Digital Footprints: Becoming a 21st Century Teacher
•
2 likes•579 views
This document discusses how Fred Haas, an English instructor, has adapted his teaching for the digital age. It outlines his personal journey developing a digital footprint and learning ecology using various online tools like blogs, podcasts, social networks and YouTube. The document emphasizes that teaching in the 21st century requires new skills like managing information overload, collaborating in online communities, and developing an "operating system for the mind" to navigate constant change. Students must learn participation, curation and cooperation to thrive in this environment.
Report
Share
Report
Share
Recommended
Digital Humanities and Undergraduate Education
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
Surveying Undergraduate Digital Humanities at Liberal Arts Colleges
This document summarizes the results of a survey conducted by NITLE on digital humanities activities at small liberal arts colleges. It finds pockets of innovation but an opportunity to better connect efforts. Of the 32 institutions surveyed, few have formal curricular offerings in digital humanities, but many incorporate aspects of it into existing courses. Respondents indicated that individual interests of faculty, developing digital literacy in students, and enhancing pedagogy were among the top reasons for engaging in digital humanities work. Institutions support such work through various models, including centers, initiatives and individual projects.
Educating Problem-Solvers for Our Emerging Digital Ecosystem
What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Nacu.si talk
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
Digital Pedagogy in the Liberal Arts
Digital Pedagogy in the Liberal Arts: Models, Keywords, and Prototypes. Talk delivered at Whittier College, February 6, 2014.
Interaction: What Every Digital-Age Classroom Needs!
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
Digital Pedagogy in the Humanities: Concepts, Models, and Experiments
This document outlines the development of the Digital Pedagogy in the Humanities project. The project aims to create an open, online archive of pedagogical artifacts from the digital humanities, organized by keyword. It is led by four general editors and involves an advisory board and curators who contribute and review submissions. The project uses GitHub for version control and open peer review on Comment Press before final publication on the MLA Commons. Submissions will be published in five batches between 2015-2016, covering 55 keywords related to digital pedagogy. The goal is to build an interactive, networked resource for defining and sharing approaches to teaching with digital tools and methods.
Digital Pedagogy Keywords, NITLE Shared Academics
This document provides an agenda and instructions for participants in an online seminar about digital pedagogy keywords. It introduces the topic and speaker, and lists upcoming related events. It encourages participants to introduce themselves, share what they want to get from the seminar, and provides hashtags to connect on social media.
Recommended
Digital Humanities and Undergraduate Education
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
Surveying Undergraduate Digital Humanities at Liberal Arts Colleges
This document summarizes the results of a survey conducted by NITLE on digital humanities activities at small liberal arts colleges. It finds pockets of innovation but an opportunity to better connect efforts. Of the 32 institutions surveyed, few have formal curricular offerings in digital humanities, but many incorporate aspects of it into existing courses. Respondents indicated that individual interests of faculty, developing digital literacy in students, and enhancing pedagogy were among the top reasons for engaging in digital humanities work. Institutions support such work through various models, including centers, initiatives and individual projects.
Educating Problem-Solvers for Our Emerging Digital Ecosystem
What skills, abilities, and habits of mind do today’s graduates need to navigate and solve complex problems in a constantly changing, globally-connected world? How can we integrate digital skills in support of critical thinking and inquiry across the curriculum? The future of higher education depends upon a model of digitally-informed learning that is not merely content delivery online but rather is education reshaped in the same ways that digital technologies have already fundamentally changed our culture. This talk will present a vision for building an integrated curriculum that fosters self-directed, digitally-augmented problem-solving from introductory to capstone level courses and prepares graduates to partner with technology to solve problems.
Nacu.si talk
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
Digital Pedagogy in the Liberal Arts
Digital Pedagogy in the Liberal Arts: Models, Keywords, and Prototypes. Talk delivered at Whittier College, February 6, 2014.
Interaction: What Every Digital-Age Classroom Needs!
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
Digital Pedagogy in the Humanities: Concepts, Models, and Experiments
This document outlines the development of the Digital Pedagogy in the Humanities project. The project aims to create an open, online archive of pedagogical artifacts from the digital humanities, organized by keyword. It is led by four general editors and involves an advisory board and curators who contribute and review submissions. The project uses GitHub for version control and open peer review on Comment Press before final publication on the MLA Commons. Submissions will be published in five batches between 2015-2016, covering 55 keywords related to digital pedagogy. The goal is to build an interactive, networked resource for defining and sharing approaches to teaching with digital tools and methods.
Digital Pedagogy Keywords, NITLE Shared Academics
This document provides an agenda and instructions for participants in an online seminar about digital pedagogy keywords. It introduces the topic and speaker, and lists upcoming related events. It encourages participants to introduce themselves, share what they want to get from the seminar, and provides hashtags to connect on social media.
NAC&U Innovators: Innovation Summit November 2013
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Liberal Education in the Emerging Digital Ecosystem
How does the emerging digital environment shape teaching and learning in the 21st century? What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in this context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely digital content delivery but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This talk will present a vision for implementing liberal education in the emerging digital ecosystem through a curriculum that scaffolds digital engagement from introductory to capstone level courses.
COOL – Collaborative Open Online Learning
This document discusses the concept of Collaborative Open Online Learning (COOL) and how it can achieve scalability. COOL aims to create a more connectivist learning experience that is open, distributed, learner-defined, social, and complex. It discusses how MOOCs can scale by distributing teacher responsibilities among students, learning environments, and data analysis. The document proposes that COOL could generate massive interaction data through various collaborative activities that could then be analyzed to improve individual and collective learning if privacy issues are addressed.
Leadership Strand Project
This document provides an introduction and schedule for a leadership strand project involving the design of a global collaborative project. It outlines that on Friday at 1:45pm, participants will form teams in the Annex and presents the schedule which includes an oral pitch on Friday at 3pm, design work on wikis on Saturday from 10am to 1:15pm, and discussion sessions on Sunday at 10:15am. It also provides information on how to pick a cohort and steps for getting organized, including using an assigned wiki page and etherpad. An instructional design preface will take place on Friday from 2:15pm to 2:45pm before moving to cohort sessions and brainstorming.
Engaged Learning in Digital Culture, Susquehanna University
Slides for a talk on Engaged Learning in Digital Culture, given at Susquehanna University, August 26, 2015
Examining how coalescent spaces can transform in-class and out of class learning
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Community-Engaged Signature Work in the Digital Ecosystem
This document discusses community-engaged signature work in the digital ecosystem. It defines signature work as a significant semester-long project that integrates and applies a student's learning to complex real-world problems. It suggests scaffolding such projects using digital tools like social annotation, citizen science apps, online journals, and storymapping to facilitate networked and problem-based learning. Students' work would be evaluated using integrative learning rubrics and by considering challenges, strategies, and how the project fits into the student's overall educational experience.
Engaging Students with Collaborative Digital Scholarship Projects
This document discusses engaging undergraduate students in collaborative digital scholarship projects. It provides examples of projects where students collaborated across campuses on research using digital tools like email, Skype and social annotation. Examples included having students in British literature and Milton courses discuss a work together online. The document emphasizes gaining experience with digital tools by using them, contributing to them and producing their own. It advocates for taking on roles like designer, collaborator, technologist, and networker when doing digital scholarship projects.
Do students with learning differences really need an i pad (1)
This document is a presentation by Rick Weinberg on whether students with learning differences need an iPad. Weinberg discusses that the decision depends on factors like student goals and needs, affordability, and the student's gifts. He notes concerns like overreliance on technology and a lack of planning. Weinberg focuses on helping with reading and writing challenges, discussing tools like speech-to-text, graphic organizers, Bookshare.org and public library resources that can aid students both on computers and mobile devices. The presentation provides an overview of assistive technologies and resources that can support students with learning differences.
Do students with learning differences really need an i pad (1) copy
This document is a presentation by Rick Weinberg on whether students with learning differences need an iPad. Weinberg discusses that the decision depends on factors like student goals and needs, affordability, and the student's gifts. He notes concerns like over-relying on technology instead of instruction and addresses major uses of assistive technology like helping with reading and writing difficulties. Weinberg demonstrates tools that can aid with writing, spelling, organization, reading text aloud, and accessing online library resources, showing how both computers and iPads can provide these supports.
Online conferencing in the era of the 24/7 global digital society
This document discusses online conferencing in the context of the growing 24-hour global digital society. It describes how online conferencing can eliminate time and geographic barriers, allowing for more inclusive participation. The document outlines the University of Leicester's Learning Futures Festivals, which utilized a 24-hour online conference format over multiple time zones. Surveys of delegates found that the format allowed some to participate who otherwise would not have, and facilitated continuing engagement even after the event through new professional relationships and ideas formed online. However, participating across multiple time zones also brought challenges of intensive scheduling. Overall, the 24-hour online approach helped expand participation in the international conferences.
Curating Digital Pedagogy
The document discusses curating digital pedagogy. It introduces Digital Pedagogy in the Humanities, an online collection edited by Rebecca Frost Davis and others. The collection includes examples of student work annotating texts, analyzing video games, remixing course content, and peer-to-peer learning networks. The document promotes curating teaching with digital tools and sharing examples online.
Disruptive Innovations in Learning Technologies
A variety of technology-enabled learning modes are changing the landscape of higher education. How might these changes impact the training and development profession? Rebecca Frost Davis, Director of Instructional and Emerging Technology at St. Edward’s University will review developments in technology-enabled learning that are disrupting the traditional model of higher education, including the massive open online course or MOOC, blended learning, big data, and open educational resources. Participants will then explore how these disruptions might affect their approach to workforce training and development.
Conole harnessing media
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
Tech Challenge Presentation
The document summarizes the Tech Challenge, an engineering design competition for students grades 5-12. Teams must design solutions to real-world problems. The 2009 challenge asks teams to design a device to transport sensors to the top of an active volcano. Over 12,000 students on 230 teams have participated. The competition aims to teach skills like collaboration, problem-solving, and presentation skills while incorporating science and math concepts. Teachers are encouraged to use the challenge in their classrooms to complement science curriculum standards. Teams are evaluated on device performance, documentation of their design process, and presentation style. The goal is to grow participation and engage more sponsors and volunteers to expand the program.
Conor butcherminiproject1.2
This document summarizes an infographic about infographics. It defines infographics as visual representations of information that integrate words and graphics to present data quickly and clearly. The document discusses how infographics are used by businesses, non-profits, and organizations to convey information on social media. It also explores reasons for the increasing popularity of infographics, such as shorter attention spans and advancements in education, as well as how visuals help focus attention on important information and tap into human hardwiring. The document concludes by comparing the effectiveness of infographics versus articles on recall and comprehension of information.
Using Smart Technology to Increase Course Offerings in World Languages
Low enrollment in world language courses can prevent a college from offering a breadth of languages and depth in any single language. To help overcome this challenge, five independent colleges in Texas are using high-definition videoconferences, thereby hoping to preserve the “high touch” element that is a hallmark of education in a liberal arts college. These institutions are working with the National Institute for Technology in Liberal Education (NITLE) to explore important research and implementation issues across academic, logistical, technological, financial, and curricular dimensions. CAOs from two of the participating campuses will describe their responses to these issues and how shared programming has surmounted many obstacles to maintaining strong world language departments.
Redefining education 5cs
Greg Carey teaches two topics each year at Flinders University in Adelaide, South Australia - Technology and Disability from March to June, and Transition to Adulthood for those with Disabilities from July to November. His students are a diverse mix of undergraduate and postgraduate students from many countries studying both in-person and online. Carey discusses redefining 21st century education around 5Cs - connectivity, community, collaboration, creativity, and curation - and how he incorporates these concepts into his teaching through the use of online tools like Moodle, Adobe Connect, and external websites.
Students as Knowledge Creators: Metacognition and Discussion
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Building Liberal Arts Capacities through Digital Social Learning
How can assignments that take advantage of digital tools and methods build student capacities in critical reading, thinking, and writing? What do community-engagement, global learning, and problem-solving look like in our globally-networked, data-driven, participatory digital culture? In short, how do we do liberal arts learning in the emerging digital ecosystem? This talk will explore strategies for uniting the best of liberal arts education with our constantly changing digital culture.
Talk Given at Smith College, 18 September 2015
K to 12
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
Skills for innovation: Learner-centered design a key challenge for the 21st c...
Since for many people, life in the 21st Century has become international, multicultural and inter-connected, new skills are needed to succeed in education. In this talk, different understandings of so-called 21st Century skills are explored. This session discusses some of the key conditions needed to develop skills for innovation and analyses relevant trends that stimulate the development of these skills within and outside formal educational settings. Key elements include: the mismatch between formal education and the challenges of an innovative society; the shift from-what-we-learn to how-we-learn; the fluctuating relationship between digital technologies and contents; the changing conceptions of space-time and the emphasis on lifelong learning; and the development of soft skills. Finally, this talk will emphasise that the augmented learning and the development of skills for innovation are critical aspects for the future of education.
More Related Content
What's hot
NAC&U Innovators: Innovation Summit November 2013
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Liberal Education in the Emerging Digital Ecosystem
How does the emerging digital environment shape teaching and learning in the 21st century? What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in this context? The future of liberal education depends upon an integrative vision of digitally-informed learning that is not merely digital content delivery but rather is reshaped in the same ways that digital learning has already fundamentally changed our culture. This talk will present a vision for implementing liberal education in the emerging digital ecosystem through a curriculum that scaffolds digital engagement from introductory to capstone level courses.
COOL – Collaborative Open Online Learning
This document discusses the concept of Collaborative Open Online Learning (COOL) and how it can achieve scalability. COOL aims to create a more connectivist learning experience that is open, distributed, learner-defined, social, and complex. It discusses how MOOCs can scale by distributing teacher responsibilities among students, learning environments, and data analysis. The document proposes that COOL could generate massive interaction data through various collaborative activities that could then be analyzed to improve individual and collective learning if privacy issues are addressed.
Leadership Strand Project
This document provides an introduction and schedule for a leadership strand project involving the design of a global collaborative project. It outlines that on Friday at 1:45pm, participants will form teams in the Annex and presents the schedule which includes an oral pitch on Friday at 3pm, design work on wikis on Saturday from 10am to 1:15pm, and discussion sessions on Sunday at 10:15am. It also provides information on how to pick a cohort and steps for getting organized, including using an assigned wiki page and etherpad. An instructional design preface will take place on Friday from 2:15pm to 2:45pm before moving to cohort sessions and brainstorming.
Engaged Learning in Digital Culture, Susquehanna University
Slides for a talk on Engaged Learning in Digital Culture, given at Susquehanna University, August 26, 2015
Examining how coalescent spaces can transform in-class and out of class learning
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Community-Engaged Signature Work in the Digital Ecosystem
This document discusses community-engaged signature work in the digital ecosystem. It defines signature work as a significant semester-long project that integrates and applies a student's learning to complex real-world problems. It suggests scaffolding such projects using digital tools like social annotation, citizen science apps, online journals, and storymapping to facilitate networked and problem-based learning. Students' work would be evaluated using integrative learning rubrics and by considering challenges, strategies, and how the project fits into the student's overall educational experience.
Engaging Students with Collaborative Digital Scholarship Projects
This document discusses engaging undergraduate students in collaborative digital scholarship projects. It provides examples of projects where students collaborated across campuses on research using digital tools like email, Skype and social annotation. Examples included having students in British literature and Milton courses discuss a work together online. The document emphasizes gaining experience with digital tools by using them, contributing to them and producing their own. It advocates for taking on roles like designer, collaborator, technologist, and networker when doing digital scholarship projects.
Do students with learning differences really need an i pad (1)
This document is a presentation by Rick Weinberg on whether students with learning differences need an iPad. Weinberg discusses that the decision depends on factors like student goals and needs, affordability, and the student's gifts. He notes concerns like overreliance on technology and a lack of planning. Weinberg focuses on helping with reading and writing challenges, discussing tools like speech-to-text, graphic organizers, Bookshare.org and public library resources that can aid students both on computers and mobile devices. The presentation provides an overview of assistive technologies and resources that can support students with learning differences.
Do students with learning differences really need an i pad (1) copy
This document is a presentation by Rick Weinberg on whether students with learning differences need an iPad. Weinberg discusses that the decision depends on factors like student goals and needs, affordability, and the student's gifts. He notes concerns like over-relying on technology instead of instruction and addresses major uses of assistive technology like helping with reading and writing difficulties. Weinberg demonstrates tools that can aid with writing, spelling, organization, reading text aloud, and accessing online library resources, showing how both computers and iPads can provide these supports.
Online conferencing in the era of the 24/7 global digital society
This document discusses online conferencing in the context of the growing 24-hour global digital society. It describes how online conferencing can eliminate time and geographic barriers, allowing for more inclusive participation. The document outlines the University of Leicester's Learning Futures Festivals, which utilized a 24-hour online conference format over multiple time zones. Surveys of delegates found that the format allowed some to participate who otherwise would not have, and facilitated continuing engagement even after the event through new professional relationships and ideas formed online. However, participating across multiple time zones also brought challenges of intensive scheduling. Overall, the 24-hour online approach helped expand participation in the international conferences.
Curating Digital Pedagogy
The document discusses curating digital pedagogy. It introduces Digital Pedagogy in the Humanities, an online collection edited by Rebecca Frost Davis and others. The collection includes examples of student work annotating texts, analyzing video games, remixing course content, and peer-to-peer learning networks. The document promotes curating teaching with digital tools and sharing examples online.
Disruptive Innovations in Learning Technologies
A variety of technology-enabled learning modes are changing the landscape of higher education. How might these changes impact the training and development profession? Rebecca Frost Davis, Director of Instructional and Emerging Technology at St. Edward’s University will review developments in technology-enabled learning that are disrupting the traditional model of higher education, including the massive open online course or MOOC, blended learning, big data, and open educational resources. Participants will then explore how these disruptions might affect their approach to workforce training and development.
Conole harnessing media
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
Tech Challenge Presentation
The document summarizes the Tech Challenge, an engineering design competition for students grades 5-12. Teams must design solutions to real-world problems. The 2009 challenge asks teams to design a device to transport sensors to the top of an active volcano. Over 12,000 students on 230 teams have participated. The competition aims to teach skills like collaboration, problem-solving, and presentation skills while incorporating science and math concepts. Teachers are encouraged to use the challenge in their classrooms to complement science curriculum standards. Teams are evaluated on device performance, documentation of their design process, and presentation style. The goal is to grow participation and engage more sponsors and volunteers to expand the program.
Conor butcherminiproject1.2
This document summarizes an infographic about infographics. It defines infographics as visual representations of information that integrate words and graphics to present data quickly and clearly. The document discusses how infographics are used by businesses, non-profits, and organizations to convey information on social media. It also explores reasons for the increasing popularity of infographics, such as shorter attention spans and advancements in education, as well as how visuals help focus attention on important information and tap into human hardwiring. The document concludes by comparing the effectiveness of infographics versus articles on recall and comprehension of information.
Using Smart Technology to Increase Course Offerings in World Languages
Low enrollment in world language courses can prevent a college from offering a breadth of languages and depth in any single language. To help overcome this challenge, five independent colleges in Texas are using high-definition videoconferences, thereby hoping to preserve the “high touch” element that is a hallmark of education in a liberal arts college. These institutions are working with the National Institute for Technology in Liberal Education (NITLE) to explore important research and implementation issues across academic, logistical, technological, financial, and curricular dimensions. CAOs from two of the participating campuses will describe their responses to these issues and how shared programming has surmounted many obstacles to maintaining strong world language departments.
Redefining education 5cs
Greg Carey teaches two topics each year at Flinders University in Adelaide, South Australia - Technology and Disability from March to June, and Transition to Adulthood for those with Disabilities from July to November. His students are a diverse mix of undergraduate and postgraduate students from many countries studying both in-person and online. Carey discusses redefining 21st century education around 5Cs - connectivity, community, collaboration, creativity, and curation - and how he incorporates these concepts into his teaching through the use of online tools like Moodle, Adobe Connect, and external websites.
Students as Knowledge Creators: Metacognition and Discussion
This document summarizes a discussion forum assignment for an online undergraduate library skills course. The assignment asks students to reflect on how they gather information, create knowledge, and share knowledge with others. Students are encouraged to think about knowledge creation processes in their work or personal lives. Example situations discussed by students include tweaking recipes and posting them online or sharing experiences from intense jobs in healthcare, the military, or business. The goals of the assignment are to develop students' metacognitive awareness of their own learning and knowledge creation processes and to create an engaging online classroom discussion.
Building Liberal Arts Capacities through Digital Social Learning
How can assignments that take advantage of digital tools and methods build student capacities in critical reading, thinking, and writing? What do community-engagement, global learning, and problem-solving look like in our globally-networked, data-driven, participatory digital culture? In short, how do we do liberal arts learning in the emerging digital ecosystem? This talk will explore strategies for uniting the best of liberal arts education with our constantly changing digital culture.
Talk Given at Smith College, 18 September 2015
What's hot (20)
Liberal Education in the Emerging Digital Ecosystem
Liberal Education in the Emerging Digital Ecosystem
Engaged Learning in Digital Culture, Susquehanna University
Engaged Learning in Digital Culture, Susquehanna University
Examining how coalescent spaces can transform in-class and out of class learning
Examining how coalescent spaces can transform in-class and out of class learning
Community-Engaged Signature Work in the Digital Ecosystem
Community-Engaged Signature Work in the Digital Ecosystem
Engaging Students with Collaborative Digital Scholarship Projects
Engaging Students with Collaborative Digital Scholarship Projects
Do students with learning differences really need an i pad (1)
Do students with learning differences really need an i pad (1)
Do students with learning differences really need an i pad (1) copy
Do students with learning differences really need an i pad (1) copy
Online conferencing in the era of the 24/7 global digital society
Online conferencing in the era of the 24/7 global digital society
Using Smart Technology to Increase Course Offerings in World Languages
Using Smart Technology to Increase Course Offerings in World Languages
Students as Knowledge Creators: Metacognition and Discussion
Students as Knowledge Creators: Metacognition and Discussion
Building Liberal Arts Capacities through Digital Social Learning
Building Liberal Arts Capacities through Digital Social Learning
Viewers also liked
K to 12
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
Skills for innovation: Learner-centered design a key challenge for the 21st c...
Since for many people, life in the 21st Century has become international, multicultural and inter-connected, new skills are needed to succeed in education. In this talk, different understandings of so-called 21st Century skills are explored. This session discusses some of the key conditions needed to develop skills for innovation and analyses relevant trends that stimulate the development of these skills within and outside formal educational settings. Key elements include: the mismatch between formal education and the challenges of an innovative society; the shift from-what-we-learn to how-we-learn; the fluctuating relationship between digital technologies and contents; the changing conceptions of space-time and the emphasis on lifelong learning; and the development of soft skills. Finally, this talk will emphasise that the augmented learning and the development of skills for innovation are critical aspects for the future of education.
21st Century Skills, Literacies & Fluency
This document discusses the skills, literacies, and fluencies needed for the 21st century, including information literacy, media literacy, global literacy, network literacy, and digital citizenship. It also examines new forms of learning like social production, social networks, media grids, and non-linear learning. Finally, it proposes six new roles for learners as collaborators, connected to a global perspective, cross-subject, authentic contributors and researchers, and students who become teachers.
21st century skills k to 12
The document discusses 21st century skills and how to develop them for improved teaching and learning. It identifies critical thinking, problem solving, creativity, communication, collaboration, and information and communications technology literacy as key 21st century skills. Examples are provided of how these skills can be incorporated into classroom activities and instruction, such as having students work in teams to solve problems, make presentations using different media, and complete project-based learning. The document emphasizes that education must focus on developing skills like critical thinking that will allow students to continuously learn and adapt to new information and technologies in the future.
Ela And 21st Century Skills
This document provides an overview of 21st century skills and resources for integrating them into the English Language Arts classroom. It discusses the digital nature of today's students and defines the role of a 21st century literacy specialist. A variety of websites and tools are listed that can help teach skills like digital storytelling, blogging, citation generation and more.
Assessing 21st Century Skills
This document discusses formative assessments for 21st century skills. It begins by defining 21st century skills such as critical thinking, collaboration, self-direction, and technology literacy. It then explains that formative assessments should inform instruction by showing what students have learned and still need to learn. Effective formative assessments provide clear learning targets and feedback to students. Examples of formative assessments that can evaluate 21st century skills include rubrics, checklists, digital portfolios, and student self-assessments. Workshops are provided for teachers to design assessments by starting with learning objectives and determining how student mastery will be measured.
K to 12 English Session Guide
The document outlines a session guide for an English curriculum covering topics such as the theoretical underpinnings of the curriculum, domains and standards, the structure of the teacher's guide and learning package, and strategies for teaching key domains. It includes slides and discussion on cross-linguistic transfer, integrating other subjects into language lessons, sample exercises for domains like oral language and vocabulary, and helpful tips for teaching English to young learners. The session aims to help participants understand foundations of the English curriculum and how to effectively teach language skills.
21st Century Learning Skills
The document discusses 21st century skills and their importance for students' future success. It defines 21st century skills as including critical thinking, problem solving, collaboration, communication skills and highlights their importance for competing in a global economy. The US is falling behind internationally on measures of literacy and college completion rates. Schools need to change instructional approaches to focus more on 21st century skills like project-based learning, performance assessments, and technology use to better prepare students.
K 12 english language arts curriculum conceptual framework
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
Modern aims of education in the philippines
The document discusses the aims and goals of modern education in the Philippines. It provides context on progressive education and its focus on individual needs and informal curriculum. It then discusses several specific aims of modern Philippine education, including developing students physically, mentally, and spiritually, with emphasis on social transformation and preparing citizens. Additional goals mentioned include preparing students for an increasingly globalized and technical world through reorienting the educational system. Specific programs discussed to modernize schools include computerization, library upgrades, distance learning, and improving science laboratories. The K-12 education program in the Philippines is also summarized, with its goals being to improve educational standards, equip students for work or further education, address shortages in schools, and develop 21st century
K to 12 English Curriculum Guide
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
21st Century Skills in the Foreign Language Classroom
This presentation discusses 21st century skills and how to develop them in the language classroom. It identifies key skills students will need such as collaboration, self-regulation, problem solving, use of information and communication technologies, and communication. The presentation then explores different tools and programs that can be used to build learning activities focusing on each of these skill areas. Attendees are engaged in activities to reflect on strategies and actions they can implement in their own teaching practice.
Challenges and Responses in the Implementation of the K to 12
The document discusses the challenges and responses in implementing the K to 12 program in the Philippines. It outlines the reasons for educational reform, issues with the current basic education curriculum, and DepEd's plan to transition to K to 12 through universal kindergarten and the gradual implementation of senior high school. CEAP schools are encouraged to pilot the career academy model on their own by developing curricula for grades 11-12 focused on preparing students for work or college. The career academy approach aims to enhance basic education and student outcomes. Implementing K to 12 in CEAP schools could facilitate economic growth and produce a better educated society.
The 21st Century Learner
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
Senior high school implementation
This document provides information about the implementation of the K to 12 Basic Education Program in the Philippines. It begins with an introduction from the Secretary of the Department of Education. It then provides a comparison of the old curriculum and the K to 12 curriculum. The core elements and structure of the K to 12 program are described, including the addition of Senior High School. Details are given about the different tracks available in Senior High School and how they relate to further education and careers. The document concludes with a discussion of how the K to 12 program aims to develop students with 21st century skills and prepare them for the future.
The 21st century teacher and learner
The main goal of uploading this presentation is for sharing informative ideas. Royal Child Academy does not own this presentation.
Teaching English in the K to 12
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
Approaches in teaching and learning k to 12
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
K to 12 General Presentation
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
K to 12 classroom assessment ppt
This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
Viewers also liked (20)
Skills for innovation: Learner-centered design a key challenge for the 21st c...
Skills for innovation: Learner-centered design a key challenge for the 21st c...
K 12 english language arts curriculum conceptual framework
K 12 english language arts curriculum conceptual framework
21st Century Skills in the Foreign Language Classroom
21st Century Skills in the Foreign Language Classroom
Challenges and Responses in the Implementation of the K to 12
Challenges and Responses in the Implementation of the K to 12
Similar to Digital Footprints: Becoming a 21st Century Teacher
Embracing social media_lambton
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
Conole ntu 1_oct epedagogies and social media
This document discusses how new technologies and social media can transform learning experiences. It outlines different pedagogical approaches like drill-and-practice, inquiry learning, and situated learning that can be enhanced through technologies. Digital literacies involve skills like collaboration, negotiation, and collective intelligence. The document advocates open practices like open resources, courses, accreditation, and research. Social media can support personalized and collaborative learning when combined with appropriate pedagogical approaches.
More Than Just Fans: Five Steps to Creating Vibrant Social Communities That C...
More Than Just Fans: Five Steps to Creating Vibrant Social Communities That C...Peterson's Interactive
Students today have grown up using social technologies. For them, social media usage is a core life skill and not just a hobby. Drawing from a blend of academic research and real-world campaigns, Jeff Berg, Peterson's Senior Social Strategist, will discuss how social media can play a key role throughout the graduate school selection and application process.
In this session, you will learn:
-Why social media is particularly effective with prospective students
-Where social media fits into the overall branding of a graduate program
-Five tactics that you can act on now to aid your social strategy
Qt conference2011
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
Federal Education Policy: Where do we go after NCLB?
The document discusses the promise of open educational resources (OER) to address global challenges through improved access to knowledge and learning opportunities. It outlines how OER, which are free and openly available online, can enable systemic reform and transformation by supporting a global movement in higher education and K-12. OER allow institutions to reach more learners and give individuals control over content to adapt and improve it. The movement toward open sharing of digital resources will likely accelerate due to changing generational habits and the need for new skills to address societal problems. While intellectual property and other issues remain obstacles, OER could dramatically increase access to education and support problem-based, personalized learning on a global scale.
Modernizing Education
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Professional Development Notes 2009-2010
This document provides information about various professional development opportunities and resources for teachers. It discusses the Lutheran Educator's Conference in California, the Apple Education Conference in Phoenix, and individual Apple lessons in Tucson. It also describes sessions at the Lutheran Educator's Conference on using Google Earth and supporting students with learning disabilities. Finally, it outlines the Technology Teacher Toolkit created by Perry Bresemann, which provides an overview of 20 tools for 21st century teachers and additional resources.
FlatISSN Weeks 1-5
The document provides information about an online book club discussing the book "Flattening Classrooms, Engaging Minds". It includes discussion topics and quotes from each chapter to prompt conversation. Participants are reminded of upcoming interviews with the authors to discuss flattening classrooms. Small group discussions are organized around essential questions from the chapters.
NAGC 2010 Meeting of Minds
Meeting of Minds: Technology Tools to Access Shared Thinking and Strengthen Collaboration
Drs. Angela and Brian Housand
Where Does It Live: Building Systems and Structures Around What You Believe
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Napsterisation of learning
This document discusses the rapid changes in learning technologies over the past few decades, from the rise of Napster and online tools in the early 2000s to modern adaptive and mobile learning. It notes that more pedagogical change has occurred in the last 10 years than the last 100,000 due to technologies lowering costs, increasing access, and allowing for new forms of peer learning and simulations. The document advocates for embracing asynchronous and online learning as the default approach.
Saaste 2013
Keynote Address, 4 July 2013, South African Association for Science and Technology Education (SAASTE). Rethinking learning: Learning technologies in a networked society.
Educ373 albion college_02-04-2013
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
Global learn keynote Berlin 2015
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
Coil2012 torcivia calixv4
Use of Cloud Computing and virtual meeting tools to increase student engagement in online and blended learning environments.
CES FCP Roundtables
This document summarizes a presentation about connecting classrooms globally using emerging technologies. It discusses how Thomas Friedman's concept of a "flat world" enabled by the internet allows for sharing knowledge across borders. Six essential skills are outlined for the conceptual age: design, story, symphony, empathy, play, and meaning. Educational networking, social bookmarking, multimedia mashups, and collaborative writing on wikis are presented as tools to connect, communicate and collaborate globally. Emerging technologies like mobile computing and augmented reality are also discussed. The presentation models connecting classrooms internationally to learn 21st century skills.
Open learning - NCTE 2012
The document discusses empowering teachers through professional development. It introduces panelists from various educational organizations and outlines an agenda for questions and discussion around self-directed learning, setting goals, harnessing peer collaboration, the role of learning communities, how social media impacts learning, and how to involve educators not connected online. The future of professional learning is also posed as a question.
Learning technologies in South Africa
Fundamentalism, Legacy, Implosion, Explosion, Fact and Fiction: Perspectives on Learning Technologies for the South African landscape
Tsg Opener
The document summarizes a research project exploring how reading and literacy are changing in a participatory culture. It outlines the research questions, design process, field research, and hypotheses. Key areas of focus include building reading communities, transforming domains through student expertise, and developing new forms of participatory assessment.
Modernizing Education
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
Similar to Digital Footprints: Becoming a 21st Century Teacher (20)
More Than Just Fans: Five Steps to Creating Vibrant Social Communities That C...
More Than Just Fans: Five Steps to Creating Vibrant Social Communities That C...
Federal Education Policy: Where do we go after NCLB?
Federal Education Policy: Where do we go after NCLB?
Where Does It Live: Building Systems and Structures Around What You Believe
Where Does It Live: Building Systems and Structures Around What You Believe
Recently uploaded
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Digital Footprints: Becoming a 21st Century Teacher
- 1. Digital Footprints Becoming a 21st Century Teacher
- 2. Fred Haas Hopkinton High School English Instructor fhaas@hopkinton.k12.ma.us haaslearning.wordpress.com akh003 @ Twitter
- 3. Story Back
- 4. Personal Experience Process/ Reflection/ Methodology Conclusions Conclusions/ Results
- 5. Century 21 st Skills?
- 6. Default Habits & Behaviors for Ever-changing World
- 7. Complex ≠ Complicated
- 8. “text”
- 11. Media Evolution Print Live
- 12. Media Evolution Analog Print Live
- 13. Media Evolution Digital Analog Print Live
- 15. We are all Harolds reading and writing our world into existence
- 16. Takeaways • Henry Jenkins - Confronting the Challenges of Participatory Culture • College Board AP Central - English & History • Wesley Fryar - Moving at the Speed of Creativity • Marco Torres
- 17. It’s not about the technology as much as it is about how technology impacts the way we think
- 18. It all starts with you
- 21. Tools
- 22. Tools: RSS • Google Reader • Pageflakes • NewsGator • Bloglines
- 23. Tools: Podcasts • iTunes • Odeo • Podomatic • Podcast Alley • Direct Sources
- 24. Tools: Ning • Steve Hargadon - Classroom 2.0, Future of Education, and LearnCentral • James Burke - English Companion • MIT - Project New Media Literacies • Connie Weber - Fireside Learning
- 25. Tools: YouTube • Channels • Michael Wesch • Stephen Heppell • Google Talks • Universities
- 26. Tools: Twitter • Real-time Short Messaging • Following • Being Followed • 3rd Party Extensions
- 27. Tools
- 28. Tools 1999
- 29. Tools 1999 2000
- 30. Tools 1999 2000 2004
- 31. Tools 1999 2000 2004 2005
- 32. Tools 1999 2000 2004 2005 2006
- 33. Everything is changing so fast. It’s all new. We are all novices.
- 34. Meta Data Age
- 35. Learning Ecology networks data tools people knowledge media experience information skills
- 36. How do you drink from a fire-hose?
- 37. Everything is Miscellaneous
- 38. Filtering Mechanisms •Personal Inquiry •Managing Stop Points • Social Networks • Reflection
- 39. We are all creators, editors, reviewers perforce
- 40. Takeaways • David Weinberg - Everything is Miscellaneous • Michael Wesch - The Machine is Us/ing Us • Alan November - November Learning > Resources
- 42. Closing the
- 43. Closing the Participatory Gap
- 44. Collection - Collaboration - Cooperation Community Participatory Communities Mentorship Policing
- 46. You do not have to reinvent the wheel
- 47. Takeaways • Youth Voices • Flat Classroom Project • Global Education Collaborative • Network of Professional Communities
- 48. 21 Century st Skills Operating System for the Mind
- 49. OS for the Mind • Managing data and information • Tracking the change • Select, collect, and prioritize • More types of reasoning used • New skills • Demands are greater
- 50. Thank You Fred Haas Hopkinton High School English Instructor fhaas@hopkinton.k12.ma.us haaslearning.wordpress.com akh003 @ Twitter