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NJEdge Summer Luncheon July 21, ,2016

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From Tech Savvy to Digitally Literate

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NJEdge Summer Luncheon July 21, ,2016

  1. 1. From Tech Savvy to Digitally Literate Mark Frydenberg Computer Information Systems Department Bentley University Waltham, MA 02452 mfrydenberg@bentley.edu
  2. 2. From Tech Savvy to Digitally Literate: Apps and Activities for Social Learning Today's students live in a world where being tech-savvy, constantly- connected multi-taskers is the norm. How can educators incorporate some of the latest social and digital media tools into the student learning experience to promote digital literacy and critical thinking skills? Charge up your mobile device and bring it with you to participate in a fast-paced hour of apps and activities that will keep your students connected and engaged with technology and each other.
  3. 3. Install a QR Code Reader App for your phone
  4. 4. If you tweet! #njedge Follow me @checkmark
  5. 5. Agenda Engaging Students Digital Literacy Becoming Content Creators
  6. 6. ZeeMaps https://goo.gl/nrnzpa
  7. 7. Who are today’s students?
  8. 8. Most of us experienced formal learning in an authority-based, lecture- oriented school. Now, with incredible amounts of information available through the Web, we find a “new” kind of learning assuming pre- eminence—learning that’s discovery based.
  9. 9. Engage Me or Enrage Me  it’s not relevance that’s lacking for this generation, it’s engagement
  10. 10. Minds on Fire / JS Brown The most profound impact of the Internet is its ability to support and expand the various aspects of social learning.
  11. 11. Engaged?
  12. 12. Rethink Learning Spaces
  13. 13. Agenda Engaging Students Digital Literacy Becoming Content Creators
  14. 14. May 2011 The natives are revolting children may have skills in the use of technology, but teachers have the skills and knowledge to create engaging and exciting learning opportunities and environments
  15. 15. What are today’s students concerned about?
  16. 16. NCTE’s 21st Century Literacies Framework Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies.
  17. 17. Active, successful participants in this 21st century global society must be able to: • Develop proficiency and fluency with the tools of technology; • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; • Design and share information for global communities to meet a variety of purposes
  18. 18. • Manage, analyze, and synthesize multiple streams of simultaneous information; • Create, critique, analyze, and evaluate multimedia texts; • Attend to the ethical responsibilities required by these complex environments.
  19. 19. JISC
  20. 20. Digital Literacy Share Content Social Networking Self Presentation Create Content Transliteracy Identity Management Filter and Select Content Reuse /Remix / Repurpose Privacy Maintenance (Steve Wheeler http://steve-wheeler.blogspot.co.uk/ )
  21. 21. Digital Literacy Share Content Social Networking Self Presentation Create Content Transliteracy Identity Management Filter and Select Content Reuse /Remix / Repurpose Privacy Maintenance (Steve Wheeler http://steve-wheeler.blogspot.co.uk/ ) KNOWLEEDGEMANAGEMENT PERSONAL SOCIAL
  22. 22. Agenda Engaging Students Digital Literacy Becoming Content Creators
  23. 23. What can students create?
  24. 24. Cell phones in school
  25. 25. Periscope Live Streaming
  26. 26. TalkTech Project
  27. 27. Project Goals • Work with students from another country to research a technology topic and present those results using collaborative multimedia tools • Identify and use both synchronous and asynchronous tools to communicate with international partners • Produce a tangible work product within a designated period of time • Develop and demonstrate digital literacy skills
  28. 28. Topics 2015 • How is augmented reality being used in various businesses or industries? • How does social media influence customer experiences? • What are the most popular messaging apps, and who uses them? • What are the biggest cybersecurity threats facing Internet users today? • How does streaming audio and video impact the entertainment industry? • How do mobile technologies and the Internet enable new business models through crowd sourcing? • Are MOOCs threatening the future or value of a traditional university education? • Are wearable devices a fad, or the future direction for staying healthy? • Should you license your photos using Creative Commons on media sharing sites? • Does information privacy matter in the age of big and open data? • When it comes to the Internet of Things, are we there yet? If not, what is possible in the future? • How smart are Virtual Personal Assistant apps such as Siri and Cortana? • What factors are most important in increasing the adoption of mobile payment technologies? • How do personal live streaming video apps change the way information is shared over the Internet? • What features do open-source mapping apps have over Google or Bing Maps?
  29. 29. By the numbers • 75 participants • 68 of them created micro videos • 21 used YouTube because they did not have a smartphone that could run the Vine app • All had experience using some online collaboration or digital media tools
  30. 30. Tools Used Task Tools align time zones timeanddate.com chat Facebook Messenger, WhatsApp, Google Hangouts, WeChat create and host audio SoundCloud create and host video Vine, Periscope, YouTube, PoowToon create interactive images ThingLink edit audio Sound Forge edit images PhotoShop, Paint.net edit video Windows Live Movie Maker email Gmail, Outlook hold video conferences Google Hangouts, Skype record video mobile phone camera apps schedule meetings Doodle search the web Google, Bing share photos Flickr, Tumblr share screens join.me, Google Hangouts
  31. 31. Constraint inspires Creativity
  32. 32. Vine Usage among Teens
  33. 33. Creativity in Micro Videos • Poulaki (2015) • Looping background vs foreground videos • Background videos have "less creative potential" • Foreground Videos "reproduce a gesture or incident, an event, contain a distinctive action, or a curious object and its transformation." • Redi, O'Hare, Schifanella, Trevisiol, & Jaimes (2014) • A creative video is "unique in a significant way, or it expresses ideas in an unexpected or surprising manner.“ • “Creative videos are novel and have aesthetic value”
  34. 34. Categorizing Micro-videos Category Number Definition Selfie 14 Slide Show 6 Demonstration 29 Skit 16 Removed 3
  35. 35. TalkTech Results • TalkTech introduced the task of creating micro-videos to illustrate technology concepts • Capturing and conveying the essence of a technology concept in six seconds proved to be a challenging exercise in critical thinking and planning. • Students created a vines in a variety of styles, from simply reading to presenting their research in a creative way • Exercise exposed students to new ways to express themselves and think creatively • Students demonstrated abilities to research, collaborate, and communicate online • All groups completed the project successfully
  36. 36. Digital Literacy Revisited Share Content Social Networking Self Presentation Create Content Transliteracy Identity Management Filter and Select Content Reuse /Remix / Repurpose Privacy Maintenance (Steve Wheeler http://steve-wheeler.blogspot.co.uk/ )
  37. 37. Game Changers: Internet, Mobile, Immersive
  38. 38. Augmented and Virtual Reality • Cardboard Camera App • Google Cardboard App
  39. 39. Facebook 360 Pictures • Google Cardboard App • Google Cardboard Camera (or any 360 camera app) • Post to Facebook
  40. 40. 360 Photos Provide an Immersive Experience Huffington Post http://goo.gl/hrKxDG
  41. 41. Thank you! Mark Frydenberg Bentley University mfrydenberg@bentley.edu @checkmark

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