This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...DEFToer3
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...DEFToer3
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Tilburg Law Review – academic journal concerning current issues of European and international law. The Editorial Board welcomes submissions of contributions by scholars and law practitioners. For more information, please contract Ms. Eefje de Volder or Ms. Edyta Dorenbos: tilburglawreview@tilburguniversity.edu
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
Facilitating Adoption of Web Tools for Problem and Project Based Learning Act...Khalid Md Saifuddin
This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Using handheld devices to develop literacy skills - DeFT regional conferenceDEFToer3
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
What limitations are involved when using digital technology within the Englis...DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Digital literacy frameworks in
the context of embedding
Open Educational Resources
within teacher education
Anna Gruszczynska and Richard Pountney,
Faculty of Development and Society
2. Introduction and background
Local teachers and pupils, teacher For more information:
educators and teacher educations • Project blog
students involved in: www.deftoer3.wordpress.com
•sharing and developing good • Twitter @deftoer3
practice in teaching
• Slideshare
•understanding more about digital
www.slideshare.net/deftoer3
literacy
•developing guidance on Open • Contact:
Educational Resources in the a.gruszczynska@shu.ac.uk;
school context r.p.pountney@shu.ac.uk
•Project outputs will be shared via
an open textbook (pulling together
case studies and supporting
resources) and the "Digital Bloom"
installation
3. Research questions and
framework
Key questions Research framework
• What is the relationship • Embedded within Bernstein's
between Open Educational theory of pedagogic discourse
Resources and digital • Drawing on the principles of
literacy within professional social sciences knowledge
development? production (teacher
• What understandings of education as its subset)
digital literacy and Open
• Exploring tacit aspects of
Educational Resources
pedagogical practice
emerge through a reflexive
approach to project • Exploring the "why" (socio-
methodology? cultural/institutional context)
rather than solely the "how"
(technical aspects) of OER/DL
4. Project methodology:
Principles
• The case study method - “taking a particular case and
coming to know it well” (Stake, 1995:8)
• Schön's 'reflection-in-action' (1983) as a strategy for
tapping the 'tacit knowing-in-action’ in the process of
learning about digital literacy practices where
understandings of DL are shared through stories of
"opening up" pedagogical practice
• Bernstein’s theory of pedagogic discourse
(Bernstein, 1990, 1996, 2000) underpinning conceptual
framework for analyzing and interpreting the data -
exploration of (in)visible pedagogical practices.
• Caveat - the process is underway (free-coding with the
aid of Nvivo) but the project is still ongoing and so any
conclusions are emergent
5. Project methodology:
Data collection
Reflexive moments
• Five staged prompts sent out to team members;
responses via e-mail or personal blogs
• Each moment is followed by a digest of emerging themes
and issues, shared with project participants via project
website
Materials emerging from the case studies of digital
practice:
• notes from project meetings and school visits
• notes from rich media content - photographs and videos
• comments from teachers/team members on project blog
and Twitter
• focus groups with PGCE students
6. Frameworks for digital literacy
• Engagement with existing frameworks (JISC, 2011)
• Digital literacy as a continuum between the purely
social and the purely technological
• Move from the singular „literacy‟ to the plural
‘literacies’ to emphasise the sheer diversity of existing
accounts (Lankshear and Knobel, 2008).
• Digital literacies as "the constantly changing practices
through which people make traceable meanings
using digital technologies" (Gillen and Barton, 2010).
• Critique of the concept of digital natives (Bennet et al.
2008)
7. DL and the rules of regulative
discourse
‘When it comes to e-safety, we seem to live
in a culture of fear where we [might be]
teaching road safety but never letting the
child out’ (project meeting, teacher)
•Web2.0 filters
•Technological barriers
•Access to devices
8. DL and locus of control over
selection of instructional discourse
„In terms of teaching and digital
literacy the ultimate question we
constantly need to deal with is -
is this going to help the students
when they get to an exam?
Because what I would like to see
happening is the fostering of a
community, personal growth etc.
but most of the time it is about
having to teach "for an exam“‟
(focus group with PGCE students).
9. DL Tensions: sharing resources
‘polished performance’ vs. accounts of ‘real life’‟
„you have to be sharing with the
kids anyway all the time‟
(focus group with PGCE students)
„You don’t know what reaction you would
get… can you imagine if you put it on you
tube and you got loads of thumbs down?’
10. Locus of control over pacing:
Stories of a digital divide
‘My pupils were shocked to discover that I
didn’t have a mobile phone as a teenager
and when you arranged to meet with your
mates you just agreed on a meeting time
and point and then waited. You would
actually talk to each other, you
know, rather than keep texting.’
(focus group with PGCE students)
11. DL investigations: new avenues
• Methodological approaches: exploring the
ways in which understandings around DL
are expressed and shared through
reflection in action
• Re-examining DL in the context of the
debate around ICT in the curriculum and
the removal of the programmes of study
• Exploring the place of DL and OERs in
professional development of teachers
12. www.digitalfutures.org
References.
Questions? Comments?
Bennett, S, Maton, K, & Kervin, L. (2008). The „„digital natives‟‟ debate: A critical review of evidence.
British Journal of Educational Technology, 39, 775–786.
Bernstein, B. (1990). The structuring of the pedagogic discourse: Class, codes and control. London:
Routledge.
Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London:
Taylor & Francis.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Revised
edition). Lanham: Rowman & Littlefield publishers.
Gillen, J. & Barton, D. (2010). Digital literacies. A research briefing by the technology enhanced
learning phase of the teaching and learning research programme. London: London Knowledge Lab,
Institute of Education, University of London.
Joint Information Systems Committee (JISC). (2011). Digital literacy anatomised: access, skills and
practices. Available from
http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf (Last
accessed 29 February 2012).
Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rd
Edition). Maidenhead: Open University Press.
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
Stake, R.E. (1995). The art of case study research. London: Sage.