Managing all the content that comes at us can get overwhelming. We can set up systems to tag, categorize, filter, sort, organize and essentially manage content at various levels. And once we’ve sifted through all the content that is sent to us, and we’ve decided what it is that we want to share, how do we select the system we want to use to curate it?
Not only is this blog post by Angela Colter a great reflection piece on the difference between liking content and understanding it, it also is chock full of tools to help you analyse your content and better it. In addition, the pros and cons of these tools are outlined.
Though primarily targeted at Websites, this article gives a series of instructional techniques to help test the understanding of your content.
When I was approached two weeks ago to be part of the Workplace Learning Today team, I was both flattered and thrilled to take on a new challenge. In preparation for delivering weekly insights, I decided to do a major cleanup of my Google Reader Feeds. And before I knew it, the wave of content hit me and I was flooded. There had to be a better way.
Though this FastCompany blog posts refers primarily to content for Website design, the lessons learned are transferable to our own Personal Knowledge Management (PKM) strategy as well as larger organizational Knowledge Management (KM) strategy.
Some of the key criteria for a good content management strategy which are pulled from Kristina Halvorson’s book Content Strategy for the Web include
Content purpose (i.e., how content will bridge the space between audience needs and business requirements)
I delivered a presentation on The eLearning 2.0 Survival Guide e Assessing the Credibility of Web Sources at the Brandon Hall Innovations in Learning 2008 conference which was held in San Jose, September 2008.
It is no surprise that integrating Web 2.0 tools to learning is an innovative practice that is catching on quickly. Pushing the Web’s potential for democratizing information, Web 2.0 social computing practices are well aligned with constructivist learning strategies. Enabling learners to develop multiple perspectives can foster analytical and critical thinking.
What is worrisome is the transition from a spoon-fed model of education to a self-directed and discovery model without reconfiguring the approach to learning. Are individuals applying fact-checking rigour to the content they access? What criteria are they using? What do they consider to be expert knowledge? Are they simply looking for other sources to confirm what theyeve found or are they actually analysing the source of the information? Are they aware that information, correct and otherwise, spreads like memes on Web?
My presentation was largely be based on research I have done for my M.A. in Educational Technology thesis which is a qualitative study of people who write blogs on training to be used in the professional development of people who work in the field. The question lies in the authority and credibility of these blogs, and by extension Web content in general.
This study analyzed what it means to be a blogger in the field of training and development—an edublogger—as well as the credibility of blogs intended for the training community. The specific research questions were posed from the insider’s or emic perspective. The objective of this study was to attempt to paint a portrait of an edublogger and uncover areas for further research.
A phenomenological qualitative research design methodology was used in an attempt to observe the connections between edubloggers and their readers, which is in harmony of the spirit of the blogs as well as to understand the essence of experiences in the blogosphere. A grounded theory was constructed from a cross-case analysis—case studies were developed using interview transcripts of the 5 bloggers and artefact analysis of each of their blogs over a 4-month period—with the intention of identifying key phenomena.
Common themes related to the edubloggers’ motivations, writing style, community building and other general practices were uncovered as. In addition, a substantial set of emerging questions specifically relating to readership and the qualitative assessment of blog content were noted.
His post is actual a very informative read. The approaches he discusses are however purely quantitative, except for a certain degree of qualitative metrics that might be included in the ROI analysis. He addresses non-traditional or unquantifiable values, which is similar to what I discussed in my blog post on consultants 2.0.
However, Tools that gather opinions on the quality of content have been emerging on the Web. An example of such a tool is Digg, a social media application that enables Internet readers to share the content they discover from anywhere on the Web with others. The way Digg works is that readers submit or “Digg” their appreciation of a Web resource. Other members of the Digg community will have access to the review and will either ignore it or “Digg” it themselves. When a resource receives a substantial amount of “Diggs”, it gets promoted to front page status. Digg explains its vision in the “about” section on the Digg Website:
And it doesn’t stop there. Because Digg is all about sharing and discovery, there’s a conversation that happens around the content. We’re here to promote that conversation and provide tools for our community to discuss the topics that they’re passionate about. By looking at information through the lens of the collective community on Digg, you’ll always find something interesting and unique. We’re committed to giving every piece of content on the web an equal shot at being the next big thing.
It would be interesting to find out how will tools like Digg affect the way content will be perceived on the Web? Even if the tools for critical analysis are available, will readers have the necessary critical analysis and thinking skills to utilize them properly?
I recently defended my thesis in which I analyzed what it means to be a blogger in the field of training and development—an edublogger—as well as the credibility of blogs intended for the training community. The specific research questions were posed from the insider’s or emic perspective.
The objective of this study was to attempt to paint a portrait of an edublogger and uncover areas for further research. This is one of those areas.
Informally, I’d find it very helpful to have your opinions now. What is your take on the potential of such tools? How does it relate to the raison d’être of blogging?
On the wiki page devoted to VizThink’s Visual Learning Group, Brent Schlenker asked others represent the transition from Learning 1.0 to Learning 2.0.
I contacted Brent a few weeks ago, manifesting my interest to participate. I’ve got something brewing…
Peter Stoyko has already come up with an information graphic. It focuses on how social media/Web 2.0 tools have facilitated learning as well as how mapping and graphic/visual facilitation have facilitated learning.
I’m thinking there is a link between the two actually. I believe they feed one another somehow. I’m not sure how to formulate it yet, but it definitely has some of the following elements.
Technological improvements / Web 2.0 technologies make it easier to:
I’ll admit – I didn’t read the article. My eyes are too exhausted from editing my thesis (and yet somehow I find the will to blog). However, the animation was clear enough, and though I may not have as much information as I would have had by reading the article, I believe I got the essential information that I needed, and because I’m a very visual person, was able to comprehend the message quite quickly.
If only I could have done a giant Tag Cloud of my jumbled thoughts for my thesis!