This document summarizes a study that evaluated a course designed to enhance the digital literacies of nonprofit professionals. The study found that participation in the course significantly improved students' digital literacy skills, as measured by a pre-test and post-test survey. Areas that saw the largest increases were appropriation, judgment, multitasking, and networking. The document concludes that equipping students with digital literacies is necessary for their success in the modern nonprofit sector, where digital engagement skills are important.
Assessing new media literacies in social work education.husITa
The purpose of this study is to understand the relationship between new media literacy (NML) and digital participation among social work educators and students who use information and communication technologies such as social media. The study replicates the validity and reliability of a newly developed assessment tool for self-reported media literacy levels. The hypotheses state: higher levels of NML will predict a higher degree of engagement with media, and that there will be a significant difference in the level of NML between social work students and educators. The methodology for this study utilized a new survey instrument consisting of 12 separate subscales (Literat, 2011) that correspond to the 12 NML skills identified by Jenkins, Clinton, Purushotma, Robison, & Weigel (2009).To assess the psychometric properties of this new assessment tool, factor analysis was performed to assess the reliability of the measure in addition to correlating the scales with several variables that media literacy should predict, such as degree of participation, extent of user engagement with creative multimedia projects and so forth. Comparing results of the participants’ scores assists in drawing conclusions about the research questions and standardizing the instrument. The survey was constructed using the Qualtrics survey software. Each participant that completed the survey was given a score indicating his or her level of New Media Literacy. Participants were evaluated on a range of 0 – 300, which corresponds to one of four categories of New Media Literacy. Data was collected over four months using social work list serves and social media websites. Results indicate students (N=155) NML levels are higher than that of educators (N=120), and students participate more frequently in social media than do educators. This study demonstrates the need to incorporate new media literacy into the social work curriculum to address the changing nature of social work practice.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
This document lists 40 references used in research on student engagement and use of technology. The references are from academic journals, books, reports, and other sources published between 1993 and 2009. They cover topics like student involvement theory, social networking sites, Internet use, and technology's role in education.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Examining Internet Use Among Low-Income StudentsJason Seliskar
This document discusses a study examining internet use among low-income high school students and how it compares to national trends. The study found that these students had lower rates of internet access at home compared to their more affluent peers. It also found differences in how frequently and for what purposes low-income students used the internet compared to national data that portrays all teens as constant, savvy users of digital technology. The researchers argue it is important for teachers to understand low-income students' experiences with and access to technology in order to design equitable learning opportunities and digital literacy instruction both in and out of school.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
Assessing new media literacies in social work education.husITa
The purpose of this study is to understand the relationship between new media literacy (NML) and digital participation among social work educators and students who use information and communication technologies such as social media. The study replicates the validity and reliability of a newly developed assessment tool for self-reported media literacy levels. The hypotheses state: higher levels of NML will predict a higher degree of engagement with media, and that there will be a significant difference in the level of NML between social work students and educators. The methodology for this study utilized a new survey instrument consisting of 12 separate subscales (Literat, 2011) that correspond to the 12 NML skills identified by Jenkins, Clinton, Purushotma, Robison, & Weigel (2009).To assess the psychometric properties of this new assessment tool, factor analysis was performed to assess the reliability of the measure in addition to correlating the scales with several variables that media literacy should predict, such as degree of participation, extent of user engagement with creative multimedia projects and so forth. Comparing results of the participants’ scores assists in drawing conclusions about the research questions and standardizing the instrument. The survey was constructed using the Qualtrics survey software. Each participant that completed the survey was given a score indicating his or her level of New Media Literacy. Participants were evaluated on a range of 0 – 300, which corresponds to one of four categories of New Media Literacy. Data was collected over four months using social work list serves and social media websites. Results indicate students (N=155) NML levels are higher than that of educators (N=120), and students participate more frequently in social media than do educators. This study demonstrates the need to incorporate new media literacy into the social work curriculum to address the changing nature of social work practice.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
This document lists 40 references used in research on student engagement and use of technology. The references are from academic journals, books, reports, and other sources published between 1993 and 2009. They cover topics like student involvement theory, social networking sites, Internet use, and technology's role in education.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Examining Internet Use Among Low-Income StudentsJason Seliskar
This document discusses a study examining internet use among low-income high school students and how it compares to national trends. The study found that these students had lower rates of internet access at home compared to their more affluent peers. It also found differences in how frequently and for what purposes low-income students used the internet compared to national data that portrays all teens as constant, savvy users of digital technology. The researchers argue it is important for teachers to understand low-income students' experiences with and access to technology in order to design equitable learning opportunities and digital literacy instruction both in and out of school.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
Engagement in a guided game design program called Globaloria was found to mitigate some effects of the digital divide. Students reported greater engagement in school computer use and more advanced computer activities after participating. Previously, higher parent education and self-reported grades predicted more computer use, but these differences were reduced after the program. The findings suggest participation in constructionist digital literacy programs can attenuate inequalities linked to socioeconomic status.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
The document discusses self-regulated online learning and the importance of reflective journaling. It notes that prompting learner reflection and self-monitoring improves learning outcomes for online students. Self-regulated learning involves metacognitive skills like self-monitoring and self-assessment, which are important for online learners and can be developed through reflective prompts. The number of students taking online courses is growing significantly each year.
The document summarizes a research study that investigated the effects of reflective journaling with prompts and exemplars on self-regulated learning skills and knowledge of teaching mathematics for understanding among graduate students in an online course. The study used a randomized experimental design to compare outcomes between groups that received prompts alone versus prompts and exemplars in their reflective journals. It was hypothesized that the combined use of prompts and exemplars would better promote learning outcomes related to self-regulation and mathematics pedagogy.
This document discusses the challenges of conducting field work in online wildlife and natural resources management degree programs. It explores how some universities are addressing this issue through methods like internships, on-site seminars, virtual projects, and online classroom partnerships. It also considers how to design new online curricula that engage digital native students and their learning preferences.
The document discusses social presence in online learning. It begins by defining online learning and social presence. It then summarizes the Community of Inquiry model, which is widely used to measure quality in online learning. The model consists of three presences - social presence, cognitive presence, and teaching presence. Social presence refers to projecting oneself as a "real person" through online communication. Studies have linked social presence to positive student outcomes. The document discusses ways to stimulate social presence, such as using humor, video and audio, and collaborative projects. It also addresses assessing social presence using the Community of Inquiry framework and applying the model in teacher education.
This document provides a summary of Linda Buturian's teaching experience and qualifications. It lists her positions as a Senior Teaching Specialist and English Instructor, along with the courses she has taught. It also outlines her experience coordinating digital projects and as an iPad Mobile Learning Content Coordinator. Finally, it lists some of her fellowships, awards, grants, and presentations related to her work in teaching, digital storytelling, and international education.
Online educational environments and ICT tools in higher education: teachers s...Balazs Pankasz
The document summarizes a study that surveyed teachers at the University of Pécs about their use of online educational environments and ICT tools in higher education. The study aimed to understand teachers' opinions on using new digital tools like web 2.0 applications in education. It also sought to identify differences in attitudes toward technology between generations of teachers and students. The survey was completed online by 148 teachers and examined their use of ICT as well as views on incorporating new technologies into teaching. The results provide insight into teachers' perspectives on the role of digital tools in higher education.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
This document provides an overview of the civic case for liberal education. It discusses the challenges facing America both domestically and globally, and argues that rising to these challenges will require civic will, capacity, and commitment. Liberal education uniquely builds civic capacity through developing critical thinking, knowledge of diverse cultures and viewpoints, and a sense of civic responsibility. However, not all students currently receive a liberal education. The document outlines the historical links between liberal education and citizenship in America dating back to the founders. It argues that higher education must ensure all students, including first-generation students, receive a liberal education to develop the civic skills and knowledge needed to address societal problems.
Biotech Communications Workshop for Chinese Ministry of Agriculture and Triangle biotech professionals
Presented by Jason Delborne, GES Center, NC State University, jadelbor@ncsu.edu
Monday, 10/2/2017 (day 1)
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
Dr. Ronnie B. Lowenstein is a nationally recognized leader in linking policy, practice, and research over the past 28 years. He has consulted for numerous public and private institutions, including serving as a senior advisor to three members of the U.S. House of Representatives. Dr. Lowenstein founded the NetGeneration of Youth initiative in 1999 to empower underserved youth through technology and has directed annual scholarship programs awarding over $300,000 to 84 students. He also founded the Education Technology Think Tank and has extensive experience evaluating education programs sponsored by NASA, the Department of Education, and other government agencies.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
This document discusses generational characteristics of today's students, also known as Generation Y. It notes that they are a large demographic, having been born between 1981-2000, and have come of age during advances in digital technology. While often characterized as "digital natives," research finds their technical skills are broad but shallow. The document also addresses myths about this generation, such as that they are "master multitaskers," and finds lecture-based teaching has changed little despite technology investments. It emphasizes the need for new pedagogies that leverage technology to engage today's students.
1. The document discusses the shift in communication design from a focus on computer documentation to a broader focus on communication across disciplines to address complex real-world problems.
2. Communication design work is described as "wicked" meaning problems are ill-defined, constantly changing, and have unbounded consequences, requiring multidisciplinary perspectives and approaches.
3. True problem solving for the 21st century requires moving beyond individual disciplines to engage in multidisciplinary, transdisciplinary, and engaged scholarship.
Title: Social impact evaluations of digital youth work: tensions between visi...Alicja Pawluczuk
Purpose: This paper presents empirical research, which explores the ways digital youth workers perceive, and evaluate, the social impact of their work. There is currently a research gap with regard to the measurement of the social impact of digital youth work. Thus, the aims of this study are: (1) to contribute to the scholarly discussion on the social impact of youth digital participation, (2) to elicit, and analyse, youth workers’ perceptions of the social impact evaluation of digital youth work, (3) and to propose recommendations for further research in this area.
Method: Twenty semi-structured interviews with digital youth workers in the United Kingdom were carried out in mid-2017. The interviews were based on themes drawn from a prior literature review exploring the areas of youth development, digital youth participation, social impact, and social impact evaluation.
Analysis: Research data analysis was guided by a ‘grounded theory’ methodological approach, and conducted using NVivo 10 software. Results show a clear alignment with the existing literature, in the areas of youth participation, and social impact assessment and evaluation. The analysis presented here focuses on three areas of tension between the study participants’ vision, and the reality of the social impact evaluation of digital youth work: (1) Favouring positive stories of impact. (2) Chasing the impact proofs instead of examining the change, (3) Following an interactive youth project with an unengaging evaluation process.
Conclusion: Current (externally governed) evaluation practices, limit digital youth workers’ abilities to critically examine and provide feedback on impact. Acknowledging that there is a need for further research in this area, this study propose three recommendations, primarily aimed at digital youth work funding bodies: (1) Facilitating serendipitous interactions in digital youth work, (2) The further research required in order to provide digital youth workers with a set of tools - or guidance - in order to measure and understand the social impact of their work, (3) Adopting playful methods of evaluation in digital youth work
Engagement in a guided game design program called Globaloria was found to mitigate some effects of the digital divide. Students reported greater engagement in school computer use and more advanced computer activities after participating. Previously, higher parent education and self-reported grades predicted more computer use, but these differences were reduced after the program. The findings suggest participation in constructionist digital literacy programs can attenuate inequalities linked to socioeconomic status.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
Interaction and 3 generations for italian instit. for ed tech genoa 2017Terry Anderson
This document discusses interaction, learning, and teaching in distance education. It begins with an overview of Terry Anderson's background and experience in distance education at Athabasca University. It then covers three generations of online learning pedagogy: behaviorist/cognitive, social constructivist, and connectivist. Each generation is characterized by its view of knowledge, the role of interaction, and appropriate social forms for learning. The document emphasizes that interaction is critical for learning but can take many different forms depending on context. It concludes by considering the future of educational systems in light of emerging technologies and models of online learning.
The document discusses self-regulated online learning and the importance of reflective journaling. It notes that prompting learner reflection and self-monitoring improves learning outcomes for online students. Self-regulated learning involves metacognitive skills like self-monitoring and self-assessment, which are important for online learners and can be developed through reflective prompts. The number of students taking online courses is growing significantly each year.
The document summarizes a research study that investigated the effects of reflective journaling with prompts and exemplars on self-regulated learning skills and knowledge of teaching mathematics for understanding among graduate students in an online course. The study used a randomized experimental design to compare outcomes between groups that received prompts alone versus prompts and exemplars in their reflective journals. It was hypothesized that the combined use of prompts and exemplars would better promote learning outcomes related to self-regulation and mathematics pedagogy.
This document discusses the challenges of conducting field work in online wildlife and natural resources management degree programs. It explores how some universities are addressing this issue through methods like internships, on-site seminars, virtual projects, and online classroom partnerships. It also considers how to design new online curricula that engage digital native students and their learning preferences.
The document discusses social presence in online learning. It begins by defining online learning and social presence. It then summarizes the Community of Inquiry model, which is widely used to measure quality in online learning. The model consists of three presences - social presence, cognitive presence, and teaching presence. Social presence refers to projecting oneself as a "real person" through online communication. Studies have linked social presence to positive student outcomes. The document discusses ways to stimulate social presence, such as using humor, video and audio, and collaborative projects. It also addresses assessing social presence using the Community of Inquiry framework and applying the model in teacher education.
This document provides a summary of Linda Buturian's teaching experience and qualifications. It lists her positions as a Senior Teaching Specialist and English Instructor, along with the courses she has taught. It also outlines her experience coordinating digital projects and as an iPad Mobile Learning Content Coordinator. Finally, it lists some of her fellowships, awards, grants, and presentations related to her work in teaching, digital storytelling, and international education.
Online educational environments and ICT tools in higher education: teachers s...Balazs Pankasz
The document summarizes a study that surveyed teachers at the University of Pécs about their use of online educational environments and ICT tools in higher education. The study aimed to understand teachers' opinions on using new digital tools like web 2.0 applications in education. It also sought to identify differences in attitudes toward technology between generations of teachers and students. The survey was completed online by 148 teachers and examined their use of ICT as well as views on incorporating new technologies into teaching. The results provide insight into teachers' perspectives on the role of digital tools in higher education.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
This document provides an overview of the civic case for liberal education. It discusses the challenges facing America both domestically and globally, and argues that rising to these challenges will require civic will, capacity, and commitment. Liberal education uniquely builds civic capacity through developing critical thinking, knowledge of diverse cultures and viewpoints, and a sense of civic responsibility. However, not all students currently receive a liberal education. The document outlines the historical links between liberal education and citizenship in America dating back to the founders. It argues that higher education must ensure all students, including first-generation students, receive a liberal education to develop the civic skills and knowledge needed to address societal problems.
Biotech Communications Workshop for Chinese Ministry of Agriculture and Triangle biotech professionals
Presented by Jason Delborne, GES Center, NC State University, jadelbor@ncsu.edu
Monday, 10/2/2017 (day 1)
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
This document summarizes an article that studied social patterns in mobile technology-mediated collaboration among members of the professional distance education community. 10 participants from a university learning center used mobile devices for 12 weeks to collaborate online in designing a new master's program. Usage data and interviews were analyzed using social network analysis. The analysis revealed sparse collaboration and structural holes in the offline community. Participants did not have need for mobile collaboration tools in their separate offline practices.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
Dr. Ronnie B. Lowenstein is a nationally recognized leader in linking policy, practice, and research over the past 28 years. He has consulted for numerous public and private institutions, including serving as a senior advisor to three members of the U.S. House of Representatives. Dr. Lowenstein founded the NetGeneration of Youth initiative in 1999 to empower underserved youth through technology and has directed annual scholarship programs awarding over $300,000 to 84 students. He also founded the Education Technology Think Tank and has extensive experience evaluating education programs sponsored by NASA, the Department of Education, and other government agencies.
Conclusions:
Social media is ubiquitous and here to stay.
Although professors are reluctant to use social media in classes, students are passionate about that.
Using social media enhance students’ access, participation, collaboration, self-expectation, and performance.
Teach students to protect privacy when using social media. Digital world is also the world.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
Online educational environments and ICT tools in higher educationBalazs Pankasz
This document summarizes the thesis of Balázs Pankász's doctoral dissertation on online educational environments and ICT tools in higher education. The dissertation examines generational differences in university students' and professors' use of the internet and opinions on digital learning tools. It assesses assumptions that younger generations prefer online and social media-based learning opportunities. Surveys of students and professors at the University of Pécs aimed to understand current practices and identify opportunities to develop online courses and digital competencies in higher education. The dissertation reviews relevant learning theories and defines key concepts to provide context for analyzing the survey results and drawing conclusions about transforming higher education with new technologies.
Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
This document discusses generational characteristics of today's students, also known as Generation Y. It notes that they are a large demographic, having been born between 1981-2000, and have come of age during advances in digital technology. While often characterized as "digital natives," research finds their technical skills are broad but shallow. The document also addresses myths about this generation, such as that they are "master multitaskers," and finds lecture-based teaching has changed little despite technology investments. It emphasizes the need for new pedagogies that leverage technology to engage today's students.
1. The document discusses the shift in communication design from a focus on computer documentation to a broader focus on communication across disciplines to address complex real-world problems.
2. Communication design work is described as "wicked" meaning problems are ill-defined, constantly changing, and have unbounded consequences, requiring multidisciplinary perspectives and approaches.
3. True problem solving for the 21st century requires moving beyond individual disciplines to engage in multidisciplinary, transdisciplinary, and engaged scholarship.
Title: Social impact evaluations of digital youth work: tensions between visi...Alicja Pawluczuk
Purpose: This paper presents empirical research, which explores the ways digital youth workers perceive, and evaluate, the social impact of their work. There is currently a research gap with regard to the measurement of the social impact of digital youth work. Thus, the aims of this study are: (1) to contribute to the scholarly discussion on the social impact of youth digital participation, (2) to elicit, and analyse, youth workers’ perceptions of the social impact evaluation of digital youth work, (3) and to propose recommendations for further research in this area.
Method: Twenty semi-structured interviews with digital youth workers in the United Kingdom were carried out in mid-2017. The interviews were based on themes drawn from a prior literature review exploring the areas of youth development, digital youth participation, social impact, and social impact evaluation.
Analysis: Research data analysis was guided by a ‘grounded theory’ methodological approach, and conducted using NVivo 10 software. Results show a clear alignment with the existing literature, in the areas of youth participation, and social impact assessment and evaluation. The analysis presented here focuses on three areas of tension between the study participants’ vision, and the reality of the social impact evaluation of digital youth work: (1) Favouring positive stories of impact. (2) Chasing the impact proofs instead of examining the change, (3) Following an interactive youth project with an unengaging evaluation process.
Conclusion: Current (externally governed) evaluation practices, limit digital youth workers’ abilities to critically examine and provide feedback on impact. Acknowledging that there is a need for further research in this area, this study propose three recommendations, primarily aimed at digital youth work funding bodies: (1) Facilitating serendipitous interactions in digital youth work, (2) The further research required in order to provide digital youth workers with a set of tools - or guidance - in order to measure and understand the social impact of their work, (3) Adopting playful methods of evaluation in digital youth work
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
The document discusses the Millennial generation and how they use technology for learning. It defines Millennials as those born after 1980 who are now college students. Millennials are heavily engaged with technology and use it extensively for both formal and informal learning through social media, online libraries, creativity tools, communication apps, games, news/media, tracking data, presentations, writing papers and more. Their widespread adoption and mastery of technology has significantly impacted modern learning environments, requiring updated resources, training for educators, and technology-focused skills from new employees.
The document discusses teaching Generation Z students, who have grown up with technology like the internet, smartphones, and video games. It outlines new media skills students need, such as media literacy, networking, and evaluating online information. The challenges for schools are integrating these technological skills into education and teaching students how to critically analyze and remix digital content.
Bridging the Digital Divide: It's more than teaching computer skills to seniorsBobbi Newman
This document discusses bridging the digital divide and digital literacy. It defines digital literacy and describes a digitally literate person. The document also discusses different frameworks for digital and media literacies, including Rheingold's five literacies, 21st century skills, and transliteracy. Finally, it addresses challenges around different generations and their relationship with technology.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
The Power of Massive Informal Learning EnvironmentsDonny Tusler
The theoretical categorizing of digital learning environments with a example of the grand theories applied to a case study of the spread of misconceptions.
Could social networking online help NEET young people gain employment?John Mowbray
This document discusses research into whether social networking online can help young people classified as NEET (Not in Education, Employment, or Training) gain employment. It begins by defining NEET and providing statistics on NEET rates. It then reviews literature on social networks and information diffusion, networking as information seeking behavior, and use of social media tools for networking. The document outlines research questions on offline networking behaviors, how social media supports networking during job searches, and how networking can improve employability. The proposed methodology includes surveys and case studies to explore how NEETs source information through social contacts and use social media for networking during job searches.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...Media Education Lab
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.
The document discusses teaching Generation Z students, who grew up with technology like smartphones, laptops, and video games. It notes that Generation Z students are adept at multitasking and using new media skills like remixing content, but schools need to better integrate technology into teaching to make it truly useful. New media literacies are important for technology-savvy students to fully participate in today's society and schools should focus on developing students' critical understanding and evaluation of online information.
Running head SOCIAL MEDIA AND CHILDREN DEVELOPMENT1SOCIAL MED.docxjeanettehully
Running head: SOCIAL MEDIA AND CHILDREN DEVELOPMENT 1
SOCIAL MEDIA AND CHILDREN DEVELOPMENT 13
Social Media’s Effect on the Development and Learning Stages of A Child
Nisha Cunningham
Felician University
Social Media’s Effect on the Development and Learning Stages of A Child
Annotated Bibliography
Best, P., Manktelowa, R., & Taylor, B. (2014). Online communication, social media, and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 27-36.
The article looks into the growing debate about the effects of online social technologies on children and teenagers. Through an in-depth analysis of empirical research, the authors identify both the benefits and harmful effects of social media on young people. The article gives recommendations on how to minimize adverse impacts and increase the positive effects of social media.
Loureiro, K., Solnet, D., Bolton, R. P., Hoefnagels, A., Migchels, N., & Kabadayi, S. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management, 245-267.
Social media use has several implications for young people. This article refers to today's younger generation as Generation Y. The authors collect information to show the effects of social media on society, organizations, and individuals. Several research questions are derived to explain social media use in a better way.
Hutter, K., Hautz, J., Dennhardt, S., & Füller, J. (2013). The impact of user interactions in social media on brand awareness and purchase intention: the case of MINI on Facebook. Journal of Product & Brand Management, 342-351.
The article analyzes how social media influences the purchase of products. Through an online survey, the authors indicate how individuals can be talked into buying products over the internet. The authors use a mixed-method research method to show how social media has influenced the marketing of products.
Schwendler, I. L., & Trude, A. (2018). Implementation of Text-Messaging and Social Media Strategies in a Multilevel Childhood Obesity Prevention Intervention: Process Evaluation Results. The Journal of Health Care Organization, Provision, and Financing, 187-198.
Social media has been highly attributed to the increase in obesity in young children. Children are spending more time on social media platforms. Physical exercise has dramatically reduced as more children embrace social media and their major entertainment. The article reviews the use of social media in both increasing and lowering obesity prevalence.
Lewin, C., & Greenhow, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Journal of Learning, Media and Technology, 6-30.
Social media has several effects on society. Some people have argued that social media has the potential of creating a bridge between formal and informal learning. Social media affects learning at both levels. This article analyzes the use of ...
Running head SOCIAL MEDIA AND CHILDREN DEVELOPMENT1SOCIAL MED.docxinfantkimber
Running head: SOCIAL MEDIA AND CHILDREN DEVELOPMENT 1
SOCIAL MEDIA AND CHILDREN DEVELOPMENT 13
Social Media’s Effect on the Development and Learning Stages of A Child
Nisha Cunningham
Felician University
Social Media’s Effect on the Development and Learning Stages of A Child
Annotated Bibliography
Best, P., Manktelowa, R., & Taylor, B. (2014). Online communication, social media, and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 27-36.
The article looks into the growing debate about the effects of online social technologies on children and teenagers. Through an in-depth analysis of empirical research, the authors identify both the benefits and harmful effects of social media on young people. The article gives recommendations on how to minimize adverse impacts and increase the positive effects of social media.
Loureiro, K., Solnet, D., Bolton, R. P., Hoefnagels, A., Migchels, N., & Kabadayi, S. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management, 245-267.
Social media use has several implications for young people. This article refers to today's younger generation as Generation Y. The authors collect information to show the effects of social media on society, organizations, and individuals. Several research questions are derived to explain social media use in a better way.
Hutter, K., Hautz, J., Dennhardt, S., & Füller, J. (2013). The impact of user interactions in social media on brand awareness and purchase intention: the case of MINI on Facebook. Journal of Product & Brand Management, 342-351.
The article analyzes how social media influences the purchase of products. Through an online survey, the authors indicate how individuals can be talked into buying products over the internet. The authors use a mixed-method research method to show how social media has influenced the marketing of products.
Schwendler, I. L., & Trude, A. (2018). Implementation of Text-Messaging and Social Media Strategies in a Multilevel Childhood Obesity Prevention Intervention: Process Evaluation Results. The Journal of Health Care Organization, Provision, and Financing, 187-198.
Social media has been highly attributed to the increase in obesity in young children. Children are spending more time on social media platforms. Physical exercise has dramatically reduced as more children embrace social media and their major entertainment. The article reviews the use of social media in both increasing and lowering obesity prevalence.
Lewin, C., & Greenhow, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Journal of Learning, Media and Technology, 6-30.
Social media has several effects on society. Some people have argued that social media has the potential of creating a bridge between formal and informal learning. Social media affects learning at both levels. This article analyzes the use of ...
This document discusses how visual aesthetics and usability can impact the academic library experience. It explores how principles of design, color theory, and human perception can make libraries more engaging and intuitive for users. Citing research from cognitive psychology and education, the document argues that aesthetically pleasing environments that are also highly usable can improve learning and knowledge retention in library settings. Effective use of design elements like color, spacing, and layout can create an experience that feels natural and helps users achieve their goals efficiently.
I3 conference 2017 // Youth digital participation: measuring social impactAlicja Pawluczuk
This document discusses evaluating the social impact of digital inclusion programs for youth. It notes that evaluations work best in partnership with stakeholders and that unexpected positive outcomes can result from allowing serendipity. The document lists several references on topics related to digital youth programs, social impact evaluation, and participatory research with youth.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Pre service teachers' perceptions and use of social media in teaching practiceKonstantina Kontopoulou
The document discusses a research study examining pre-service teachers' perceptions and use of social media during their teaching practice. The study will gather data from three groups of pre-service teachers before, during, and after their teaching practice. Each group will use a different social media tool (Facebook, Twitter, or Cloudworks) to interact with peers. The research aims to understand how social media is used, teachers' perceptions of its use, and factors influencing its use. It also lists several related research questions and selected bibliographic references on the topic.
This document discusses the impact of social media in the classroom. It begins by outlining how the landscape of learning has changed with new technologies and the rise of social media platforms. These platforms allow for participation, publishing, communication, resource sharing, social networking, and building collective knowledge. The document then examines principles from learning science, such as how prior knowledge and organizing knowledge can influence learning. It suggests ways social media could be used to surface prior knowledge and help students organize it. Finally, it proposes the idea that goal-directed practice with targeted feedback enhances learning and discusses how social media may enhance practice, feedback, and mastery of subject matter.
Similar to Equipping future nonprofit professionals with digital literacies for the 21st century (20)
Hugs & Kisses: An Innovative Prevention Program and Evaluation ModelJimmy Young
The document describes an evaluation of the Hugs & Kisses child sexual abuse prevention play shown to K-5th grade students. The evaluation found:
1) Students who viewed the play showed increased knowledge of "good touch, bad touch, and secret touch" as well as understanding of their right to say no to secret touching and tell a trusted adult.
2) Teachers who held post-play discussions further increased student comprehension compared to those without discussions.
3) Over 2,700 student surveys and 154 teacher surveys were analyzed, showing students achieved an 80% benchmark with an overall score of 84.5% knowledge gained from the play.
Please Retweet #SocialWorkEducation: A Content Analysis of Social Work Progra...Jimmy Young
This study analyzed over 2,600 tweets from social work programs in the US to understand how they use Twitter. It found that most schools joined Twitter in 2012 or later and tweet primarily in the afternoon. Tweets focused on sharing information, building community, and encouraging action. Larger schools with more programs engaged more users and received more likes/retweets. While correlations between engagement and school size were weak, social media can help schools share information and connect with students/alumni if policies and strategies are developed.
Social Media, Civic Engagement, and Participation in the Digital AgeJimmy Young
This document discusses how social media and digital technologies can impact civic engagement and participation. It covers key topics like social media definitions, forms of participatory culture online, new media literacies, and digital activism. The document suggests that while social media makes it easier to connect with causes, the impact of online actions like sharing posts is still unclear, and tangible offline actions may be more effective for creating real change. It provides strategies for non-profits to thoughtfully engage audiences and leverage social platforms to accomplish goals and missions.
Exploring & Understanding the Use of Social Media and How It Relates to Capac...Jimmy Young
This document summarizes a study on how non-profit organizations use social media for capacity building. It includes:
- A literature review on social media, capacity building in non-profits, and how technology can help with capacity building.
- A qualitative research methodology using interviews with 5 non-profit executives to understand their social media use.
- Key findings that the organizations used social media like blogs and Facebook to engage communities, recruit volunteers, and fundraise. However, challenges included lack of time and resources to manage social media effectively.
- The conclusion discusses questions the study raised about social media implementation and how it impacts non-profit identity and capacity building efforts through community engagement and fundraising.
Implementation and Evaluation of HBSE Courses using Collaborative Learning Gr...Jimmy Young
The document discusses implementing and evaluating collaborative learning groups (CLGs) in human behavior and the social environment (HBSE) courses. It outlines how CLGs were used in both online and face-to-face HBSE courses at Virginia Commonwealth University. A formal evaluation compared student learning outcomes between the online and face-to-face courses. Students in the online course scored higher in conceptual knowledge and overall knowledge, though there was no significant difference in evidence-based or diversity knowledge.
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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
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 ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Equipping future nonprofit professionals with digital literacies for the 21st century
1. Equipping Future Nonprofit
Professionals with Digital
Literacies for the 21st Century
Jimmy A. Young, Ph.D., MSW, MPA
California State University San Marcos
Twitter: @JimmySW
Web: www.JimmySW.wordpress.com
email: jyoung@csusm.edu
2. Overview
• What are Digital Literacies?
• Literature on Digital Competencies
• Objectives
• Methodology
• Findings
• Discussion
• Implications
3. What are Digital Literacies?
• New Media or Information Communication
Technologies?
• New Media Literacies (NML’s) are cultural
competencies and social skills that build upon
the traditional definition of media literacy
(Jenkins et al., 2009).
• Participatory Culture
5. What are New Media Literacies?
• New Media Literacies (NML’s) are cultural
competencies and social skills that build upon
the traditional definition of media literacy
(Jenkins et al., 2009).
• Technical Skills
• Cultural Competencies
6. What are New Media Literacies?
• Play
• Performance
• Simulation
• Appropriation
• Multitasking:
• Distributed Cognition
• Collective Intelligence
• Judgment
• Transmedia Navigation
• Networking
• Negotiation
• Visualization
7. Literature
• Online Learning and Distance Education (Coe &
Elliot, 1999; Thyer, Artlet, Markward, & Dozier 1998;
Vernon, Vakalahi et al., 2009; Wolfson et al., 2005).
• ICT Literacy and Digital Competencies (Ayala, 2009;
McNutt, 2008; McNutt & Menon, 2008; Moore, 2005;
Mukherjee & Clark, 2012; Parrot & Madoc-Jones, 2008;
Perron et al., 2010and York, 2008).
• Standards for Technology and Social Work Practice
(NASW/ASWB, 2005)
• Students and New Media (Baldridge, McAdams, Reed, &
Moran, 2013; Hitchcock & Battista, 2013; Young, 2014).
8. Study Objectives
• Demonstrate how to enhance the Digital
Literacies of students through the evaluation
of a nonprofit organizations and digital
advocacy course.
• Students will increase their level of digital
literacies through participation in the course.
9. About the Course
• The purpose of the course was to examine the role of
social media in the human service and nonprofit sector
and how to utilize social media for a variety of
purposes. The course identified what social media is
and how it can be used for marketing,
communications, and advocacy within human services
in addition to how social media promotes civic
engagement. Students learned about participatory
culture and new media literacies through the discovery
of social media platforms and how to apply this
knowledge, which promotes critical thinking skills,
encourages collaborative problem solving, and
acknowledges the role of social media in forming
networks and affiliations that can strengthen civic
engagement.
10. Methodology
• Design
• Quasi-experimental Pretest Posttest Design
• Survey Instrument consisting of 12 separate
subscales that match the 12 NML identified
by Jenkins et al. (2009).
• Data Collection
• Qualtrics Survey Software
• Start & End of Semester
• Data Analysis
• Descriptive Statistics
• T-test and ANOVA
11. Findings
• Reliability of the Instrument
• Cronbach’s α= 0.78
• Sample size N= 95 overall, N=76 Pre & Posttest
• Response rate = 80%
• 84.3% Female and 15.7% Male
• 85.5% Caucasian and 14.5% students of color
• Average Age was 22.9 years old (SD=4.932)
13. Discussion
• Digital literacy levels increased after
participation in the course.
• Infusing courses with digital literacies content
can impact the competence and skills of
students.
• Largest increases were seen in the skills of
• Appropriation
• Judgment
• Multitasking
• Networking
14. Implications
• Increase in digital literacies is necessary.
• But what about Participatory Culture?
• The main challenge that confronts students as
they venture into the nonprofit & voluntary
sector in the modern world is related to
learning how to effectively interact in digital
spaces and how to access and put into use
those resources in a professional and
knowledgeable way.
15. Conclusion
The mechanisms people use to engage with each
other are evolving and education must evolve as well
to include focused and targeted efforts that teach
students how to engage to improve their digital
literacy and to engage thoughtfully and purposefully
in digital spaces.
16. References
Adachi, P. J. C., & Willoughby, T. (2012). Do video games promote positive youth development? Journal of
Adolescent Research, 28(2), 155-165.
DOI: 10.1177/0743558412464522
Ayala, J. S. (2009). Blended learning as a new approach to social work education. Journal of Social Work
Education, 45(2), 277-288.
Beaulaurier, R. L., & Radisch, M. A. (2005). Responding to CSWE Technology Guidelines. Journal of Teaching
in Social Work, 25(1-2), 129-150.
Coe, J., & Elliott, D. (1999). An evaluation of teaching direct practice courses in a distance education program
for rural settings. Journal of Social Work Education, 35(3), 353-365.
Council on Social Work Education. (August, 2012). Educational Policy and Accreditation Standards (EPAS).
Washington, DC. Retrieved from http://www.cswe.org/File.aspx?id=13780
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Thousand Oaks, CA: Sage.
Dattalo, P. (2008). Determining sample size: Balancing power, precision, and practicality. Oxford: University
Press.
Gee, J. P. (2010). New digital media and learning as an emerging area and “worked examples” as one way
forward. Cambridge, MA: The MIT Press. Retrieved from
http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513692_New_Digital_Media.pdf
Granic, I., Lobel, A., & Engels, R. (2014). The benefits of playing video games. American Psychologist, 69(1),
66-78. DOI: 10.1037/a0034857
Hedberg, J. G. (2011). Towards a disruptive pedagogy: changing classroom practice with technologies and
digital content. Educational Media International, 48(1), 1-16.
Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal,
36(3), 503-520. DOI: 10.1080/01411920902989227
Jarvis, J. (2011). Public parts: How sharing in the digital age improves the way we work and live. New York:
Simon and Schuster.
17. ReferencesJenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York: New York University
Press.
Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., Weigel, M. (2009). Confronting the challenges of
participatory culture: Media education for the 21st
century [white paper]. Retrieved from
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E
%7D/JENKINS_WHITE_PAPER.PDF
Kilpeläinen, A., Päykkönen, K., & Sankala, J. (2011). The use of social media to improve social work education in
remote areas. The Journal of Technology in Human Services, 29(1), 1-12. DOI:
10.1080/15228835.2011.572609
Koutropoulos, A. (2011). Digital Natives: Ten Years After. Journal of Online Learning and Teaching, 7(4).
Retrieved from http://jolt.merlot.org/vol7no4/koutropoulos_1211.htm
Kreuger, L., & Stretch, J. (2000). How hypermodern technology in social work education bites back. Journal of
Social Work Education, 36(1), 103-114.
Literat, I. (2014).
Measuring New Media Literacies: Towards the Development of a Comprehensive Assessment Tool.
Journal of Media Literacy Education 6(1): 15-27.
McNutt, J. G. (2008). Web 2.0 tools for policy research and advocacy. Journal of Policy Practice, 7(1), 81-85. DOI:
10.1080/15588740801909994
McNutt, J. G., & Menon, G. M. (2008). The rise of cyberactivism: Implications for the future of advocacy in the
human services. Families in Society: The Journal of Contemporary Social Services, 89(1), 33-38. DOI:
10.1606/1044-3894.3706
Moore, B. (2005). Key Issues in Web-Based Education in the Human Services: A Review of the Literature. Journal
of Technology in Human Services, 23(1/2), 11-28. DOI: 10.1300/J017v017n0102̱
Mukherjee, D., & Clark, J. (2012). Students’ participation in social networking sites: Implications for social work
education. Journal of Teaching in Social Work, 32(2) 161-173.
National Association of Social Workers. (2005). NASW and ASWB Standards for Technology and Social Work
Practice. Washington, DC: NASW Press. Retrieved online August 28, 2013 from:
18. References
Perron, B. E., Taylor, H. O., Glass, J. E., & Margerum-Leys, J. (2010). Information and communication
technologies in social work. Advances in Social Work, 11(1), 67-81.
Potter, W. J. (2013). The expanding role for media literacy in the age of participatory cultures. In A. Delwhiche
& J. J. Henderson (Eds.), The Participatory Cultures Handbook (pp. 232-243). New York: Routledge.
Prensky, M. (2001a). Digital Natives, Digital Immigrants. On the Horizon, 9(5) Retrieved from
http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital
%20Immigrants%20-%20Part1.pdf
Prensky, M. (2001b). Digital Natives, Digital Immigrants: Do they really think different? On the Horizon, 9(6),
1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital
%20Immigrants%20-%20Part2.pdf
Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives
due to social reliance. British Journal of Educational Technology, 42(6), 931-938. DOI:10.1111/j.1467-
8535.2010.01137.x
Rubin, A., & Babbie, E. (2005). Research methods for social work (5th ed.). United States: Thompson Learning,
Inc.
Shorkey, C. T., & Uebel, M. (2014). History and Development of Instructional Technology and Media in Social
Work Education. Journal of Social Work Education, 50(2), 247-261.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson Education
Inc.
TEDxTalks (Producer). (2010, April 13). TEDxNYED - Henry Jenkins - 03/06/10 [Video podcast].
Retrieved from https://www.youtube.com/watch?v=AFCLKa0XRlw
Thyer, B., Artlet, T., Markward, M., & Dozier, C. (1998). Evaluating distance learning in social work education:
A replication study. Journal of Social Work Education, 34(2), 291-296.
U. S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2009). Evaluation of
evidence-based practices in online learning: A meta-analysis and review of online learning studies
[Electronic Version]. Retrieved from, http://www.ed.gov
19. References
Vernon, R., Vakalahi, H., Pierce, D., Pittman-Munke, P., & Adkins, L. F. (2009). Distance education programs
in social work: current and emerging trends. Journal of Social Work Education, 45(2), 263-276.
Vogt, W. P. (1999). Dictionary of statistics & methodology: A nontechnical guide for the social sciences (2nd
ed.). Thousand Oaks, CA: Sage.
Wolfson, G., Marsom, G., & Magnuson, C. (2005). Changing the nature of the discourse: Teaching field
seminars online. Journal of Social Work Education, 41(2), 355-361.
York, R. (2008). Comparing three modes of instruction in a graduate social work program. Journal of Social
Work Education, 44(2), 157-172.
Young, J. A. (2015). Assessing New Media Literacies in Social Work Education: The Development and
Validation of a Comprehensive Assessment Instrument. Journal of Technology in Human Services, 33(1),
72-86. DOI: 10.1080/15228835.2014.998577
Young, J. (2014). iPolicy: Exploring and Evaluating the use of iPads in a Social Welfare Policy Course. Journal
of Technology in Human Services, 32(1-2), 39-53.
Editor's Notes
Henry Jenkins is a media studies scholar who has been studying and writing about Participatory Culture for years. He describes Participatory Culture as a culture with relatively low barriers to artistic expression and civic engagement, where strong support for creating and sharing creations exists and there is some type of informal mentorship whereby experienced participants pass along knowledge to novices” (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2009, p. 3). A participatory culture is also one in which members believe their contributions matter and feel some degree of social connection with one another. A Participatory culture shifts the focus from individual expression to one of community involvement.
So examples of Participatory Culture include the opportunity for freedom of expression by remixing digital content to share messages in online communities such as Facebook or YouTube. Participatory culture provides the opportunity to work in teams and use collaborative problem solving to develop new knowledge such as through Wikipedia; and participatory culture shapes the flow of media content through blogging, videos, and podcasts (Jenkins et al., 2009).
Additionally, this slide represents and example of Participatory Culture as Henry Jenkins himself shared that he was getting ready to deliver a presentation on Participatory Culture and so he typed that phrase into Google and discovered this slide. Someone had used his white paper and to create this slide to sum up the main points in a way that looks better than something he could have created on his own. So Jenkins explains that as we create content and put it out on the web than people are able to use this and remix it into something that can be incredibly engaging and powerful.
BUT.
To be clear, participatory culture is not simply Web 2.0 or social media. In fact Jenkins would argue that participatory culture existed before the Internet but that social media tools have expanded the opportunities of participatory culture and what one can now do (TEDxTalks, 2010).
Next slide
Jenkins et al., (2009) Identified 12 new media literacies in his white paper “Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century.”
In the interest of time, I’m not going to go through these but his white paper is freely available if you search for it on google.
This study is grounded in the New Media Literacies (NML) Framework and the concept of participatory culture as identified by Jenkins et al. (2009). The NML Framework and participatory culture resonates with the ecological perspective of the social work profession because it envisions people as active participants in the environment, or the new digital environment. “The emphasis is not just on how people respond to media messages, but also on how they engage proactively in a media world where production, participation, social group formation, and high levels of nonprofessional expertise are prevalent” (Gee, 2010, p. 36).
The idea with participatory culture and new media literacies is that many aspects of our lives are coalescing around diverse interests, whether it be politics, religion, economics, or something purely personal (Potter, 2013), and we are now sharing this with individuals from around the world. New media has altered the meaning of literacy to require new habits of mind, new ways of processing culture and interacting with the world (Jenkins et al., 2009). This is having a dramatic impact on education and is clearly impacting our professional as well.
Next slide
Play: the capacity to experiment with one’s surroundings as a form of problem solving. Performance: the ability to adopt alternative identities for the purpose of improvisation and discovery. Simulation: the ability to interpret and construct dynamic models of real-world processes. Appropriation: the ability to meaningfully sample and remix media content. Multitasking: the ability to scan one’s environment and shift focus as needed to salient details. Distributed Cognition: the ability to interact meaningfully with tools that expand mental capacities. Collective Intelligence: the ability to pool knowledge and compare notes with others toward a common goal. Judgment: the ability to evaluate the reliability and credibility of different information sources. Transmedia Navigation: the ability to follow the flow of stories and information across multiple modalities. Networking: the ability to search for, synthesize, and disseminate information. Negotiation: the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. Visualization: the ability to translate information into visual models and understand the information visual models are communicating as a key method for coping with large data sets and being able to make sense of the complexity of our environment.
.
Lastly, a common misunderstanding of technology is the focus on what the tools do and do not allow. The conversation on digital technology and learning needs to include a focus on the participatory aspects of this new digital culture and how increasing knowledge around new media literacies can address the challenges we face as social work educators and the challenge of our students entering the profession. Expanding our view of new media, digital technology, and understanding participatory culture will help social work students to build upon the skills they bring to the classroom. Social work educators have the exciting opportunity to empower students to build upon those skills by incorporating new media literacies in a way that will expand knowledge, create opportunities for collaboration, and prepare students for social work practice in a new and diverse society.