An introduction to the idea of digital literacies addressing definitions, digital literacies as capabilities, and digital literacies as contexts for action
Digital literacy is a component of media literacy. It refers to an individual's ability to find, evaluate, produce and communicate clear information through writing and other forms of communication on various digital platforms. This slide will explain the basic of digital Literacy
The document discusses changes in technical communication and information development over the past 10 years from the perspective of a practitioner. It describes shifts from technical writer to technical communicator to information developer. It also outlines changes in focus from content development to user experience, delivery methods, and ensuring content is consumable. Examples are provided from past and recent SIGDOC proceedings that illustrate these changes.
The document presents the SCONUL Digital Literacy Lens, which was developed to explain and scope digital literacy, assess skills of the higher education profession, and assist in developing digital literacy across the higher education community. The lens identifies seven pillars of digital literacy: identify, scope, plan, gather, evaluate, manage, and present. Each pillar outlines key understandings and abilities regarding digital skills and behaviors.
Beyond Digital Competence: a proposal by the ELINET Network Fabio Nascimbeni
The presentation introduces the work done on Digital Literacy within the ELINET network, and presents the Digital Literacy Position Paper issued by ELINET, which contains a shared definition of Digital Literacy as well as a number pf challenges and opportunities for policy and practice.
The document discusses partial ordering and lattices. It defines key concepts like reflexive, symmetric, antisymmetric, and transitive relations. It introduces Hasse diagrams as a way to visualize partial orders and uses examples to demonstrate extremal elements, bounds, and lattices. Lattices are partial orders where every two elements have a greatest lower bound and least upper bound. The document provides examples of determining these bounds and whether a partial order represents a lattice.
This document discusses digital literacies, which are skills needed to interact effectively with digital technologies. It identifies several types of digital literacies, including language-based literacies, information-based literacies, connection-based literacies, and (re)design-based literacies. It also outlines eight elements of digital literacies: cultural, cognitive, constructive, communicative, confident, creative, critical, and civic. The document concludes by discussing the implications of digital literacies for teachers and classrooms, emphasizing that both students and teachers may have varying levels of digital literacy and that classroom practices should be adapted accordingly.
Digital landscapes: inclusive potential versus exclusive practice. Sue Watling
Digital landscapes: inclusive potential versus exclusive practice. International Journal of Diversity in Organizations, Communities and Nations, 11 (5). pp. 109-116. ISSN 1447-9532
Digital literacy Skills presentation repairajacobo729
Digital literacy skills encompass a broad range of abilities and knowledge that enable individuals to effectively navigate, understand, and utilize digital technologies and the digital landscape. These skills are essential in today's increasingly digital world, where technology plays a significant role in various aspects of our lives, including education, work, communication, and entertainment. Here is a more detailed description of some key digital literacy skills:
1. Basic Computer Skills: Basic computer skills entail having a fundamental understanding of computer hardware, software, and operating systems. This includes knowing how to use input devices such as keyboards and mice, navigating through different software applications, managing files and folders, and performing basic troubleshooting.
2. Internet Navigation: Internet navigation skills involve the ability to effectively use web browsers to explore and navigate the online world. This includes understanding URL structures, using search engines to find information, evaluating search results for relevance and credibility, and efficiently moving between websites and web pages.
3. Information Evaluation: Digital literacy includes the ability to critically evaluate and assess the quality, credibility, and relevance of information found online. This skill is crucial in an era of abundant information, as it enables individuals to distinguish between reliable sources and misinformation. It involves evaluating the credibility of sources, recognizing bias, verifying facts, and discerning between reliable information and false or misleading content.
4. Online Communication: Online communication skills encompass the ability to effectively communicate and interact with others through digital platforms. This includes writing clear and concise emails, using appropriate language and tone in online discussions and messaging, understanding netiquette (online etiquette), and utilizing various communication tools such as instant messaging, video conferencing, and social media platforms.
5. Digital Security: Digital literacy involves knowledge and skills related to online security practices to protect personal information and digital devices. This includes understanding the importance of creating strong and unique passwords, using two-factor authentication, recognizing and avoiding phishing attempts and other online scams, understanding the significance of software updates and antivirus protection, and being mindful of privacy settings on digital platforms.
6. Digital Privacy: Digital privacy skills involve understanding and managing one's digital footprint and personal information online. This includes being aware of data collection practices by websites and online services, understanding the implications of sharing personal information, and knowing how to protect and manage privacy settings on social media platforms and other online accounts.
7. Digital Citizenship: Digital literacy includes being a re
Digital literacy is a component of media literacy. It refers to an individual's ability to find, evaluate, produce and communicate clear information through writing and other forms of communication on various digital platforms. This slide will explain the basic of digital Literacy
The document discusses changes in technical communication and information development over the past 10 years from the perspective of a practitioner. It describes shifts from technical writer to technical communicator to information developer. It also outlines changes in focus from content development to user experience, delivery methods, and ensuring content is consumable. Examples are provided from past and recent SIGDOC proceedings that illustrate these changes.
The document presents the SCONUL Digital Literacy Lens, which was developed to explain and scope digital literacy, assess skills of the higher education profession, and assist in developing digital literacy across the higher education community. The lens identifies seven pillars of digital literacy: identify, scope, plan, gather, evaluate, manage, and present. Each pillar outlines key understandings and abilities regarding digital skills and behaviors.
Beyond Digital Competence: a proposal by the ELINET Network Fabio Nascimbeni
The presentation introduces the work done on Digital Literacy within the ELINET network, and presents the Digital Literacy Position Paper issued by ELINET, which contains a shared definition of Digital Literacy as well as a number pf challenges and opportunities for policy and practice.
The document discusses partial ordering and lattices. It defines key concepts like reflexive, symmetric, antisymmetric, and transitive relations. It introduces Hasse diagrams as a way to visualize partial orders and uses examples to demonstrate extremal elements, bounds, and lattices. Lattices are partial orders where every two elements have a greatest lower bound and least upper bound. The document provides examples of determining these bounds and whether a partial order represents a lattice.
This document discusses digital literacies, which are skills needed to interact effectively with digital technologies. It identifies several types of digital literacies, including language-based literacies, information-based literacies, connection-based literacies, and (re)design-based literacies. It also outlines eight elements of digital literacies: cultural, cognitive, constructive, communicative, confident, creative, critical, and civic. The document concludes by discussing the implications of digital literacies for teachers and classrooms, emphasizing that both students and teachers may have varying levels of digital literacy and that classroom practices should be adapted accordingly.
Digital landscapes: inclusive potential versus exclusive practice. Sue Watling
Digital landscapes: inclusive potential versus exclusive practice. International Journal of Diversity in Organizations, Communities and Nations, 11 (5). pp. 109-116. ISSN 1447-9532
Digital literacy Skills presentation repairajacobo729
Digital literacy skills encompass a broad range of abilities and knowledge that enable individuals to effectively navigate, understand, and utilize digital technologies and the digital landscape. These skills are essential in today's increasingly digital world, where technology plays a significant role in various aspects of our lives, including education, work, communication, and entertainment. Here is a more detailed description of some key digital literacy skills:
1. Basic Computer Skills: Basic computer skills entail having a fundamental understanding of computer hardware, software, and operating systems. This includes knowing how to use input devices such as keyboards and mice, navigating through different software applications, managing files and folders, and performing basic troubleshooting.
2. Internet Navigation: Internet navigation skills involve the ability to effectively use web browsers to explore and navigate the online world. This includes understanding URL structures, using search engines to find information, evaluating search results for relevance and credibility, and efficiently moving between websites and web pages.
3. Information Evaluation: Digital literacy includes the ability to critically evaluate and assess the quality, credibility, and relevance of information found online. This skill is crucial in an era of abundant information, as it enables individuals to distinguish between reliable sources and misinformation. It involves evaluating the credibility of sources, recognizing bias, verifying facts, and discerning between reliable information and false or misleading content.
4. Online Communication: Online communication skills encompass the ability to effectively communicate and interact with others through digital platforms. This includes writing clear and concise emails, using appropriate language and tone in online discussions and messaging, understanding netiquette (online etiquette), and utilizing various communication tools such as instant messaging, video conferencing, and social media platforms.
5. Digital Security: Digital literacy involves knowledge and skills related to online security practices to protect personal information and digital devices. This includes understanding the importance of creating strong and unique passwords, using two-factor authentication, recognizing and avoiding phishing attempts and other online scams, understanding the significance of software updates and antivirus protection, and being mindful of privacy settings on digital platforms.
6. Digital Privacy: Digital privacy skills involve understanding and managing one's digital footprint and personal information online. This includes being aware of data collection practices by websites and online services, understanding the implications of sharing personal information, and knowing how to protect and manage privacy settings on social media platforms and other online accounts.
7. Digital Citizenship: Digital literacy includes being a re
Digital Capabilities: Where people and technology intersectAnne Bartlett-Bragg
This document presents a framework for digital capabilities that go beyond just technology skills. The framework was developed based on the author's doctoral research into digital literacy and engagement with educators. It includes three pillars: information literacy, network literacy, and a participatory mindset. Each pillar encompasses several related capabilities that are important for effective learning and work in a digital environment, such as attention management, data analytics, social skills, and collaboration. The framework is intended to guide the development of these capabilities in a way that supports people's ability to adapt in a fast-changing digital world.
Digital literacy refers to an individual's ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves skills such as using and understanding information across various digital formats and media, as well as performing tasks effectively in digital environments. Digital literacy is an important component of digital citizenship and is indispensable for education and many jobs that require interacting with technology. As technology continues to evolve, basic literacy must expand to include digital skills to prepare individuals for living, learning, and working in today's digital world.
Different definitions of digital resources & models/ theories in Education re...Tutors India
The digital era has influenced education and students of the present generation with technology and instructional methods for digital learning. Therefore, the responsibility to instil skills for building digital competence in students lies on the teachers. The paper “Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review”, published in Education and Information Technologies, 2022, identifies several different definitions of digital resources as an aspect of a teacher‘s professional digital competence.
To More: @https://www.tutorsindia.com/blog/different-definitions-of-digital-resources-models-theories-in-education-research-identified-in-2023/
Contact Address
UK
10 Park Place,
Manchester M4 4EY
+44-1143520021
INDIA
10, Kutty Street,
Nungambakkam,
Chennai – 600034
+91-4448137070
info@tutorsindia.com
SOCIAL MEDIA LINKS
► Website: https://www.tutorsindia.com/
► Facebook: https://www.facebook.com/TutorsIndiaGlobalAcademia/
► Instagram: https://www.instagram.com/tutors_india/
► Twitter: https://twitter.com/tutorsindia/
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► Pinterest: https://in.pinterest.com/TutorsIndia/
NMC Strategic Brief - Digital Literacy in Higher EducationCourtney Miller
Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief explores the landscape
of digital literacy as it relates to advancing more authentic learning in campus settings. Supported by
Adobe, the aim of this independent research is to illuminate current frameworks, exemplars, and
challenges that are impacting the evolution of this pressing topic. The brief is intended to contribute
to the body of knowledge used by the higher education community to inform strategic planning
around digital literacy initiatives.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
Digital literacy refers to the ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves understanding information across various formats from different online sources. Digital literacy skills have become increasingly important as people now communicate primarily through digital means like email and social media. Digital literacy is a key component of digital citizenship and is essential for both education and careers in the modern world that rely heavily on computers and digital devices.
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
This document discusses integrating internet tools and online content into instruction and learning. It covers topics like 21st century skills, digital literacy, instructional design, and using various digital tools and online resources to support teaching and learning. The goal is to introduce concepts for planning and implementing how information and communication technologies can be integrated into instruction and content to facilitate self-directed learning.
Effectiveness of Information Communication Technologies for Education SystemIOSR Journals
This document discusses the effectiveness of using information and communication technologies (ICT) for education. It begins by outlining how ICT has transformed business, governance, and education over the past 20 years. While ICT is beginning to have a presence in education, its impact has been lacking. The document then discusses how ICT, including e-learning and Web 2.0 tools, can enhance student-centered learning and collaboration. It proposes developing an end-to-end e-learning infrastructure by integrating technologies like the semantic web, grid computing, collaboration tools, and knowledge management. Overall, the document argues that ICT has great potential to improve access to education and support goals like achieving universal primary education.
Effectiveness of Information Communication Technologies for Education SystemIOSR Journals
This document discusses the effectiveness of using information and communication technologies (ICT) for education systems. It begins by outlining how ICT has changed business, governance, and education over the past 20 years. However, its impact on education has been lacking. The document then reviews the objectives and roles of ICT implementation in higher education, and how ICT can help achieve the Millennium Development Goals. It discusses perceptions of e-learning and proposes a semantic grid-based e-learning infrastructure that integrates technologies like the semantic web, grid computing, and knowledge management. Finally, it reviews examples of best practices in semantic grid e-learning systems.
This document discusses the effectiveness of using information and communication technologies (ICT) for education systems. It begins by outlining how ICT has changed business, governance, and education over the past 20 years. However, its impact on education has been lacking. The document then reviews how ICT moves education towards more student-centered learning models and discusses how technologies like Web 2.0 enable collaboration and knowledge sharing. It proposes a semantic grid-based e-learning infrastructure that integrates technologies like the semantic web, grid computing, collaboration tools, and knowledge management. Finally, it reviews examples of best practices in using ICT for education.
Developing digital literacy, Highbury CollegeRhona Sharpe
This document discusses supporting the development of digital literacy in students. It defines digital literacy as the functional access, skills, and practices needed to use technology confidently for personal, academic, and professional purposes. The document outlines current research on digital literacy practices, taxonomies of digital competencies, and models of developmental progression. It emphasizes that developing digital literacy requires collaboration between teachers, institutions, and students and should be tailored to individual disciplines.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
This document discusses integrating telecollaborative networks into foreign language higher education. It describes the INTENT project which aims to develop tools and models for online international exchange and partner networks to facilitate collaborative learning in multiple languages. It also describes an eportfolio designed to help students track their development of skills for effective online intercultural communication, divided into domains of online language competences, social competences, technical competences, and cross-cultural competences. These domains are further divided into micro-level knowledge, skills, and attitudes to facilitate assessing competences for online intercultural exchange.
Different definitions of digital resources & models/ theories in Education re...Tutors India
The digital era has influenced education and students of the present generation with technology and instructional methods for digital learning. Therefore, the responsibility to instil skills for building digital competence in students lies on the teachers. The paper “Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review”, published in Education and Information Technologies, 2022, identifies several different definitions of digital resources as an aspect of a teacher‘s professional digital competence.
To More: @https://www.tutorsindia.com/blog/different-definitions-of-digital-resources-models-theories-in-education-research-identified-in-2023/
Contact Address
UK
10 Park Place,
Manchester M4 4EY
+44-1143520021
INDIA
10, Kutty Street,
Nungambakkam,
Chennai – 600034
+91-4448137070
info@tutorsindia.com
SOCIAL MEDIA LINKS
► Website: https://www.tutorsindia.com/
► Facebook: https://www.facebook.com/TutorsIndiaGlobalAcademia/
► Instagram: https://www.instagram.com/tutors_india/
► Twitter: https://twitter.com/tutorsindia/
► Linkedin: https://www.linkedin.com/company/tutors-india/
► YouTube: https://www.youtube.com/@tutorsindia9273
► Pinterest: https://in.pinterest.com/TutorsIndia/
Exploring Digital Transformation: An Overview of Future Trends Mark Brown
This document discusses key trends and lessons for digital transformation in the Irish education sector. It identifies that digital transformation requires coordinated shifts in culture, workforce, and technology to enable new educational models and transform operations. Key lessons are that digital transformation is a journey without a final destination that requires developing a long-term vision beyond just technology adoption. When done right, it can significantly improve learning experiences, but when done wrong just results in a faster traditional system. The document examines trends like openness, interactivity, and diversification that will impact education along with the growth of areas like online learning platforms and virtual/augmented reality technologies.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
ALT Ethical AI summit, HB keynote, Dec 2023Helen Beetham
The document discusses issues around whose ethics and values are embedded in generative AI tools. It notes that while ethics codes exist, users cannot easily verify what values are incorporated. It advocates for a relational approach that considers the dynamic contexts and relationships in which AI is developed and used. The document outlines how generative AI works by training on large datasets and being refined through user prompts, but this process can encode biases and privilege some voices over others. It raises questions about the environmental impact, risks to education and jobs, and how AI may define and value humanity. It argues we need an ecosystem that fosters agency, care, accountability and representation when developing and using generative AI technologies.
Digital Capabilities: Where people and technology intersectAnne Bartlett-Bragg
This document presents a framework for digital capabilities that go beyond just technology skills. The framework was developed based on the author's doctoral research into digital literacy and engagement with educators. It includes three pillars: information literacy, network literacy, and a participatory mindset. Each pillar encompasses several related capabilities that are important for effective learning and work in a digital environment, such as attention management, data analytics, social skills, and collaboration. The framework is intended to guide the development of these capabilities in a way that supports people's ability to adapt in a fast-changing digital world.
Digital literacy refers to an individual's ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves skills such as using and understanding information across various digital formats and media, as well as performing tasks effectively in digital environments. Digital literacy is an important component of digital citizenship and is indispensable for education and many jobs that require interacting with technology. As technology continues to evolve, basic literacy must expand to include digital skills to prepare individuals for living, learning, and working in today's digital world.
Different definitions of digital resources & models/ theories in Education re...Tutors India
The digital era has influenced education and students of the present generation with technology and instructional methods for digital learning. Therefore, the responsibility to instil skills for building digital competence in students lies on the teachers. The paper “Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review”, published in Education and Information Technologies, 2022, identifies several different definitions of digital resources as an aspect of a teacher‘s professional digital competence.
To More: @https://www.tutorsindia.com/blog/different-definitions-of-digital-resources-models-theories-in-education-research-identified-in-2023/
Contact Address
UK
10 Park Place,
Manchester M4 4EY
+44-1143520021
INDIA
10, Kutty Street,
Nungambakkam,
Chennai – 600034
+91-4448137070
info@tutorsindia.com
SOCIAL MEDIA LINKS
► Website: https://www.tutorsindia.com/
► Facebook: https://www.facebook.com/TutorsIndiaGlobalAcademia/
► Instagram: https://www.instagram.com/tutors_india/
► Twitter: https://twitter.com/tutorsindia/
► Linkedin: https://www.linkedin.com/company/tutors-india/
► YouTube: https://www.youtube.com/@tutorsindia9273
► Pinterest: https://in.pinterest.com/TutorsIndia/
NMC Strategic Brief - Digital Literacy in Higher EducationCourtney Miller
Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief explores the landscape
of digital literacy as it relates to advancing more authentic learning in campus settings. Supported by
Adobe, the aim of this independent research is to illuminate current frameworks, exemplars, and
challenges that are impacting the evolution of this pressing topic. The brief is intended to contribute
to the body of knowledge used by the higher education community to inform strategic planning
around digital literacy initiatives.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
Digital literacy refers to the ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves understanding information across various formats from different online sources. Digital literacy skills have become increasingly important as people now communicate primarily through digital means like email and social media. Digital literacy is a key component of digital citizenship and is essential for both education and careers in the modern world that rely heavily on computers and digital devices.
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
This document discusses integrating internet tools and online content into instruction and learning. It covers topics like 21st century skills, digital literacy, instructional design, and using various digital tools and online resources to support teaching and learning. The goal is to introduce concepts for planning and implementing how information and communication technologies can be integrated into instruction and content to facilitate self-directed learning.
Effectiveness of Information Communication Technologies for Education SystemIOSR Journals
This document discusses the effectiveness of using information and communication technologies (ICT) for education. It begins by outlining how ICT has transformed business, governance, and education over the past 20 years. While ICT is beginning to have a presence in education, its impact has been lacking. The document then discusses how ICT, including e-learning and Web 2.0 tools, can enhance student-centered learning and collaboration. It proposes developing an end-to-end e-learning infrastructure by integrating technologies like the semantic web, grid computing, collaboration tools, and knowledge management. Overall, the document argues that ICT has great potential to improve access to education and support goals like achieving universal primary education.
Effectiveness of Information Communication Technologies for Education SystemIOSR Journals
This document discusses the effectiveness of using information and communication technologies (ICT) for education systems. It begins by outlining how ICT has changed business, governance, and education over the past 20 years. However, its impact on education has been lacking. The document then reviews the objectives and roles of ICT implementation in higher education, and how ICT can help achieve the Millennium Development Goals. It discusses perceptions of e-learning and proposes a semantic grid-based e-learning infrastructure that integrates technologies like the semantic web, grid computing, and knowledge management. Finally, it reviews examples of best practices in semantic grid e-learning systems.
This document discusses the effectiveness of using information and communication technologies (ICT) for education systems. It begins by outlining how ICT has changed business, governance, and education over the past 20 years. However, its impact on education has been lacking. The document then reviews how ICT moves education towards more student-centered learning models and discusses how technologies like Web 2.0 enable collaboration and knowledge sharing. It proposes a semantic grid-based e-learning infrastructure that integrates technologies like the semantic web, grid computing, collaboration tools, and knowledge management. Finally, it reviews examples of best practices in using ICT for education.
Developing digital literacy, Highbury CollegeRhona Sharpe
This document discusses supporting the development of digital literacy in students. It defines digital literacy as the functional access, skills, and practices needed to use technology confidently for personal, academic, and professional purposes. The document outlines current research on digital literacy practices, taxonomies of digital competencies, and models of developmental progression. It emphasizes that developing digital literacy requires collaboration between teachers, institutions, and students and should be tailored to individual disciplines.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
This document discusses integrating telecollaborative networks into foreign language higher education. It describes the INTENT project which aims to develop tools and models for online international exchange and partner networks to facilitate collaborative learning in multiple languages. It also describes an eportfolio designed to help students track their development of skills for effective online intercultural communication, divided into domains of online language competences, social competences, technical competences, and cross-cultural competences. These domains are further divided into micro-level knowledge, skills, and attitudes to facilitate assessing competences for online intercultural exchange.
Different definitions of digital resources & models/ theories in Education re...Tutors India
The digital era has influenced education and students of the present generation with technology and instructional methods for digital learning. Therefore, the responsibility to instil skills for building digital competence in students lies on the teachers. The paper “Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review”, published in Education and Information Technologies, 2022, identifies several different definitions of digital resources as an aspect of a teacher‘s professional digital competence.
To More: @https://www.tutorsindia.com/blog/different-definitions-of-digital-resources-models-theories-in-education-research-identified-in-2023/
Contact Address
UK
10 Park Place,
Manchester M4 4EY
+44-1143520021
INDIA
10, Kutty Street,
Nungambakkam,
Chennai – 600034
+91-4448137070
info@tutorsindia.com
SOCIAL MEDIA LINKS
► Website: https://www.tutorsindia.com/
► Facebook: https://www.facebook.com/TutorsIndiaGlobalAcademia/
► Instagram: https://www.instagram.com/tutors_india/
► Twitter: https://twitter.com/tutorsindia/
► Linkedin: https://www.linkedin.com/company/tutors-india/
► YouTube: https://www.youtube.com/@tutorsindia9273
► Pinterest: https://in.pinterest.com/TutorsIndia/
Exploring Digital Transformation: An Overview of Future Trends Mark Brown
This document discusses key trends and lessons for digital transformation in the Irish education sector. It identifies that digital transformation requires coordinated shifts in culture, workforce, and technology to enable new educational models and transform operations. Key lessons are that digital transformation is a journey without a final destination that requires developing a long-term vision beyond just technology adoption. When done right, it can significantly improve learning experiences, but when done wrong just results in a faster traditional system. The document examines trends like openness, interactivity, and diversification that will impact education along with the growth of areas like online learning platforms and virtual/augmented reality technologies.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
ALT Ethical AI summit, HB keynote, Dec 2023Helen Beetham
The document discusses issues around whose ethics and values are embedded in generative AI tools. It notes that while ethics codes exist, users cannot easily verify what values are incorporated. It advocates for a relational approach that considers the dynamic contexts and relationships in which AI is developed and used. The document outlines how generative AI works by training on large datasets and being refined through user prompts, but this process can encode biases and privilege some voices over others. It raises questions about the environmental impact, risks to education and jobs, and how AI may define and value humanity. It argues we need an ecosystem that fosters agency, care, accountability and representation when developing and using generative AI technologies.
This document discusses writing as an academic practice in light of generative AI technologies. It notes that while generative AI could enhance productivity, it may also narrow information access and gather user data. In contrast, purposes of student writing include expressing understanding, connecting to experience, developing voice and identity. The document argues that generative AI models are normative, extractive, unaccountable and lack human qualities like intention. It advocates for accountable assignments focusing on human aspects of writing that AI cannot replicate, like writing from a standpoint or to make a real difference. The document also discusses guidelines around disclosing AI assistance in academic work and encouraging critical use and understanding of generative AI technologies.
Helen Beetham discusses the need for universities to rethink how knowledge and thinking are practiced in their curriculums in a post-pandemic world. She argues that curriculums should value sustainability thinking, decolonization, digital practices like design thinking and coding, and data literacy. Universities also need to foster critical thinking about technology and its impacts. To prepare students for uncertain futures, curriculums should incorporate futures thinking exercises to imagine alternative futures and the knowledge needed to thrive in them.
This document discusses findings from a study on students' digital experiences and how they can inform the future of universities. Some key points:
1. Students focus more on transactional digital tasks like accessing information rather than transformational skills. Their digital skills are often not developed for future careers.
2. Not all students thrive equally in digital spaces, and digital practices don't always transfer from personal to academic settings. Inequalities are amplified.
3. When done well, digital tools can engage students through flexibility, specialized applications, and up-to-date resources. But some students lack skills, connectivity, or are disengaged.
4. Lectures remain important but are changing, with students relying
The document summarizes a presentation on open education and critical digital literacies. It discusses:
1. The need for open education to develop critically resourceful learners who question aspects of their learning and see themselves as critical subjects.
2. How open education requires critical educators who challenge power dynamics and develop critical pedagogies.
3. Various ways learners can develop critical thinking skills through digital technologies, such as through situated practices, developing technical skills, and forming their identity as learners.
Education technology - a feminist space?Helen Beetham
This document discusses whether education technology can be considered a feminist space. It notes that while some see the field as supportive of women, issues around unequal opportunities for women in tech careers and algorithmic bias persist. The document advocates for applying feminist concepts and critical frameworks around power, social justice, and the "male gaze" to research and practice in digital education. It argues that developing students' critical thinking around technology's social impacts and biases could help address these issues.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
The future is now: changes and challenges in the world of workHelen Beetham
The document discusses how digital technologies are changing the world of academic work. It notes that academic work is becoming more fragmented, uncertainly located, reputation-centered, monitored and quantified. It also discusses how work is becoming more entrepreneurial and distributed between human and machine tasks. The document proposes a digital capabilities framework to help university staff develop the skills needed to adapt to these changes in the digital university. It emphasizes the importance of developing digital skills for all staff roles.
Digital identities: resources for uncertain futuresHelen Beetham
The document discusses digital identity and how it relates to students. It notes that digital identity involves a person's digital traces, personal data, and online presence. While eportfolios can support identity checks and reflection, identity work occurs across many digital platforms and systems. The conclusion emphasizes that learners need secure environments to explore emergent identities, and institutions should focus on developing students' long-term digital identity skills through playful identity work, a repertoire of skills rather than perfection, and progressively more open engagement online.
La Trobe Uni Innovation Showcase keynoteHelen Beetham
This document discusses how digital technologies have changed education and innovation in the field. It notes that technology alone does not drive change, but how it is incorporated into social and educational practices can change values, goals, methods and tools. New knowledge areas and ways of knowing have emerged from digital technologies, including new data analysis methods, modes of representation, and theories of learning. Digital technologies also define new contexts for learning as universities and students increasingly use digital systems and practices. The future is uncertain but emphasizes students developing capabilities to thrive in rapid change, including through innovative teaching approaches that develop digital literacy. Barriers to innovation include organizational culture and infrastructure, but can be addressed through strategic planning and leadership support.
This document discusses the relationship between physical and virtual academic spaces. It makes three key points:
1. Academic campuses have become highly virtualized, with student status and learning achieved through digital systems and online interactions. However, virtual spaces cannot replace the value of in-person interactions.
2. Virtual spaces are designed environments that shape the meanings and uses that are possible within them. They also leave some students feeling exposed or vulnerable.
3. While the body seems excluded from virtual spaces, bodies are still present through digital traces, avatars, and the real-world labor that powers virtual systems. Virtual spaces both enable and challenge expressions of identity.
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Flipped learning is an arrangement where students complete independent study tasks before a taught session. This allows class time to be used for discussion, problem-solving, and other active learning activities led by the teacher. Both the independent and classroom portions can utilize technology like online videos and collaborative tools. Effective flipped class design includes allowing students to learn material before class, assessing understanding at the start of class, teaching responsively based on student needs, making pre-class work essential to in-class activities, and using class time for collaborative work and application of concepts.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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 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
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Introduction
What do we mean by 'digital literacies'? This hand-out presents several ways of thinking about and
raising awareness of digital literacies, for example as learner capabilities, and as different contexts
for action.
1. Definitions
The term 'digital literacy' has come into regular use over the past few years but people in different
roles, and at different institutions, will understand the term differently. If you feel it is important to
arrive at a shared understanding, you could ask people you are working with to consider a well-
established definition such as the one used by the European Commission:
Digital literacy is defined as the confident and critical use of ICT for work, leisure, learning
and communication.
If your aim is achieving change in your institution or curriculum, and to broaden the agenda from
ICT skills only, you may decide to sidestep the issue of definition by using terms that have more
currency or acceptance in your context, such as:
graduate attributes ) ( a digital economy/society
academic practice ) for ( the digital age
higher skills ) ( the 21st century
learning literacies ) ( the information and communication age
etc.
It can also be helpful to situate digital literacy as a term in relation to other agendas. The following
two pages show how digital literacies can be situated, first in relation to the different capabilities of
learners that are typically being developed, and second in relation to the different contexts in which
those capabilities might be expressed.
How would you define digital literacies in your context, in the best way to develop consensus and
create opportunities for positive change?
Discuss this on digital-literacies-pilot@jiscmail.ac.uk | Contact the author on helen.beetham@googlemail.com
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2. 2. Digital literacy as a range of capabilities
This model shows how ICT skills can be relevant to a range of different capabilities – termed
literacies or practices to show that they are complex, developed over time, and situated in
particular contexts of action. The digital literacy pyramid has functional access and basic ICT skills
as the foundation of development (here at the centre of the model), with practices being built on
this foundation. The model shown here can be used to illustrate how digital literacy encompasses
all these different components, and is itself dependent on functional access to digital technologies
and networks.
There are competence frameworks associated with several of these areas of capability: see
http://caledonianacademy.net/spaces/LLiDA/index.php?n=Main.RelevantFrameworks for details.
Discuss this on digital-literacies-pilot@jiscmail.ac.uk | Contact the author on helen.beetham@googlemail.com
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3. 3. Digital literacy as contexts for action
This model shows how a generic digital capability (the previous model compressed into the central
circle of the diagram) can be expressed in a range of different contexts. Applications of digital
capability to learning may seem most relevant to further and higher education, and this should
certainly be a central concern of any digital literacy intervention, i.e. creating effective learners who
can use digital tools to further their goals. On the other hand, the goal of tertiary education is also
to fit people for these other contexts. The model shown here can be used to illustrate how digital
skills, practices and capabilities impact on many areas of learners' lives. Care should be taken,
however, not to assume that skills and capabilities developed in one area can easily be transferred
to another.
Discuss this on digital-literacies-pilot@jiscmail.ac.uk | Contact the author on helen.beetham@googlemail.com
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