After I read the article which is called A Personal Cyberinfrastructure by Gardner Campbell in my CIS0835 class, I found the video which is called “No Digital Facelifts: Thinking the Unthinkable About Open Educational Experiences” on YouTube.

I’ll reflect on Gardner Campbell’s idea by reacting some points.

What is Digital Facelift?

I interpret a digital facelift as adopting a new approach that has the potential to be innovative while one fails to take advantage of these new opportunities because such individuals are so entrenched in their old ways.

For example, some public school in America is failing in using new technology. there are several reasons why this is happning. One of reasons is that despite millions and millions of dollars spent on new learning technology, school had not achieved real improvements in teacher productivity or student achievement. I am very concerned with a limited number of teachers who are not entrenched in thier old ways.

What is LwICT?

Gardner Campbell shared three important recursive steps that educators and students can take to avoid having a digital facelift. These practices are steps that we as teachers normally carry out but they can be amplified using technology or our by infusion through our provincial Literacy with Information and Communication Technology (LwICT) continuum. There are 3 steps:

1)Narrating– Having both teachers and students “think out loud” as they tell the story of a particular subject area. For some this process might be similar to blogging.

2)Curating – How do you arrange your “progress portfolio” so that you can find resources and references quickly? True, students may choose to keep all their assignments in a traditional notebook. However, more and more students and teachers will begin using software applications to scan text and store data online for organizing and later retrieval.

3)Sharing – Constructive feedback from peers, together with a wider global audience, can motivate students in ways not possible in the traditional one dimensional student-teacher interaction. When students and teachers share their portfolios and resources online, everyone benefits through “leveraged learning”. Gardner quotes a colleague who states that “meaning happens when two people connect”.

What is good point of Personal Cyberinfrastructure?

Gardner Campbell’s proposal is that  first year university students should purchase their own domain name and start creating their life’s portfolio online.

The benefit of creating and reflecting through blogs in one’s own domain is that it creates a digital footprint which can be a powerful learning tool. One only has to look back at the various bench marks entries to witness the learning and connections that have been made as a student progresses through school. Writing and reflecting are a powerful way of synthesizing lessons and lecture information. Furthermore, online research together with RSS feed information can be blended into one’s online notes to add quality and perspective. University students who do this faithfully and share such resources through a PLN or study groups can create a formidable resource for completing assignments and studying for exams.

In conclusion, I think that teachers should learn more about the new technology before they introduce it to thier students. Also, they should welcome the opportunity to learn from, and with, thier students.

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