(copied over from meeting notes --Chris Lott
Tools and Activities for Information Management
- Students learn to navigate, evaluate, store, sort, access information in/through the network
- Understand how to, and the implications of sharing that information with the network
Students should explain/demonstrate:
- how to upload files, photos, docs, video
- how to tag things they upload as well as resources they are saving so they (and others) can find and use them again. Folksonomy.
- how sharing back to the network benefits not only the network, but the individual as well
- how to embed their online resources into content they are creating (this moves to the presentation side of things, I think)
- what is a [rss] feed and how to utilize feeds to follow online info
- Photos - Flickr, Picassa (Google)
- Video - YouTube, Vimeo, blip.tv
- Links - del.icio.us, diigo
- Doc Storage/Sharing - Scribd, issuu, dropio
- Feeds - Google Reader, Netvibes, Bloglines
- Wikis(?) - do we want to cover this too? It is certainly used to manage information.
Christen - I think wikis might be the best way to put together a portfolio for the final project
Concepts covered here: storing, sorting, embedding, sharing, commenting, tagging, subscribing, favoriting and reputation
I'm not quite sure this is the area where accessing information from "the network" will be addressed. If so, tools like twitter and seesmic should be included, as well as a tool (I'm thinking something along the lines of Friend Feed) that aggregates resources by "person" and allows for somewhat quick and transparent communication among many systems (maybe there is a better tool for this, I don't know).
Also, I hate using so many of Google's tools, but there are just so many of them. Does anyone have particular thoughts good/bad concerning variety vs. integration?
Activities
- Tagging: Students search for specific items (photos, video, links) on Flickr, YouTube, Delicious to demonstrate best practices for tagging thoroughly
- Feeds: Students subscribe to a number of blogs maintained by people in in their hometown and follow them for x-number of days. Students reflect on the type of information about their hometown they receive from blogs vs. the local news paper. (crosses into evaluating relevance and reliability). Take this activity further by having them share news they are reading back out to the network to illustrate the filtering effect connecting to others with similar (or different) interests and views creates.
