Wat, waarom en hoe omtrent over 21st century skills.
Over de stand van zaken. Wie is er mee bezig? Waarom moet je het hebben over 21st century skills? En hoe maak je ze expliciet in het onderwijs?
Wat is de betekenis van de digitale revolutie op onderwijs?
Het waarom, wat, en hoe van de verandering van didactiek en het innovatieproces.
presentatie gemaakt t.b.v. het Pettelaaroverleg 29 mei 2014 in het eLab.
Wat, waarom en hoe omtrent over 21st century skills.
Over de stand van zaken. Wie is er mee bezig? Waarom moet je het hebben over 21st century skills? En hoe maak je ze expliciet in het onderwijs?
Wat is de betekenis van de digitale revolutie op onderwijs?
Het waarom, wat, en hoe van de verandering van didactiek en het innovatieproces.
presentatie gemaakt t.b.v. het Pettelaaroverleg 29 mei 2014 in het eLab.
Twee visualisaties 1) wat er nodig is voor implementatie van meer Onderwijsleertechnologie op de Hogeschool 2) Overzicht van scenario's voor de toekomst van door technologie ondersteund leren
A practice perspective on the challenges of Inquiry Based LearningFleur Prinsen
1) The document discusses challenges in designing, implementing, and researching inquiry-based learning (IBL), and argues that IBL should be viewed as a practice rather than just a pedagogical approach.
2) Key challenges for IBL include student motivation, accessibility of investigation techniques, background knowledge and skills, and practical constraints, but the document suggests reframing these as issues of developing an IBL culture of learning.
3) True IBL involves engaging students in continuous, meaningful inquiry activities organized around shared goals and applying skills/attitudes for participation in a community of inquiry.
This document discusses networked identity and includes figures in full color from the Nordic Journal of Youth Research. It identifies 4 types of networked identities but does not provide any further details about the types or the content of the figures.
Reading and writing ones network: Multidiscursive identity practicesFleur Prinsen
This document discusses literacy practices of Dutch-Moroccan youth through analysis of their social networks. It identifies four main network types: 1) dense networks of similar others where literacy supports cultural identity, 2) family-centered networks using literacy for familial ties, 3) offline networks with little online literacy, and 4) fragmented bridging networks where literacy extends limited social resources. Network expansion through online literacy depends on available discourses and their meaning to individuals as they interpret and shape their social networks.
Investigating the social configuration of a community to understand how netwo...Fleur Prinsen
The OERu is an international community focused on widening access to education through open educational resources (OER). It has a shared goal and values related to open education. The community is organized through central coordination of a core group and quality standards, as well as institutionalized subnetworks. Common practices include coordinating the community, co-creating OER, and contributing to debates about OER. While the community shows signs of cohesion, further development of shared practices and embedding OER use within educational institutions could help strengthen networked learning activities across the wider community over time.
Knowledge processes in various online communitiesFleur Prinsen
The document discusses knowledge processes developed by Dutch teenagers in various online communities. Interviews show that social networks help develop social skills and introduce different ways of expressing opinions, building arguments, and considering different audiences. Different online communities provide different affordances for gaining practical or reflective knowledge. Preferences for offline social contact also influence online interactions. Awareness of diverse knowledge practices in different online and social communities could provide opportunities for school learning.
10. Veranderingen in de definitie van Informatie-
geletterdheid/ vaardigheid
Naast persoonlijke eigenschappen (motivatie; cognitieve vermogens)
moeten ook praktijken van sociale kennisproductie in acht genomen
worden (sharing/remixing/curation)
Street (2008): Geletterdheid als en sociale praktijk
Toegepaste Discipline
Bronnen:
Current Trends in Information Literacy. Elsevier’s Learning Trends Series,
Free online download
Street, B. V. (2008). New literacies, new times: Developments in literacy studies.
In Encyclopedia of language and education (pp. 418-431). Springer US.
11. Casus: OER geletterdheid ondersteunen
Docenten als onderzoekers en (her)ontwerpers van
Open Educational Resources
Geen losse vaardigheden, maar geletterdheid bepaald door
de gedeelde, sociale praktijk
Rol van de
mediatheek?
12. • Geletterdheid: van analytische taak naar pragmatische taak
• Wederzijdse verantwoordelijkheden (docenten-mediathecaris) in
de Community of Practice
• Toegankelijk en transparant maken van (kennis in) praktijken van
de CoP
• Gebruikers én makers: Bedoelingen en voorkeuren aangeven
b.v. relevante collecties, principes, zoekoperatoren; leden
initiëren in verwachtingen (kwalificaties) om serieus deel uit te
maken van de CoP
• Instrumenten, Structuren, Relevantie criteria - Voorkeuren
worden gezamenlijk gevormd in de CoP
Mediathekarissen ontwikkelen ‘transliteracies’ (p.98*)
IMPLICATIES
Bron*
Current Trends in
Information Literacy.
Elsevier’s Learning Trends
Series,
Free online download
Geletterdheid als effectieve participatie in online kennis communities
The number of non-course OER available increases rapidly as well. Rice’s Connexions project currently
hosts over 2 800 open learning objects available for mixing and matching into study units or full courses.
MERLOT offers almost 15 000 resources, European based ARIADNE offers links and federated searches
in several networks and repositories. Textbook Revolution contains links to hundreds of freely available,
copyright-clean textbooks. Freely accessible encyclopaedias like Wikipedia and Math World grow in size
and quality. UNESCO/IIEP hosts a Wiki called “OER useful resources” listing several other portals,
gateways and repositories. Even more difficult than to list the number initiatives would be to estimate the
quantity of available resources, even with a narrow definition of OER. On top of resources accessible
through initiatives like the ones listed above, it can be estimated to be far more resources available by
way of search engines like Google or Yahoo!.
the OED definition of post-truth: relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.
Veel definities in omloop*
Discipline is afhankelijk van capaciteit voor sociaal leren
Transliteracy: a “unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities,”