this would not happen with bits video cassette. An area of irrelavency in this work comes in when the author starts to predict that businesses will start to become digital very soon, it is already being done as many business is done on line and through emails.
Reading Summary:
Students as Infotectives: The first step toward a sound program is to think of students as infotectives. Infotective is a student capable of asking great questions about data in order to convert it into information and eventually turned it into insight.
Issues of reliability and adequacy: Schools must teach students to graze and digest the offerings thoughtfully in order to achieve insight. They must also guide young people away from undue reliance upon the "free Internet." Students will learn that a printed book or a "pay for service" is more effecient than the free internet.
The Question is the answer: Questioning may be the most powerful technology we have ever invented and can give to our students. Questions are the tools required for us to "make up our minds" and develop meaning. We must teach students to start their explorations with "essential questions" in mind. They then develop a rich web of related questions that organize and direct the search for insight.
Preparing Students for Cyberspace and Intenet competencies: Students need to learn literacy skills. "We live in a world where there is more and more information, and less and less meaning." Students must be taught to frame essential questions, identify subsidiary questions, plan a cyberspace voyage, ask for help, ask for directions, analyze data, scan from the crows nest, synthesise, SCAMPER Substitute, combine, adapt, modify, magnify, minify, put to other uses, eliminate and reverse. We need to raise students who are free range students, those who have learned to feed on the wild grains and fragments available on the Internet or the shelves of the local library.
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