The document outlines the agenda for a two-day professional development workshop on using technology to enhance learning through Marzano's nine instructional strategies. The agenda covers tools like Google Docs, Voicethread, iPod Touch, and graphic organizers. Participants will learn how to identify technologies that support research-based strategies and create digital resources to share with colleagues. The goal is for educators to gain knowledge and use of various tools to individualize instruction and promote 21st century skills.
This document discusses a project involving teachers, students, and teacher educators sharing and developing practices around open educational resources and digital literacy. Key terms are defined, such as open educational resources being teaching materials that are freely available to use and modify. Frameworks for digital literacy are outlined, seeing it as skills on a continuum between social and technical abilities, and as changing practices using technology to create meanings. The project outputs will be shared through an open textbook and installation, with more information available on their website and blog.
Michigan Cec 2010 Tech For Struggling StudentsKindy Segovia
This document discusses using assistive technology and Universal Design for Learning (UDL) principles to help struggling students. UDL calls for presenting information in multiple ways, allowing multiple means for students to demonstrate understanding, and providing multiple options for student engagement. The document recommends considering technology tools that can be used to implement these UDL strategies.
1. Five STEM educators from schools in Australia and New Zealand met to create a transformation project allowing students from different schools to collaborate and learn 21st century skills using Minecraft.
2. The project, called Mineclass, has students from remote schools collaboratively build structures and machines in Minecraft while learning communication, collaboration, and computational thinking skills.
3. Participating schools include Rooty Hill High School in Australia and schools in New Zealand, with students engaging in challenges appropriate to their abilities levels and having control over gameplay aspects.
The document discusses digital writing and how it can be integrated into the classroom. Digital writing is defined as compositions created for online and digital environments. It allows students to collaborate, incorporate various media types, and publish their work globally. The document provides examples of digital tools that can be used to support digital writing, such as Google Docs for collaboration, Edmodo for connecting classrooms, blogs for publishing writing, and Animoto and Padlet for multimedia projects. It also discusses how digital writing aligns with the Common Core standards.
The document outlines the agenda for a two-day professional development workshop on using technology to enhance learning through Marzano's nine instructional strategies. The agenda covers tools like Google Docs, Voicethread, iPod Touch, and graphic organizers. Participants will learn how to identify technologies that support research-based strategies and create digital resources to share with colleagues. The goal is for educators to gain knowledge and use of various tools to individualize instruction and promote 21st century skills.
This document discusses a project involving teachers, students, and teacher educators sharing and developing practices around open educational resources and digital literacy. Key terms are defined, such as open educational resources being teaching materials that are freely available to use and modify. Frameworks for digital literacy are outlined, seeing it as skills on a continuum between social and technical abilities, and as changing practices using technology to create meanings. The project outputs will be shared through an open textbook and installation, with more information available on their website and blog.
Michigan Cec 2010 Tech For Struggling StudentsKindy Segovia
This document discusses using assistive technology and Universal Design for Learning (UDL) principles to help struggling students. UDL calls for presenting information in multiple ways, allowing multiple means for students to demonstrate understanding, and providing multiple options for student engagement. The document recommends considering technology tools that can be used to implement these UDL strategies.
1. Five STEM educators from schools in Australia and New Zealand met to create a transformation project allowing students from different schools to collaborate and learn 21st century skills using Minecraft.
2. The project, called Mineclass, has students from remote schools collaboratively build structures and machines in Minecraft while learning communication, collaboration, and computational thinking skills.
3. Participating schools include Rooty Hill High School in Australia and schools in New Zealand, with students engaging in challenges appropriate to their abilities levels and having control over gameplay aspects.
The document discusses digital writing and how it can be integrated into the classroom. Digital writing is defined as compositions created for online and digital environments. It allows students to collaborate, incorporate various media types, and publish their work globally. The document provides examples of digital tools that can be used to support digital writing, such as Google Docs for collaboration, Edmodo for connecting classrooms, blogs for publishing writing, and Animoto and Padlet for multimedia projects. It also discusses how digital writing aligns with the Common Core standards.
Integrating Technology with Common CoreMeg Griffin
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
Good practice examples in e twinning online teachers' training HelleniceTwinning NSS
1. The document discusses strategies for organizing effective online training sessions and meetings for eTwinners. It provides examples of previous online projects and training events.
2. Recommendations are given for planning online webinars, including analyzing needs, setting goals, choosing topics, using appropriate tools, and providing follow-up materials and opportunities for feedback.
3. Tips are also provided for running online meetings and events, such as introducing presenters, using a clear agenda, incorporating multiple media formats, and encouraging participation and discussion.
Digital storytelling at CPUT & eportfolios at SUDaniela Gachago
The document discusses digital literacies and e-portfolios in education. It describes how today's students are accustomed to constant digital connectivity and multi-tasking. It identifies five fundamental digital literacies needed for the 21st century: attention, participation, collaboration, critical information consumption, and network smarts. The use of digital storytelling and e-portfolios at CPUT is examined, noting their benefits in developing student reflection, engagement, and various literacies, as well as challenges around access, time, and assessment. Effective practices highlighted include thorough planning, interdisciplinary support, and guidance for developing students' digital skills.
This project aims to motivate students to learn about young people in other countries by comparing lives across generations using ICT tools like blogs, videos and social networks. The goals are to promote group work, learning foreign languages and technical skills while learning about different traditions. Students will introduce themselves and their families, homes, schools and free time activities. The project partners are from Spain, Latvia, Czech Republic, Italy, Portugal and Romania.
OpenU aims to facilitate lifelong learning through online learning networks. It provides masterclasses, courses, and open educational resources. Users can connect online, share aims, engage in non-formal learning activities, and take initiative in different learning activities. However, OpenU currently dominates more formal learning. For OpenU to fully facilitate learning networks, it needs a business model that supports learning networks and a paradigm shift for teachers towards social learning in networks.
Digital natives are students who have grown up with technology all around them and for whom it is a natural part of daily life. These students are able to create their own projects using technology and learn best when engaged in their education through technology that interests them. Teachers should adapt their methods to incorporate the technologies familiar to digital natives in order to maximize student learning and creativity.
The Teddy Bear Project allows students from different schools around the world to exchange teddy bears and have them write diaries from the bear's perspective to learn about each other's cultures. By participating in this project through the online platform iEARN, students can engage in collaborative global projects to develop 21st century skills like digital literacy, collaboration, and innovation while also carrying out a traditional pen pal exchange through guided collaboration and sharing online artifacts of their experience.
Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
This document discusses the benefits of educational technology for both students and teachers. It provides examples of how technology can make lessons more engaging and interactive for students while also allowing teachers to track student data and collaborate. Web conferencing and communication tools are highlighted as ways to share content and teach outside the classroom. The document emphasizes the importance of being culturally responsive when using technology to collaborate with others from diverse backgrounds. It also explores how assistive technology can help accommodate students with special needs and disabilities.
Exploring the Movement of Maker Culture in EducationAnn Davidson
Recently, many Canadian provinces have started to integrate computer programming in schools. A trend towards engaging learners as producers of knowledge, and the availability of tiny and affordable computers and open-source technologies that enable complex knowledge production, are drawing interest to “maker culture”. Despite an increasing appetite for “digital making” we know very little about what students from a variety of contexts can learn from engaging in “maker” activities. Through maker workshops with learners from high school, college and university, our team studied both the process and the product of “digital making”. We interviewed participants, recorded their interactions during the workshops and conducted focus groups. We will present preliminary results emerging from a series of workshops conducted with a variety of learners who were eager to learn about “digital making”. We will discuss what our team observed, how learners experienced the workshops, what they learned and how those experiences shaped their attitudes towards problem solving.
The document summarizes the Pathfinder experience at the University of Cumbria, which aimed to develop blended learning delivery of one module on each degree program. Benchmarking revealed the university had no virtual learning environment but strong specialty technologies. The project plan was to use existing tutors and students to test blended learning modules, with the goals of supporting connections to professional contexts and developing e-learning skills. Key to the project's success was a flexible "New Academic Team" approach and the ability to adapt plans in response to challenges and institutional changes. The project achieved its aims, including improved communications and engagement between learners and tutors.
This document discusses digital content curation and the tool Wakelet. It defines digital content curation as the process of finding, collecting, and presenting relevant digital content in different formats on one platform. It notes that curation tools allow users to bookmark anything, collaborate, organize content in one place, and share inclusive content. Wakelet is presented as one such tool for digital content curation that allows users to create engaging portfolios of collected content that can be shared.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
Universal Design for Learning (UDL) aims to accommodate all students by considering diverse learning needs from the outset. Inspired by universal design in architecture, UDL principles provide multiple means of presentation, expression, and engagement. UDL recognizes students have unique skills, needs and interests. It allows curriculum to be adaptable rather than one-size-fits-all. Technology helps make UDL successful by varying how information is presented, how students demonstrate knowledge, and how they are engaged, motivated and challenged. UDL benefits all students by creating an inclusive learning environment.
Digital content curation is the process of collecting relevant information from various sources and presenting it in an organized manner on a single platform. It addresses the issue of an overabundance of disconnected online information by gathering related pieces into one location. Content curation has become a new trend and business model in the communication industry, with curators telling stories and bringing authority through the materials they select and share. Curation tools like Wakelet allow users to organize content and design curated stories or reports on various topics.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
This document summarizes a workshop on digital literacies presented by Fiona Harvey and Lisa Harris. It discusses the changing nature of skills needed for careers and education in the digital age. These include effectively managing online information and identities, creating and sharing content, and networking and collaborating online. The workshop highlighted digital literacy initiatives at the University of Southampton including a student champion program, curriculum innovations, and research on social media use at live events. Plans for future activities focus on developing students' digital skills and recognizing these skills as graduate attributes.
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
Integrating Technology with Common CoreMeg Griffin
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
Good practice examples in e twinning online teachers' training HelleniceTwinning NSS
1. The document discusses strategies for organizing effective online training sessions and meetings for eTwinners. It provides examples of previous online projects and training events.
2. Recommendations are given for planning online webinars, including analyzing needs, setting goals, choosing topics, using appropriate tools, and providing follow-up materials and opportunities for feedback.
3. Tips are also provided for running online meetings and events, such as introducing presenters, using a clear agenda, incorporating multiple media formats, and encouraging participation and discussion.
Digital storytelling at CPUT & eportfolios at SUDaniela Gachago
The document discusses digital literacies and e-portfolios in education. It describes how today's students are accustomed to constant digital connectivity and multi-tasking. It identifies five fundamental digital literacies needed for the 21st century: attention, participation, collaboration, critical information consumption, and network smarts. The use of digital storytelling and e-portfolios at CPUT is examined, noting their benefits in developing student reflection, engagement, and various literacies, as well as challenges around access, time, and assessment. Effective practices highlighted include thorough planning, interdisciplinary support, and guidance for developing students' digital skills.
This project aims to motivate students to learn about young people in other countries by comparing lives across generations using ICT tools like blogs, videos and social networks. The goals are to promote group work, learning foreign languages and technical skills while learning about different traditions. Students will introduce themselves and their families, homes, schools and free time activities. The project partners are from Spain, Latvia, Czech Republic, Italy, Portugal and Romania.
OpenU aims to facilitate lifelong learning through online learning networks. It provides masterclasses, courses, and open educational resources. Users can connect online, share aims, engage in non-formal learning activities, and take initiative in different learning activities. However, OpenU currently dominates more formal learning. For OpenU to fully facilitate learning networks, it needs a business model that supports learning networks and a paradigm shift for teachers towards social learning in networks.
Digital natives are students who have grown up with technology all around them and for whom it is a natural part of daily life. These students are able to create their own projects using technology and learn best when engaged in their education through technology that interests them. Teachers should adapt their methods to incorporate the technologies familiar to digital natives in order to maximize student learning and creativity.
The Teddy Bear Project allows students from different schools around the world to exchange teddy bears and have them write diaries from the bear's perspective to learn about each other's cultures. By participating in this project through the online platform iEARN, students can engage in collaborative global projects to develop 21st century skills like digital literacy, collaboration, and innovation while also carrying out a traditional pen pal exchange through guided collaboration and sharing online artifacts of their experience.
Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
This document discusses the benefits of educational technology for both students and teachers. It provides examples of how technology can make lessons more engaging and interactive for students while also allowing teachers to track student data and collaborate. Web conferencing and communication tools are highlighted as ways to share content and teach outside the classroom. The document emphasizes the importance of being culturally responsive when using technology to collaborate with others from diverse backgrounds. It also explores how assistive technology can help accommodate students with special needs and disabilities.
Exploring the Movement of Maker Culture in EducationAnn Davidson
Recently, many Canadian provinces have started to integrate computer programming in schools. A trend towards engaging learners as producers of knowledge, and the availability of tiny and affordable computers and open-source technologies that enable complex knowledge production, are drawing interest to “maker culture”. Despite an increasing appetite for “digital making” we know very little about what students from a variety of contexts can learn from engaging in “maker” activities. Through maker workshops with learners from high school, college and university, our team studied both the process and the product of “digital making”. We interviewed participants, recorded their interactions during the workshops and conducted focus groups. We will present preliminary results emerging from a series of workshops conducted with a variety of learners who were eager to learn about “digital making”. We will discuss what our team observed, how learners experienced the workshops, what they learned and how those experiences shaped their attitudes towards problem solving.
The document summarizes the Pathfinder experience at the University of Cumbria, which aimed to develop blended learning delivery of one module on each degree program. Benchmarking revealed the university had no virtual learning environment but strong specialty technologies. The project plan was to use existing tutors and students to test blended learning modules, with the goals of supporting connections to professional contexts and developing e-learning skills. Key to the project's success was a flexible "New Academic Team" approach and the ability to adapt plans in response to challenges and institutional changes. The project achieved its aims, including improved communications and engagement between learners and tutors.
This document discusses digital content curation and the tool Wakelet. It defines digital content curation as the process of finding, collecting, and presenting relevant digital content in different formats on one platform. It notes that curation tools allow users to bookmark anything, collaborate, organize content in one place, and share inclusive content. Wakelet is presented as one such tool for digital content curation that allows users to create engaging portfolios of collected content that can be shared.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
Universal Design for Learning (UDL) aims to accommodate all students by considering diverse learning needs from the outset. Inspired by universal design in architecture, UDL principles provide multiple means of presentation, expression, and engagement. UDL recognizes students have unique skills, needs and interests. It allows curriculum to be adaptable rather than one-size-fits-all. Technology helps make UDL successful by varying how information is presented, how students demonstrate knowledge, and how they are engaged, motivated and challenged. UDL benefits all students by creating an inclusive learning environment.
Digital content curation is the process of collecting relevant information from various sources and presenting it in an organized manner on a single platform. It addresses the issue of an overabundance of disconnected online information by gathering related pieces into one location. Content curation has become a new trend and business model in the communication industry, with curators telling stories and bringing authority through the materials they select and share. Curation tools like Wakelet allow users to organize content and design curated stories or reports on various topics.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
This document summarizes a workshop on digital literacies presented by Fiona Harvey and Lisa Harris. It discusses the changing nature of skills needed for careers and education in the digital age. These include effectively managing online information and identities, creating and sharing content, and networking and collaborating online. The workshop highlighted digital literacy initiatives at the University of Southampton including a student champion program, curriculum innovations, and research on social media use at live events. Plans for future activities focus on developing students' digital skills and recognizing these skills as graduate attributes.
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
ICT refers to information and communication technologies and includes any devices or applications used for communication, such as radio, television, phones, computers, and satellite systems. Modern ICT tools include digital cameras, computers, software applications, multimedia, webcams, digital libraries, email, the world wide web, and virtual classrooms. ICT tools in education can be hardware like computers or software instructional aids like graphs, pictures, and multimedia. CCTV, the internet, search engines, and Skype can also be used as ICT tools in classrooms to enhance learning.
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.
Infomation communication technology toolsMrs Naveed
ICT refers to information and communication technologies and includes any devices or applications used for communication, such as radio, television, phones, computers, and satellite systems. Modern ICT tools include digital cameras, computers, software applications, multimedia, webcams, digital libraries, email, the world wide web, and virtual classrooms. ICT tools in education can be hardware like computers or software instructional aids like graphs, pictures, and multimedia. Multimedia integrates different forms of media like text, graphics, audio, and video to explain concepts. CCTV, the internet, search engines, and Skype can also be used as ICT tools in classrooms to enhance learning.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
Digital literacy expresses the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply those skills to academic tasks. Developing digital literacy requires meaningful experiences where technology enhances learning. Universities need to change by involving students, integrating technology into learning spaces, and preparing students for technology-enhanced learning. Developing digital literacy is a sector-wide effort to promote coherent strategies across institutions.
This document provides an overview of Lisa Harris' background and interests which include 10 years of experience in banking, an MBA from Oxford Brookes, a PhD from Brunel investigating technological change in banking, and teaching roles at various universities. She is interested in innovative applications of technology in education, business, and society, and is currently involved in projects investigating social learning and social activism.
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
This document discusses digital storytelling as a classroom tool for literacy development. Digital storytelling allows students to create stories using various media like audio, graphics, and video. It promotes creativity and different learning styles. In the classroom, digital storytelling lets students learn technology skills while developing literacy. It also helps students organize information into narratives. When teachers use digital stories to instruct, it supports reading comprehension and language skills. Creating their own digital stories helps students improve writing, self-expression, and communication.
This document outlines the presentation for a community event on technology in schools. It describes three stations that will be set up:
Station 1 focuses on Universal Design for Learning (UDL) and how it allows for multiple means of representation, expression, and engagement for all students. Attendees can experience hands-on examples and view a video demonstration of UDL.
Station 2 discusses the school's mission of providing a rigorous learning environment through various course offerings, with a focus on technology and UDL to meet the needs of all learners.
Station 3 highlights how information technology courses help students develop 21st century skills like critical thinking and collaboration that are important for future careers. Attendees can use text-
Extending the University 'community': Integrating Research, Learning and Comm...David McGillivray
This document discusses integrating university research, learning, and community engagement through case studies of #citizenrelay and Digital Commonwealth projects. #citizenrelay involved journalism students reporting on the 2012 Olympics torch relay using mobile devices and social media. Digital Commonwealth created digital stories and media around the 2014 Commonwealth Games across Scottish communities. Both projects brought the university closer to external communities, generated conversations around curriculum and research impacts, and provided students real-world experiences. The document argues for more flexible curricula and sustainable community partnerships to better achieve knowledge exchange between the university and public.
"Learning design in an open and connected world" (Simon Walker, University of...TDBaldwin
This document discusses how connectivity and new technologies are reshaping education. It notes that education, as the most important pillar of innovation, will see significant positive changes in the coming decades. Various trends impacting higher education are highlighted from 2013, including massive open online courses, digital badges, learning analytics, and seamless learning. The document also examines students' expectations of digital environments, such as ubiquitous WiFi, access to devices and learning spaces, and instruction in using institutional systems. It emphasizes that students want teaching staff skilled in digital technologies and reliable information online. Overall, the document analyzes how connectivity is transforming traditional education routines and creating new learning opportunities and paths.
The Digital Convergence Lab at Northern Illinois University is an interdisciplinary partnership between the University Libraries and Division of Outreach, Engagement, and Information Technology Services. The lab brings new opportunities for students, faculty, and community members to explore and innovate with converging technologies. Its goals include community outreach, experiential learning projects, and shared research and development. The lab staff have backgrounds in educational technology, media, software engineering, and more.
Football fandom is increasingly mediated through digital technologies. This document examines how one Scottish football club (Club A) uses a digital club media service to connect with international fans. It allows fans to watch live matches abroad and feel a continued sense of belonging. Digital platforms foster online communities where fans can discuss games together. While live games are important, club media must also provide extra content to engage fans. Overall, club media services allow clubs to control their brand and monetize exclusive content for dispersed global fan bases.
Slides for a presentation on Tackling Digital Exclusion delivered at an event hosted at University of the West of Scotland on Wednesday 24th January 2018.
This document discusses using social media for academic purposes. It covers using platforms like blogs, wikis, social networks, and multimedia to publish research, communicate work, increase visibility and engagement. Benefits include networking, dissemination, and practicing communication. Challenges discussed include privacy concerns, self-promotion, infrastructure and time commitment. The presenter provides examples of using different platforms and encourages participants to reflect on how to integrate social media into their research and digital footprint.
Digital Leisure Cultures: Transformations, Tribulations and Creative ResistanceDavid McGillivray
This document outlines a talk given by Professor David McGillivray about digital leisure cultures. The talk was divided into seven sections: introducing a vignette about leisure, technology and family life; discussing digital transformations; examining digital tribulations; exploring creative digital resistance; considering conceptual futures; addressing methodological futures; and providing a conclusion. The talk aimed to analyze how digital technologies have transformed and challenged leisure cultures while also enabling creative resistance.
Professor David McGillivray conducted a rapid review of recent literature on digital skills development in the UK. The review examined the current state of digital inclusion, factors impacting inclusion, effective interventions, and benefits of inclusion. The review found that while internet access and usage is growing, barriers remain for older individuals, those in low-income households or social housing, and those with disabilities. Effective interventions are locally-focused, provide informal and repeated support, and address individual needs and motivations. Promoting meaningful digital inclusion requires addressing both technical skills and broader social inclusion issues.
Media making & critical digital citizenship: practice-research in actionDavid McGillivray
Presentation delivered a part of online seminar for Mobile Methods for Researching Bodies in Motion seminar, University of British Colombia, School of Kinesiology, 30th January 2017.
This document discusses digital media and common wealth. It focuses on major events in sport media and digital and social media. It also touches on co-production, participatory methods, and was authored by Professor David McGillivray, Chair in Event & Digital Cultures.
A presentation I gave to introduce the Always on (them): Digital and Social Media Use in Education event at University of the West of Scotland in June 2016
This document discusses the changing media landscape surrounding major sporting events and the rise of social media. It notes that social media has flattened hierarchies and empowered citizens and communities to shape narratives. It then presents two case studies, #citizenrelay and Digital Commonwealth, that harnessed social media and community participation to promote positive stories around major sporting events in Scotland. The document concludes by noting both the opportunities and challenges of understanding the impact of social media on event narratives and audiences.
Carnegie public engagement event: Leveraging Parasport EventsDavid McGillivray
This document discusses leveraging parasport events like the 2014 Commonwealth Games in Glasgow and the 2015 Parapan American Games in Toronto to increase opportunities for community participation in parasports. It aims to examine how hosting different forms of parasport events can positively influence communities by enhancing accessibility and disability awareness, as well as increasing parasport participation. The research will compare legacy tactics between the two events, analyze changes in attitudes towards disability, and develop a framework for leveraging parasport events to benefit long-term participation. The methodology will include documentation analysis, interviews, surveys and observations to understand the impact of the events.
Leveraging Parasport Events for Sustainable Community ParticipationDavid McGillivray
Presentation (with Professor Gayle McPherson) to the Scottish Government's Cross Party Group on Colleges and Universities focused on the 'Contribution of Scotland’s Colleges and Universities to the Success of the XX Commonwealth Games in Glasgow '.
Paper presented at EASM conference in Coventry in September 2014 focusing on the use of a digital media project around Glasgow 2014 to empower communities to produce citizen-focused responses to major events.The paper draws on a practice-research project, Digital Commonwealth, and how it utilises citizen journalism and ‘digital storytelling’ techniques, including blogging, video, audio and social media as a method of exploring and sustaining digital participation within identified marginalised and unvoiced communities across Scotland
Leveraging parasport events for sustainable community participationDavid McGillivray
The document examines how parasport events can be leveraged to increase community participation and influence attitudes towards disability. It analyzes social legacy tactics from Glasgow 2014 and the ParaPan Am Games 2015, including interviews with stakeholders. Preliminary findings show Glasgow 2014 emphasized inclusive policies and infrastructure improvements, but legacy expectations were limited after the event. Broader strategic planning is needed beyond the organizing committees to achieve sustainable social legacies. Leadership is important but handover of efforts to local groups is critical for long-term impact.
From fan parks to live sites: Mega events and the territorialisation of publi...David McGillivray
Mega sporting events require cities to territorialize and securitize public spaces like parks and squares in order to contain and direct large crowds. Live event sites are transformed into rationally governed spaces similar to striated lines that resemble additional Olympic real estate used for experiential consumption. Legislative sovereignty over civic areas is relinquished as they become sponsor-branded assets enclosed by fences for televised mediatization.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Digital
Common
Wealth
Professor David McGillivray, Chair
in Event & Digital Cultures,
University of the West of Scotland
Jennifer Jones, Project coordinator
Digital Commonwealth
www.digitalcommonwealth.co.uk
@digCW2014
@dgmcgillivray
@jennifermjones
3. Digital
Common
Wealth
Creative response to the Commonwealth
(Games) from across Scotland, involving
diverse range of individuals/communities
Community media clusters
-community media cafes and digital storytelling
workshops
Schools programme
- in-school digital storytelling workshops with primary and secondary learners
in Scotland’s 32 local authorities
Creative voices
- documentary film, creative writing and
community songwriting around
UWS campuses
4. Digital
Common
Wealth
Themes
Place
- local, national, international, virtual
People
- diversity, migration, participation
Culture
- language, art, music, film, literature, sport
-
Exchange
- common-weal, values, learning
7. Schools Programme
• 57 schools, 23 out of 32
local authorities, 585
participated
• transition initiatives
(primary & secondary
working together)
• cascading skills (learners
becoming digital leaders)
• 'creative citizenship'
responding to the themes
of project
8. ‘Owned’ stories
• Schools proposed how they would
respond to the project themes
• Focused on 'ownership' of stories and
relation to curriculum activity
• Also enabling creative practitioners to
plan their delivery
9. Open Resources
• Provided a ‘framework’ for expert
practitioners to work w/ schools on:
– Blogging
– Audio
– Video
– Social media
10.
11. What worked
• Collaborative blogs
between trainers,
teachers and learners
• Connections between
participants across
Scotland
12. What worked
• Wider reporting
through learning
communities
• Project working with
external partners and
inter-generationally
13. What worked
• International links
were created and
sustained
• Transition and cluster
projects helped join
schools
14. What worked
• Use of the
#DigCW2014 to
link and discuss on
twitter
• Continued use of
skills post-
DigCW2014
15. Challenges
• Securing access to LAs to
‘champion’ the project
• Communicating benefits of the
project when intended output
unknown
• 'Initiative-overload’ in schools
around Glasgow 2014 (sport
emphasis)
• Continuity of attendees (e.g. not
attending all workshops, or
different attendees at subsequent
workshops)
16. Challenges
• Lack of available equipment,
software and functioning IT
infrastructure
• Blocked sites for staff and
pupils within and across
authorities
• Different engagement and
teaching styles
• Assessing ‘level’ of competence
pre-delivery
18. Communicating
Expectations
• “Digital” can mean many
things to many people
• Clear about purpose of
workshop, what you can and
can’t do in the session
• 'Practice' rather than
technology
19. Technology
• Pre-workshop tech
audits essential
• Anticipate time to
remove 'blocks' & gain
access
• Use what groups have
already, rather than
purchase special
equipment
20. Flexibility
• Expect the unexpected,
especially when working
with ICTs
• Universal skills such as
interview, research and
writing for a public
audience
• Work & adapt between
4 sessions
21. Relationships
• Anticipate the amount
of face to face time
required
• Several layers of
communications
before identifying
school/teacher to work
with
• Reliant on connections
for good
content/stories
22. Empowerment
• Demystify risk through
developing good practice
• Widening discussions
relating to new media and
education
• Building confidence in
teachers & pupils to try
new things
23. More information:
Project website: http://www.digitalcommonwealth.co.uk
Project twitter: @DigCW2014
Handbook of Digital Storytelling: http://www.bit.ly/digCW2014_HB
Email: david.mcgillivray@uws.ac.uk,
jennifer.jones@uws.ac.uk
QUESTIONS?
Editor's Notes
- John Muir trail radio documentary including research, blog, jingle and multimedia trailers
- Using digital media skills to investigate opportunities for broadcasting
- A global citizenship project using digital media for linking with other authorities and nations
- Community land enhancement project using multimedia blogs (Burghead Brainy Brochers)
- World War 2 project based around the war memorial and interviewing relatives, documenting this using all four workshop areas
- Learners collecting stories of community Commonwealth links (e.g. whaling, land clearance, maritime links), helping learners in “becoming contributors to the internet not just consumers” (this quote comes from Caroline Breyley of Shetland Islands Council)
- Multimedia blogging exploring migration from the Doon Valley to Glasgow and then further afield to various parts of the Commonwealth
- S1 elective ICT group to frame their creative responses to the project themes, share their expertise and skills with Primary 7 pupils, leading interactive sessions to pass on their knowledge, enabling others to participate in the project
- Exploring the challenges faced by island communities to access sports
- Creating artwork and posters to celebrate Commonwealth values and learning
- Animation and digital media projects based around Commonwealth countries and the sports in the game).
- Using ipads to create blogs, audio and video to connect with other schools
- A storytelling project which will research traditional stories of commonwealth countries to create a storytelling event, illustrated childrens book and graphic novel shared on a project blog and youtube channel
- Reporting on and recording a pupil’s eye view of life in the community in the lead up to the Commonwealth Games, including video diaries, audio recordings (music, soundscapes and interviews)and photographs within a blog
- “Pits, Ponies, People and Stories” a community based, learning, research and interpretation project based on the development, working lifespan and decline of the mining industry. Interactive heritage mining map, historical timelines, archive films, intergenerational storybook project, heritage reinactments, exhibition and DVD as part of a South Lanarkshire wide project.
Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs)
Collaborative blogs produced by teachers and students in school
Wider reporting of outputs of project through other learning communities
Projects working with other external partners and intergenerationally:
(e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley)
International links created/sustained:
Eigg and Muck Primary Schools worked with an athlete from St Lucia
Yell cluster interviewed a visiting New Zealand poet
Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school
Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster)
Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter
Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs)
Collaborative blogs produced by teachers and students in school
Wider reporting of outputs of project through other learning communities
Projects working with other external partners and intergenerationally:
(e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley)
International links created/sustained:
Eigg and Muck Primary Schools worked with an athlete from St Lucia
Yell cluster interviewed a visiting New Zealand poet
Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school
Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster)
Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter
Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs)
Collaborative blogs produced by teachers and students in school
Wider reporting of outputs of project through other learning communities
Projects working with other external partners and intergenerationally:
(e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley)
International links created/sustained:
Eigg and Muck Primary Schools worked with an athlete from St Lucia
Yell cluster interviewed a visiting New Zealand poet
Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school
Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster)
Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter
Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs)
Collaborative blogs produced by teachers and students in school
Wider reporting of outputs of project through other learning communities
Projects working with other external partners and intergenerationally:
(e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley)
International links created/sustained:
Eigg and Muck Primary Schools worked with an athlete from St Lucia
Yell cluster interviewed a visiting New Zealand poet
Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school
Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster)
Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter
Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)