![broad [brawd]adjective, -er, -est, adverb, noun– adjective1. of great breadth: The river was too broad to swim across.2. measured from side to side: The desk was three feet broad.3. of great extent; large: the broad expanse of ocean.](https://image.slidesharecdn.com/broadgeneraleducation-slideshare-110621083350-phpapp02/75/CfE-Broad-General-Education-Conference-What-digital-skills-do-learners-need-to-access-the-curriculum-4-2048.jpg)
![broad [brawd]adjective, -er, -est, adverb, noun– adjective1. of great breadth: The river was too broad to swim across.2. measured from side to side: The desk was three feet broad.3. of great extent; large: the broad expanse of ocean.](https://image.slidesharecdn.com/broadgeneraleducation-slideshare-110621083350-phpapp02/75/CfE-Broad-General-Education-Conference-What-digital-skills-do-learners-need-to-access-the-curriculum-5-2048.jpg)
![gen·er·al [jen-er-uhl]– adjective1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people.3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.](https://image.slidesharecdn.com/broadgeneraleducation-slideshare-110621083350-phpapp02/75/CfE-Broad-General-Education-Conference-What-digital-skills-do-learners-need-to-access-the-curriculum-8-2048.jpg)
![gen·er·al [jen-er-uhl]– adjective1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people.3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.](https://image.slidesharecdn.com/broadgeneraleducation-slideshare-110621083350-phpapp02/75/CfE-Broad-General-Education-Conference-What-digital-skills-do-learners-need-to-access-the-curriculum-9-2048.jpg)
Uploaded byOllie Bray
CfE Broad General Education Conference - What digital skills do learners need to access the curriculum?
The document discusses the importance of broad general education and the skills necessary for learners in the digital age, as articulated by various educators including Professor Sugata Mitra. It emphasizes critical literacy, digital literacy, and the need for resilience and adaptability in a rapidly changing information landscape. Additionally, it underscores the role of community needs in shaping educational approaches in Scotland.
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CfE Broad General Education Conference - What digital skills do learners need to access the curriculum?
- 1. Accessing a BroadGeneralEducationOllie BrayLearning and Teaching Scotland21st June 2011www.ltscotland.org.uk
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- 4. broad [brawd]adjective, -er,-est, adverb, noun– adjective1. of great breadth: The river was too broad to swim across.2. measured from side to side: The desk was three feet broad.3. of great extent; large: the broad expanse of ocean.
- 5. broad [brawd]adjective, -er,-est, adverb, noun– adjective1. of great breadth: The river was too broad to swim across.2. measured from side to side: The desk was three feet broad.3. of great extent; large: the broad expanse of ocean.
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- 8. gen·er·al [jen-er-uhl]– adjective1.of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people.3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.
- 9. gen·er·al [jen-er-uhl]– adjective1.of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people.3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.
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- 11. right handed, earnsless than $12, 000 a year, has a mobile phone, does not have a bank account, is male, 28 and Han Chinese.
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- 27. Physical Wellbeing“I amlearning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. ”Health and Wellbeing Level Early - 4
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- 30. The CfE Challenge““Ourchallenge is trying to make sure that we cater for the needs of the child, within the needs of the community to contribute towards the needs of Scotland””
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- 35. The vision ofeveryone in the learning community must be to get learners to the end point.
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- 42. Professor Sugata MitraNewcastleUniversity
- 44. Professor Sugata MitraNewcastleUniversityThree Things
- 45. Professor Sugata MitraNewcastleUniversity1. “Reading Comprehension”
- 46. Professor Sugata MitraNewcastleUniversity2. “Information Search & Retrieval Skills”
- 47. Professor Sugata MitraNewcastleUniversity3. “A rational system of belief”
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- 55. “Getting Information offthe Internet is like taking a drink from a fire hydrant”Mitchell KaporDigital Literacy
- 56. Critical Literacy inthe Digital Age“To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my resources.”Literacy Level 3
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- 66. “ Intellectual Propertywill be theoil of the 21st Century”
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- 74. “Is a brokendowncar parked?”Ian Gilbert
- 75. “In a worldso rich in information and answers the most important skill for the learner is the ability to frame the question”Susan Greenfield, Neuroscientist
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- 79. MotivationGulucan village inWest China
- 80. MotivationGulucan village inWest China
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- 82. Ollie BrayLearning &Teaching Scotlando.bray@ltscotland.org.uk@olliebraywww.olliebray.com
Editor's Notes
- #18 By turning on the web cam layer and clicking on camera…
- #19 I can see what is happening, what the weather is like, what the people are like all over the globe.This ‘real time’ interaction is so important for teaching young people about global citizenship, society and other cultures. One of my new technologies staff was in a school recently as he asked a student if they had used Google Earth. They told him ‘I use it recreationally, but never in school’. When the learning potential of such technology is so obvious, when the software is free – when do we have to start to question why is it not being used?