Unit 2: Gathering and Analyzing Community Content

Introduction and My Experience

This week, I mapped out some material from my mathayom 1 (grade 7) Thai Buddhism class: the Arayas, those seekers who have virtue. Thai Buddhism is Theravada Buddhism, one of the oldest forms of Buddhism that is highly complex in its systems, classifications and lists. Listing makes it easier to classify the different systems with various parts, but it pales in comparison to mind mapping (free trial with iMindQ) the same information into a visually-appealing style. Before, the information just looked like a wall of text; now it is aesthetically-pleasing and flows, it is much easier to inspect and study.

Here is my mind map:

Buddhism M3 project

Here is the original I used to use:

Buddhism Araya original

     Key Issues and Concepts

   The issue of reliability of the information is the biggest concern that needs to be addressed in gathering and analyzing community content. What use is the ability to so easily share resources and ideas if they are junk science? The social network resources available to both the educator and learner serve to aid in the collection, analyzation and dissemination of ideas, concepts and resources. Each of these tools can help the learner and educator reach the ‘creation’ level of Bloom’s digital taxonomy (Churches, n.d.). I explored Diigo and immediately tried it out with the readings from this unit, highlighting and adding notes to the pages and saving them to a list on my homepage. I also added groups in instructional design and blended learning; the whole experience was very user friendly and positive and now I have one additional way to gather and analyze information pertaining to my career. The whole point is to have intentional learning impact your practice (Diannerees, 2010).


Observations and Conclusions

            When looking at information collected from the community to ensure credibility, one must ask if the information is checkable/verifiable. Can one find the information from another source? Also, one must look at the source itself to determine its level of credibility. Is it from a prestigious source? A trustable source? Ethos? Posing questions is vital in critical thinking skills and by asking our students to constantly analyze not only the information they find from social network resources, which can analyze the source and credibility of information as well, we can highlight the issue of illegitimate vs. legitimate data.



Churches, A. (n.d.). Bloom’s digital taxonomy. [Presentation slides].

Retrieved from http://edorigami.wikispaces.com/file/view/blooms+elluminate.pdf/      58496778/blooms%20elluminate.pdf

Diannerees. (2010, July 5). Diigo for intentional learning and sharing. [Video file].

Retrieved from https://www.youtube.com/watch?v=UGeE21JaO80&feature=youtu

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