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Digital Literacies & Learning Design


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Digital Literacies …

Digital Literacies
Learning Design

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  • Rheingold – 5 Web Literacies
    Metacognition (aware of our activity online)
    Attention  Awareness of attention curve and how you distribute this to diff media
    Participation  gives individuals a sense of belonging, of having an active and tangible input  practising active citizenship online. From consumer to producer
    Collaboration  working and learning with other people . Closely related to participation  leveraging collective intelligence
    Network Awareness  closely related to Global dimension of networks via digital technology “The technical networks amplify and extend the fundamental human capability of forming social networks” (Rheingold, 2010). Also about reputation management and networked individuality
    Critical Consumption  Knowing how to evaluate a source and making a educated guess about its origins and if it’s trustworthy
  • In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”
  • the glue of the learning
  • from consumers to producers
    from content buyers to content creators / enhancing content
  • boots motivation
    appeals to new initiatives
  • personal as in private
  • Transcript

    • 1. Digital Literacies & Learning Design
    • 2. What are Digital Literacies?
    • 3. Your thoughts
    • 4. Digital literacies defines those who exhibit a critical understanding and capability for living, learning, and working in the digital society. JISC, 2013
    • 5. Critical understanding of …
    • 6. Your thoughts
    • 7. Different, competing definitions of digital literacies
    • 8. Digital literacies more than functional or technical skills Futurelab
    • 9. Juliet Hinrichsen and Antony Coombs University of Greenwich
    • 10. Your thoughts
    • 11. How does this connect to Curriculum for Excellence?
    • 12. Within Curriculum for Excellence literacy is defined as: the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful. Literacy across learning: principles and practice
    • 13. Current society; current perceptions
    • 14. Technology is becoming embedded
    • 15. It’s a way of life!
    • 16. Debatable?
    • 17. Mobile(s) (devices) are here to stay…?
    • 18. But...
    • 19. Are we welcoming technology in the Classroom?
    • 20. How can we prepare the digital literate learner?
    • 21. Digital dissonance
    • 22. Digital Natives? (CC BY 2.0)
    • 23. Digital Visitors or Digital Residents White & Le Cornu
    • 24. “Learners do not appear ‘to see beyond’ the immediately obvious functionality of the technology and there is little evidence of transfer” Clark et al, 2008, p.68
    • 25. “To Pierre Bourdieu 1986 possess the machines, [they] only need economic capital; to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy”
    • 26. Learning Design to drive technology
    • 27. *Not* technology to drive the curriculum
    • 28. Where to begin?
    • 29. ... with the end!
    • 30. What are learners to achieve?
    • 31. How are learners to engage with their learning?
    • 32. Blooms taxonomy (revised)
    • 33.
    • 34.
    • 35. Authentic learning requires authentic assessment
    • 36. Changing assessment changing the way learners communicate their learning
    • 37. Technology can support that process...
    • 38. ... but cannot replace it!
    • 39. as a book? ~Michael Coghlan
    • 40. beyond the pdf...
    • 41. Embedded
    • 42. Moving beyond the classroom
    • 43. from consumer to co-producer prosumer
    • 44. learner centred
    • 45. social
    • 46. The role of the teacher? 48
    • 47. creating contexts for learning
    • 48. The digital classroom is a mind-set! 50
    • 49. Any technology tends to create a new human environment... Technological environments are not merely passive containers of people but are active processes that reshape people and other technologies alike. M. Mcluhan, 1962
    • 50. Creating new challenges
    • 51. Project based learning
    • 52. Promoting forms of inquiry
    • 53. Encouraging collaboration
    • 54. Unlocking potential