This document discusses digital literacies and their importance in education. It defines digital literacies as including skills like accessing information, critical thinking, interpreting and creating media, and communicating. It outlines eight essential elements of digital literacies including being cultural, cognitive, constructive, and critical. The document also discusses teaching digital literacies, including using open resources and social media, as well as giving students voice and choice. It provides examples of how these principles were applied in a computer science course through topics like digital identity and sharing work openly online. Finally, it lists several resources for further exploring digital literacies.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Discussion: Digital Identity, Online Presence, and ScholarshipCatherine Cronin
Discussion with students and staff in the College of Medicine, NUI Galway, 4th June 2013. As an advocate of connected learning and open education, I was invited to speak with medical students and staff about issues surrounding digital identity and online presence as students, educators, and professionals. These slides were used simply as a prompt for our discussion -- many thanks to all for a stimulating session!
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Discussion: Digital Identity, Online Presence, and ScholarshipCatherine Cronin
Discussion with students and staff in the College of Medicine, NUI Galway, 4th June 2013. As an advocate of connected learning and open education, I was invited to speak with medical students and staff about issues surrounding digital identity and online presence as students, educators, and professionals. These slides were used simply as a prompt for our discussion -- many thanks to all for a stimulating session!
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Learning in a Changing World: Racing against TimeJudy O'Connell
Are you racing against time to update your capacity to engage with established and emerging technology? This presentation is a discussion starter for the ALIA schools seminar Learning in a Changing World.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Community collections: what are the challenges? PaolaMarchionni
This brief presentation discusses some of the key challenges in setting up community collections/corwdsourcing projects. There are some notes attached to the slides with a bit of background on the projects mentioned on the slides.
Networked Learning & Identity Development in Open Online SpacesCatherine Cronin
Link to full paper: http://networkedlearningconference.org.uk/abstracts/pdf/cronin.pdf
Paper presented at Networked Learning Conference 2014, University of Edinburgh (7th April 2014). The paper is part of a symposium titled "Perspectives on Identity within Networked Learning" with Jane Davis and Joyce Seitzinger.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
Open and online connections community and reality Sheila MacNeill
Slides for webinar (14/3/14. with Catherine Cronin as part of the University of Sussex open education week activities. More information available @http://rustleblog.wordpress.com/open-education-week-2014/
Beyond practices: Values, challenges, and tensions associated with using OEPCatherine Cronin
Presentation at Open Education Global Conference, April 26th, 2018. Summary of PhD research study on the use of open educational practices #OEP by academic staff in higher education.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
6. Visitors and Residents by David S. White, Alison Le Cornu
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3171
Image: CC BY-SA 2.0 Gideon Burton
7. what are digital literacies?
access agency
literacy
skills media
critical thinking
social
learning
interpret create
communicate fluency
8. 8 essential elements of
digital literacies1
1. Cultural 5. Confident
2. Cognitive 6. Creative
3. Constructive 7. Critical
4. Communicative 8. Civic
1 Definition by Doug Belshaw
http://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/
9. 5 categories of digital literacy2
2 Definition by Ismael Peña-López
http://ictlogy.net/bibliography/reports/projects.php?idp=1441
10. digital literacies3
Knowledge of digital tools
Critical thinking
Social engagement
3 Definition by Tabetha Newman, adapted by Josie Fraser
http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
12. 2nd year Professional Skills module
BSc Computer Science & IT
Research, writing and presentation skills
& digital literacies
Images: CC BY-SA 2.0 rolvr; CC BY-SA 2.0 openDemocracy; CC BY-NC-SA 2.0 inju
13.
14. “Students will not
simply pass
through a course
like water
through a sieve,
but instead leave
their own imprint on
the learning
process.”
- Bryn Holmes (2001)
Image: CC B
15. 3 tenets of my teaching
openness • social media • student voice/choice
17. openness • social media • student voice/choice
AIM:
choose openness
where possible & where appropriate
USE open resources
CREATE create to share, CC-licensed
SHARE openly, including my/our own learning
19. openness • social media • student voice/choice
Social Media
enables connection and learning
across the (artificial) boundaries
of time and space
TIME... class time, term time, academic year
SPACE... classrooms, labs, desks, buildings
20. “I don’t think
education is about
centralized instruction
anymore; rather,
it is the process [of]
establishing oneself
as a node in a broad
network of distributed
creativity.”
– Joichi Ito
@joi
Image: CC BY-NC-SA 2.0 yobink
23. “In a digital,
networked, open
world people become
less defined by the
institution to which they
belong and more by
the network and online
identity they establish.
- Martin Weller
31. openness • social media • student voice/choice
Use as many opportunities
as possible for students to
Choose & Create.
TOPICS ASSESSMENT
MEDIA RUBRICS
TOOLS ...
34. Never doubt that a small group of
thoughtful, committed citizens
can change the world.
Indeed it is the only thing
that ever has.
– Margaret Mead
35. Never doubt that a small group of
students
thoughtful, committed citizens
can change the world.
Indeed it is the only thing
that ever has.
– Margaret Mead
36. instructor-led → student-led
individual → collaborative
in class → online, open
1 classroom →
authentic learning
40. A brief history of digital literacy in the UK and the EU
(JISC Digital Literacies programme)
Liveblog by @drbexl:
http://digital-fingerprint.co.uk/2012/05/jisc-digital-literacies-programme-a-history-of-digital-literacy-in-uk-eu-jiscdiglit/
43. Selected JISC resources:
Developing Digital Literacies programme (2012)
Preparing for a Digital Future presentation (2011)
Digital literacies for learners, researchers &
teaching staff, by Helen Beetham, Rhona
Sharpe, Frances Bell, Simranjeet Singh Roud & Col
Hawksworth
SLiDA project report (2010)
Supporting learners in a digital age, by Rhona
Sharpe, Greg Benfield, Shalni Gulati & Judy Hardy
LLiDA project report (2009)
Thriving in the 21st century: Learning literacies for
the digital age, by Helen Beetham, Lou McGill & Prof.
Alison Littlejohn
45. Thank you!
CC BY_NC 2.0 youngdoo
@catherinecronin
catherine.cronin@nuigalway.ie
www.slideshare.net/cicronin
Editor's Notes
Not on curriculum… students not asking for it.
Digital Scholar – Martin WellerGrowing importance of digital/open practices
Imperative to create and share, as well as consume and evaluate.
4 years ago, I didn’t know what digital literacy was...Today, it is integral to my teaching and my practice, and I believe it is essential for all of our students, at all levels of education.
Term coined by Mark Prensky in 2001... Someone who has grown up with digital tech (1980s) & learns differently.Evidence-based critiques:As much variability within as between generationsQuestions of access, agency & critical thinkingRed herring! Students = all ages, many situations & contexts (Lesley)Separate DIGITAL LITERACY from DIGITAL CULTUREYes... Students may have different expectations, but as for learning differently... NoDave White: Digital Visitors / Digital Residents (web = tool/practice)
Focus on remix... and thus on the person. Cultural - navigating digital cultures and contextsCivic – different contexts, beyond HE
Digital presence...With social media, we have the opportunity to have many identities online, as do our students.When we invite students to participate in online spaces – Twitter, Google+, SL... We must address issues of DI (ourselves & our students)
Huge literature review... (social awareness)Social engagement – enable learners to challenge, change & shape their worlds.
Decisions for educators: #1 Whether to include this in our teaching#2 HOW to include this in our teachingI would like to talk about the GOAL of digital literacy education, but I’ll do so in the context of my own teaching & learning.
MY challenge Design authentic learning, from a learner perspective for a 2nd year BSc IT module. OLD: research skills / report writing / class presentationNEW: I added digital literacies... Why? Online publishing, producing digital media (not just text), and social media, social networking, social bookmarking are part of landscape.
CT231
I share my teaching philosophy with my students.One of my greatest satisfactions happened last week, when a student quoted this back to me in a course evaluation:“The above quote from Bryn Holmes comes to mind when I reflect on my final project for this module. Overall I’ve learned many new skills in research, writing and presentation which have all proven beneficial both now in doing assignments as part of this module and no doubt into the future when I’m undertaking my final year project for this course. It has been challenging at times (like public speaking for the first time as part of my presentation assignment) but I have overcome it and have hopefully left my own imprint in this module for other students in the future to see and learn from.”
Not connected/limited by geography, space, time... but connected by our own ideas, passion, commitment via social media.
DI = the persona we present across all digital communities It is often said that we leave our "digital footprint" behind as we share and interact online. Elements of our DI include information that we create ourselves -- as well as information about us which is posted by others.In class, we discussed DI:Protect your digital identityProactively choose/create your digital identity an act of identity construction, “self authoring”
Twitter was clear: either totally public or totally private (DM)Google+ was less clear: either totally public or private to our circle... but private circle posts can be shared. “LEAKY CIRCLES”Twitter was useful for DM’s between students and myself.Twitter was useful for sharing articles, thoughts, quick suggestions.
Constrained at 2nd level!
My compass for these explorations is AUTHENTIC LEARNINGLearn by Doing. In real-world contexts, if possible. facilitate self-directed and independent learning encourage confidence & cultivate skills such as judgement & flexibility (a challenge for most learners!)Authentic learning is often “messy”, as is real-life!
initial resistance from students “unlearning”... secondary assessment = recounting not remixing isolated in the curriculum lack of recognition within department, university fear