From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
Creating Digital Learners Using Web2.0 Technologysharris
The document discusses the importance of exposing children to Web 2.0 technologies like blogs, wikis, podcasts, and YouTube in their education. It notes that today's students are "digital natives" who are comfortable with technologies and need pedagogical strategies that incorporate online learning. Comments from students in a Year 2 class indicate they enjoy sharing their work, reading others' contributions, and accessing games through these technologies.
The document discusses digital literacy, which it defines as going beyond basic computer skills to include confident, critical, and effective use of technology for communication, work, and leisure. It outlines the five categories of digital competencies: information management, communication and collaboration, use of digital media, managing learning, and managing internet use. For each category, it provides examples of skills such as identifying information needs, communicating through different digital tools, and protecting devices and personal information online. The conclusion states that digital literacy provides new opportunities for engaging learning but also requires changes in schools to develop students' independent, confident, and discerning technology use.
The document discusses digital curation and open educational resources (OER) in three key areas:
1) It outlines how OER can promote social justice through affordable and accessible education for all.
2) It explains that digital curation involves collecting, preserving, and providing access to digital information and research data throughout its lifecycle at the individual, institutional, and societal levels.
3) It argues that teaching digital literacy skills, such as critical thinking, collaboration, and cultural understanding, is important for effective use of OER and digital curation.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
Digital literacy is the ability to understand and use information in multiple formats from various sources using computers. It requires critical thinking to solve technological problems. People must be able to recognize when information is needed, locate, evaluate, and effectively use the needed information. Digital literacy skills include defining information needs, accessing information, managing information, evaluating information and sources, integrating information from multiple sources, communicating information, and creating new information representations.
From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
Creating Digital Learners Using Web2.0 Technologysharris
The document discusses the importance of exposing children to Web 2.0 technologies like blogs, wikis, podcasts, and YouTube in their education. It notes that today's students are "digital natives" who are comfortable with technologies and need pedagogical strategies that incorporate online learning. Comments from students in a Year 2 class indicate they enjoy sharing their work, reading others' contributions, and accessing games through these technologies.
The document discusses digital literacy, which it defines as going beyond basic computer skills to include confident, critical, and effective use of technology for communication, work, and leisure. It outlines the five categories of digital competencies: information management, communication and collaboration, use of digital media, managing learning, and managing internet use. For each category, it provides examples of skills such as identifying information needs, communicating through different digital tools, and protecting devices and personal information online. The conclusion states that digital literacy provides new opportunities for engaging learning but also requires changes in schools to develop students' independent, confident, and discerning technology use.
The document discusses digital curation and open educational resources (OER) in three key areas:
1) It outlines how OER can promote social justice through affordable and accessible education for all.
2) It explains that digital curation involves collecting, preserving, and providing access to digital information and research data throughout its lifecycle at the individual, institutional, and societal levels.
3) It argues that teaching digital literacy skills, such as critical thinking, collaboration, and cultural understanding, is important for effective use of OER and digital curation.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
Digital literacy is the ability to understand and use information in multiple formats from various sources using computers. It requires critical thinking to solve technological problems. People must be able to recognize when information is needed, locate, evaluate, and effectively use the needed information. Digital literacy skills include defining information needs, accessing information, managing information, evaluating information and sources, integrating information from multiple sources, communicating information, and creating new information representations.
This document discusses the importance of digital literacy and 21st century skills in education. It argues that digital literacy is important for increasing student achievement and engagement, preparing students for college and careers, and promoting inclusiveness through assistive technology. The document outlines standards for 21st century learning and describes what a 21st century classroom looks like, including characteristics like student-centered learning, collaborative learning, and adaptive technology. It discusses challenges like the debate around "bring your own device" policies and how assistive technology can help more students succeed. Overall, the document makes the case that technology and digital skills are necessary for students to compete in today's world.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
This document discusses the need for Nigeria to develop a digitally literate workforce and citizenry to cope with rapid technological changes. It proposes adopting the Internet and Computing Core Certification (IC3) as a global standard for digital literacy in Nigeria. IC3 helps validate basic computing knowledge and prepares individuals for further ICT certifications. The document outlines challenges around existing skills gaps and mismatches, and proposes solutions like establishing an ICT training and certification roadmap based on IC3 and other globally recognized certifications. This would help raise Nigeria's workforce competence and make them job-ready and competitive in a global digital environment.
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
Digital literacy refers to having basic skills and abilities to use technologies, while digital fluency involves a deeper understanding of technologies and knowing when and why to use different technologies. To develop digital fluency in students, teachers should introduce them to various technologies, teach responsible use, and incorporate technologies into everyday lessons to enhance skills over time as issues change with emerging technologies.
The document discusses information literacy and related concepts. It defines information literacy as the skills needed to find, understand, evaluate, and use information. These include understanding how libraries are organized, using research tools and techniques. The document also discusses related terms like information competence, which integrates additional skills. It notes the emphasis on 21st century skills and how school libraries can help develop these skills in students to prepare them for lifelong learning.
Digital Citizenship PowerPoint-Group Ochoguesta79ffd
The document discusses various aspects of digital literacy. It defines digital literacy and provides examples. It discusses browsers, search engines, and email. It covers evaluating online resources and understanding URLs. It then discusses what students and teachers should know about digital literacy and technology, including basic computer skills, applications, networking, and troubleshooting for students, and ISTE technology standards and professional development for teachers.
The presentation on principal and learning paradigm in learning and teaching. The presentation covers the demographic of generation and complexity of current world. It also illustrate the digital intelligence.
Digital Literacy & ICT in Education discusses the changing landscape of education with the rise of digital technologies. It covers topics like digital literacy, e-learning, key enabling technologies, and open source software for schools. The document emphasizes that effective technology integration requires digital literacy skills for both teachers and students. It also highlights the need for educators to adapt to changing student needs and the move towards more student-centric and collaborative learning models in the digital age.
This document discusses digital literacy and digital citizenship. It provides definitions of digital literacy as possessing both technical and cognitive skills to find, understand, evaluate, create and communicate digital information. It also defines a digitally literate person as someone who can appropriately use technology to retrieve and evaluate information while understanding issues like privacy and information stewardship. The document encourages groups to take quizzes on digital literacy and digital citizenship. It discusses copyright and fair use, and introduces Creative Commons as an alternative licensing solution. Common Sense Media is presented as a resource for teaching digital citizenship.
The document discusses the shift from formal institutional learning environments to personal learning environments (PLEs) that recognize individual-driven lifelong learning. PLEs allow learning to occur across different contexts using various tools and take into account informal learning. They provide access to educational technologies for organizing one's own learning, including workplace and home learning. PLEs also facilitate connecting people and applications to support exploring ideas through trying things and social, concrete learning.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
Digital literacy involves more than just the ability to read and write, and now means the ability to understand information across different media formats. It requires skills in deciphering complex images, sounds, and language. Digitally literate people can move between different media types and present information in a way their audience can easily understand. Central competencies of digital literacy include reading and understanding different formats, creating and sharing digital information, evaluating information, and practicing information and media literacy. These skills are widely needed but unevenly possessed globally. As technology advances rapidly, digital literacy as a field continues to evolve and teachers and students must constantly update their skills to stay engaged.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
Digital literacy for Glyndŵr University 170913Lis Parcell
These are slides for a one-hour session on digital literacy with students on the Foundation Degree in Library and Information Practice at Glyndŵr University, 17 September 2013. The session was delivered remotely by videoconference and the slides were used to introduce the topic and provide the basis for discussion with the students and their tutor.
Digital literacy refers to the ability to use technology effectively, analyze and evaluate digital information critically, and act responsibly online. It includes understanding how, when, why, and with whom to use technology. Digital literacy also involves recognizing that online information may be inaccurate and considering the implications of this.
This document discusses the importance of digital literacy and 21st century skills in education. It argues that digital literacy is important for increasing student achievement and engagement, preparing students for college and careers, and promoting inclusiveness through assistive technology. The document outlines standards for 21st century learning and describes what a 21st century classroom looks like, including characteristics like student-centered learning, collaborative learning, and adaptive technology. It discusses challenges like the debate around "bring your own device" policies and how assistive technology can help more students succeed. Overall, the document makes the case that technology and digital skills are necessary for students to compete in today's world.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
This document discusses the need for Nigeria to develop a digitally literate workforce and citizenry to cope with rapid technological changes. It proposes adopting the Internet and Computing Core Certification (IC3) as a global standard for digital literacy in Nigeria. IC3 helps validate basic computing knowledge and prepares individuals for further ICT certifications. The document outlines challenges around existing skills gaps and mismatches, and proposes solutions like establishing an ICT training and certification roadmap based on IC3 and other globally recognized certifications. This would help raise Nigeria's workforce competence and make them job-ready and competitive in a global digital environment.
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
Digital literacy refers to having basic skills and abilities to use technologies, while digital fluency involves a deeper understanding of technologies and knowing when and why to use different technologies. To develop digital fluency in students, teachers should introduce them to various technologies, teach responsible use, and incorporate technologies into everyday lessons to enhance skills over time as issues change with emerging technologies.
The document discusses information literacy and related concepts. It defines information literacy as the skills needed to find, understand, evaluate, and use information. These include understanding how libraries are organized, using research tools and techniques. The document also discusses related terms like information competence, which integrates additional skills. It notes the emphasis on 21st century skills and how school libraries can help develop these skills in students to prepare them for lifelong learning.
Digital Citizenship PowerPoint-Group Ochoguesta79ffd
The document discusses various aspects of digital literacy. It defines digital literacy and provides examples. It discusses browsers, search engines, and email. It covers evaluating online resources and understanding URLs. It then discusses what students and teachers should know about digital literacy and technology, including basic computer skills, applications, networking, and troubleshooting for students, and ISTE technology standards and professional development for teachers.
The presentation on principal and learning paradigm in learning and teaching. The presentation covers the demographic of generation and complexity of current world. It also illustrate the digital intelligence.
Digital Literacy & ICT in Education discusses the changing landscape of education with the rise of digital technologies. It covers topics like digital literacy, e-learning, key enabling technologies, and open source software for schools. The document emphasizes that effective technology integration requires digital literacy skills for both teachers and students. It also highlights the need for educators to adapt to changing student needs and the move towards more student-centric and collaborative learning models in the digital age.
This document discusses digital literacy and digital citizenship. It provides definitions of digital literacy as possessing both technical and cognitive skills to find, understand, evaluate, create and communicate digital information. It also defines a digitally literate person as someone who can appropriately use technology to retrieve and evaluate information while understanding issues like privacy and information stewardship. The document encourages groups to take quizzes on digital literacy and digital citizenship. It discusses copyright and fair use, and introduces Creative Commons as an alternative licensing solution. Common Sense Media is presented as a resource for teaching digital citizenship.
The document discusses the shift from formal institutional learning environments to personal learning environments (PLEs) that recognize individual-driven lifelong learning. PLEs allow learning to occur across different contexts using various tools and take into account informal learning. They provide access to educational technologies for organizing one's own learning, including workplace and home learning. PLEs also facilitate connecting people and applications to support exploring ideas through trying things and social, concrete learning.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
Digital literacy involves more than just the ability to read and write, and now means the ability to understand information across different media formats. It requires skills in deciphering complex images, sounds, and language. Digitally literate people can move between different media types and present information in a way their audience can easily understand. Central competencies of digital literacy include reading and understanding different formats, creating and sharing digital information, evaluating information, and practicing information and media literacy. These skills are widely needed but unevenly possessed globally. As technology advances rapidly, digital literacy as a field continues to evolve and teachers and students must constantly update their skills to stay engaged.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
Digital literacy for Glyndŵr University 170913Lis Parcell
These are slides for a one-hour session on digital literacy with students on the Foundation Degree in Library and Information Practice at Glyndŵr University, 17 September 2013. The session was delivered remotely by videoconference and the slides were used to introduce the topic and provide the basis for discussion with the students and their tutor.
Digital literacy refers to the ability to use technology effectively, analyze and evaluate digital information critically, and act responsibly online. It includes understanding how, when, why, and with whom to use technology. Digital literacy also involves recognizing that online information may be inaccurate and considering the implications of this.
From Digital Literacy to Digital FluencyDavid Cain
This document discusses the changing nature of literacy and learning in a digital world. It notes that students are now active participants online and get their news from social media rather than traditional outlets. Educators are encouraged to view their role as preparing students for a globally connected world where they can ethically interpret information and communicate ideas digitally. The document suggests moving from a focus on digital literacy alone to the more encompassing concept of digital fluency.
The document discusses digital literacy skills that are important for educators and students under the Common Core standards. It provides an overview of technology standards in the Common Core and recommended student technology skills. It also lists various online tools, search engines, and websites that can help support ubiquitous learning, data literacy, flipped classrooms, communication, collaboration, and curation and creation.
The document discusses standards and integrating technology in adult education. It begins with introductions and an overview of key standards including the Common Core State Standards, College and Career Readiness Standards, and Common Career Technical Core. It then discusses the Common Career Technical Core in more detail and lists the 12 Career Ready Practices. The document provides examples of how to integrate technology by finding useful tools, enhancing existing lessons, and considering challenges technology could help address. It also discusses models for technology integration and strategies like using the POST method. Throughout there are links to additional online resources.
Introduction to digital literacy for adult education esolNell Eckersley
This document introduces a four-part series on developing digital literacy skills for ESOL students and teachers. The series will explore important technology skills needed for career and education success and ways to integrate practice of these skills into ESOL instruction. Participants will learn tools and methods, develop integration plans, get coaching, and share experiences. The four parts cover introduction to digital literacy, integrating computer-based testing skills, coaching and support, and a final knowledge sharing session.
This document summarizes a presentation about incorporating digital tools and activities to promote digital literacy skills in students. It discusses how today's students are constantly connected multi-taskers and how educators can engage them using social media and mobile apps. It provides examples of apps like QR code scanners and ZeeMaps that can be used for activities. It also discusses the importance of digital literacy skills like creating and sharing content, and how students can demonstrate these skills through projects like TalkTech where they collaborate internationally on multimedia projects about technology topics.
This document summarizes a workshop on digital literacies presented by Fiona Harvey and Lisa Harris. It discusses the changing nature of skills needed for careers and education in the digital age. These include effectively managing online information and identities, creating and sharing content, and networking and collaborating online. The workshop highlighted digital literacy initiatives at the University of Southampton including a student champion program, curriculum innovations, and research on social media use at live events. Plans for future activities focus on developing students' digital skills and recognizing these skills as graduate attributes.
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
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.
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
This document summarizes digital literacy skills for language teachers. It discusses the evolution of learning with digital natives and 21st century skills. It also covers moving from simply using technology to integrating it, including models like TPACK and SAMR. The document then outlines several important digital literacies for teachers, such as hypertext literacy, visual media literacy, search literacy, tagging literacy, online identity literacy, and instructional design literacies like MOOCs, flipped classroom, and micro-lectures. Overall, the document provides an overview of key digital skills and competencies needed for modern language educators.
Digital Literacy Skills in the 21st Century Ira Sagu
This document discusses digital literacy and its elements. It identifies five types of literacies including cyber, media, art and creativity, financial, and multicultural literacy. It then describes elements of digital literacy including visual, technology, computer, information, and media literacy. The document evaluates the author's own digital literacy skills and discusses concepts like digital citizenship, character, and skills needed for digital literacy including coding, collaboration, cloud software, word processing, screencasting, personal archiving, information evaluation, and social media use. It provides examples of how digital skills support digital literacy such as evaluating appropriate communication channels and tools, and critically analyzing information found online.
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
Gardner's Theory of Multiple Intelligences-Edtech Benefits!Adithya Ligory
This document discusses Howard Gardner's theory of multiple intelligences and its application in education technology (edtech). It provides an overview of Gardner's theory, which identifies several distinct types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document then discusses how edtech can be implemented in the classroom in ways that engage different intelligences, such as through augmented reality, gaming, coding, robotics, and AI assistants. It argues that merging multiple intelligences theory with edtech allows students to learn in ways tailored to their strengths and makes learning more interactive, collaborative, and personalized.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
The document discusses personal learning networks (PLNs) and how educators can use them for professional development. It defines PLNs as self-organized networks that allow individuals to manage information and connect with others. The document recommends Twitter as a tool to help construct a PLN and connect with other educators. It provides several resources and websites for educators to learn more about using social media and PLNs for ongoing learning and professional growth.
This document discusses MOOCs and online learning. It begins by describing the origins of cMOOCs in 2008 and their focus on peer-constructed knowledge. It then discusses the hype around MOOCs in 2012 and questions about their business models, assessments, and abilities to recreate the campus experience. The document examines MOOCs through the lenses of disruptive innovation and the Gartner Hype Cycle. It also provides an overview of MOOC platforms and courses. Overall, the summary discusses the history and current state of MOOCs while raising questions about their future impacts and applications.
This document outlines an introductory course on games and simulations. It includes an agenda, introductions of the instructor and students, an overview of expectations and resources for the course. It discusses why games are engaging for learning, differences between simulations and games, and advantages of digital games and simulations for education. It introduces Flash as the tool used in the course and previews upcoming tutorials and assignments.
The document discusses how social learning is a fundamental shift in how people work, leveraging connections but with new tools like social media. It defines social networks and social media, and discusses why social learning is now relevant due to expanding connections, changing workforce demographics, and customized technologies. Examples of building social learning communities include social webcasting, microblogging, wikis, virtual worlds, and games/gamification.
The document discusses learning through games and game genres. It covers key concepts in instructional design like cognitivist and constructivist views, Gagne's instructional events, and Keller's ARCS model. The document also discusses different game genres like action, fighting, driving/flying games. It provides criteria for designing engaging learning experiences through games, like thematic coherence, clear goals, balanced challenges, and direct manipulation. The document recommends sample games for learning in subjects like algebra, vocabulary, biology and more.
This document outlines the agenda for the first class of an online course on technology applications in education. The instructor introduces themselves and discusses course assignments, grading, structure, and communication methods. Students will complete individual and group assignments, as well as reading reflections. The asynchronous online format and use of social media and collaboration tools are explained. Students are asked to form discussion groups to present on emerging technology topics over the coming units.
The document discusses various social media tools that can be used to support learning, including podcasting, wikis, blogs, and learning management systems. It provides information on how to create podcasts using software like Garageband and Audacity. Wikis are described as websites that allow collaboration through editing content. Examples of wikis include Wikipedia and WikiSpaces. Blogs are defined as interactive websites used to publish regular writings, and examples of blog uses for education are given. Finally, learning management systems like Blackboard and Moodle are introduced.
This document discusses social learning and various social media tools that can support it, including podcasting, wikis, blogs, and learning management systems. It covers topics like social learning networks, communities versus other organizational structures, and the stages of community development. Evaluation of social media is discussed using the framework of evaluating the promise, the tool, and the bargain. Examples are provided of different social media tools and their uses for social learning.
This document discusses perspectives on social networks from two analogies - social epidemics and social media. Regarding social epidemics, it outlines Malcolm Gladwell's concepts of tipping points, the law of the few (connectors, mavens, salesmen), stickiness, and the power of context. It then discusses characteristics of online communities and Clay Shirky's perspectives on social media, including how lowering transaction costs enables cooperation, collaboration, and collective action through easily formed groups. Shirky also proposes evaluating social networks based on their promise, the tools used, and the bargain or norms agreed to by users.
This document provides an agenda for a class on social media concepts. It includes definitions of social media, forms of social media like forums and blogs, examples of social media sites, tools for web collaboration, information on copyright and fair use, an exercise for students to evaluate social media sites, and plans for the next class.
This is the last in a set of prepared lectures used for IT 7220, Multimedia Games for Education. The companion text for Flash game reference is ActionScript 3.0 Game Programming University by Gary Rosenzweig. This section deals with game frameworks for quiz and trivia games.
Discussion of Flash text/string operations for creating two games: Hangman and Word Search. References Gary Rosenzweig's book: ActionSccipt 3.0 Game Programming University and companion web site http://flashgameu.com/
This document summarizes the agenda for a class on March 9, 2009 about brain games. It discusses updates to the syllabus, an upcoming midterm exam with both essay and Flash parts, a guest lecturer, polls of the class, and an assignment to create a greeting card game in Flash. It also covers using arrays and objects to track game elements in sample memory and deduction games programmed in Flash. Tips are provided on publishing Flash files and optimizing file size. The class will conclude with lab and group work.
This document outlines the agenda for an IT class on March 2, 2009. The agenda includes an overview of object-oriented programming concepts like classes, inheritance, encapsulation, and polymorphism. It then discusses planning a matching game project using a storyboard and prototyping approach. The document provides details on the basic rules and interactive elements of the matching game, and outlines the workflow for developing the game as a series of Flash files. It also covers importing and editing video in Flash. The agenda concludes with a lab period for students to work in groups.
This document provides an agenda and summary for an IT class on February 17, 2009. The agenda includes updates to the syllabus, a game review paper due, wrapping up the Quinn project with implementation planning, a Flash lab, and a team activity to begin designing their concept. The document also summarizes guidelines for effective use of media like photos, video, graphics and text in educational games. Key points are made about balancing educational goals with engagement, using dynamic media that learners control, and evaluating designs both formatively and summatively.
The document summarizes the agenda and content covered in an IT design course on February 9, 2009. It discusses checking in on the syllabus, reviewing a chapter on the design process from a textbook, and holding a Flash lab. The chapter discusses different design models like the waterfall model and design spiral. It also outlines the typical stages of analysis, specification, implementation, and evaluation in an iterative design process. The lab introduces students to ActionScript 3.0 basics like variables, functions, and controlling movie clips.
This document provides an agenda and summaries for a class on advanced ActionScript concepts. The class will cover updates to the syllabus, building game elements in ActionScript 3.0, working with the Flash components and forms, and working in project teams. It also summarizes chapters from the Rosenzweig book on ActionScript and game programming, including creating visual objects, user input, and other programming concepts.
The document outlines an agenda for a class on design strategies for e-learning. It discusses aligning engagement with education and elements for engaged learning, including theme, goal, challenge, action-domain link, and feedback. It presents four levels of engagement for e-learning design from enhanced instructional design to full game experiences. It provides the DreamBox math tutoring program as an example and outlines using Flash for motion tweening, buttons, and movie clips.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Tim Boileau, PhD
Building Media Literacy
Skills for 21st Century
Educators
July 30-31, 2014 - #inspires2014
2. What do you want to get out of this Workshop?
❖ Who are you?!
❖ What do you do for a living and where?!
❖ What’s your definition of Media Literacy?!
❖ Why did you sign up for this workshop?!
❖ What do you hope to get out of this experience?
4. ❖ Five Digital Literacies!
❖ Locating & Filtering!
❖ Sharing & Collaborating!
❖ Organizing & Curating!
❖ Creating & Generating!
❖ Reusing & Repurposing
Digital literacies represent in whole the essential skills
for managing information and communication in the
rapidly changing and increasingly digital world that is
the 21st century.
Summey, 2013
4
ISBN 978-1-4522-5552-1
Literacy Skills
5. Schedule
❖ Wednesday 8:30-3:30 – Digital Curation Skills!
❖ We will learn ways to collect, organize, manage, and assess digital materials, in
order to create more meaningful learning experiences for yourself and for your
students; by building your Personal Learning Network (PLN).!
❖ Thursday 8:30-3:30 – Digital (Media) Literacy Skills!
❖ We will build a framework of 8 skills to model and teach digital media literacy
skills in the classroom.
5
6. Digital Curation
Set of interdisciplinary activities for collection,
preservation, maintenance, and archiving of
digital information and research data, in order to
add value to the information and data throughout
its lifecycle.
6
Boileau, 2014
7. Accumulation of Knowledge by Mankind:!
❖ 1 - 1500 CE: Doubled in 1500 years (x2)!
❖ 1500 - 1750: Doubled in 250 years (x4)!
❖ 1750 - 1900: Doubled in 150 years (x8)!
❖ Today: The accumulated knowledge of mankind
doubles every 1-2 years (x16, x32, x64, x128,…)
(1000 miles)(3,346 Feet)
11. Digital Curation - Individuals
❖ Everyone is a curator; enabled by social media-based
curation tools!
❖ Despite technology, humans face innate cognitive limitations!
❖ Required skills for digital curation include:
Analysis Networking
Assessement Knowledge Construction
Critical Thinking Conceptualization
Distributed Cognition Trans-Media Navigation
Investigation Collective Intelligence
11
12. Individual Digital Curation - PLN
❖ Painful truth: Knowledge has an expiration date!
❖ Leverage social media to build your personal learning
network (PLN)!
❖ Use your social media account(s) to curate and post
content to own personal learning network #inspires2014!
❖ Get Started! Edublog Teacher Challenge: Create a PLN
12
14. Digital Curation - Institutions
❖ Concept of curation is not new: e.g., institutional
memory, archives, knowledge management!
❖ What is new: stakeholders expect access to knowledge
repositories; to contribute to, and access archived
resources
14
15. Institutional Curation - DCC
Digital Curation Centre (DCC) was established in the UK in 2004, with a
focus on the preservation and curation of data collected from research
conducted on a global basis. The primary aims of the DCC are:!
❖ to promote an understanding of the need for digital curation among
communities of scientists and scholars; !
❖ to provide services to facilitate digital curation; !
❖ to share knowledge of digital curation among the many disciplines
for which it is essential; !
❖ to develop technology in support of digital curation; and, !
❖ to conduct long-term research into all aspects of digital curation.
15
16. DCC Curation Processes
1. Conceptualize: conceive and plan the creation of digital objects, including data capture methods and storage
options.!
2. Create: produce digital objects and assign administrative, descriptive, structural and technical archival metadata.!
3. Appraise and select: evaluate digital objects and select those requiring long-term curation and preservation.
Adhere to documented guidance, policies and legal requirements.!
4. Ingest: transfer digital objects to an archive, trusted digital repository, data centre or similar, again adhering to
documented guidance, policies and legal requirements.!
5. Preservation action: undertake actions to ensure the long-term preservation and retention of the authoritative
nature of digital objects. !
6. Store: keep the data in a secure manner as outlined by relevant standards. !
7. Access and use: ensure that designated users can easily access digital objects on a day-to-day basis. Some digital
objects may be publicly available, whilst others may be password protected. !
8. Transform: create new digital objects from the original, for example, by migration into a different form.!
9. Dispose: rid systems of digital objects not selected for long-term curation and preservation. Documented
guidance, policies and legal requirements may require the secure destruction of these objects.
16
18. Digital Curation - Society
Three Global Trends in Digital Curation (end of 2013):!
❖ The rise of individual access enabled by smartphones
and tablets,!
❖ The end of content scarcity as digital distribution has
become ubiquitous, and!
❖ The shift away from content ownership, facilitated by
always-on networks, to services.
18
19. Digital Literacies & ICT
Digital
Literacies
Information & Communication Technologies
(and related tools)
Locating and
Filtering
Internet search, research, tagging
Wikipedia, Google Search, Google Scholar, Zotero, Diigo
Sharing and
Collaborating
Social bookmarking, online document productivity, wikis, blogs, social networking, AR, MUVEs, identity and
privacy management, Creative Commons
Diigo, Google Drive, Google Sites, Wikispaces, Blogger, Wordpress, Google+, Twitter, Facebook, Edmodo, Ning, !
Second Life, OpenSim, Gravatar
Organizing and
Curating
E-portfolios, social bookmarking, wikis, blogs, microblogging, AR
LiveBinder, Diigo, Wordpress, Twitter, Tweeted Times, Scoop.IT, Paper.li
Creating and
Generating
Wikis, blogs, podcasts, e-portfolios, MUVEs, Creative Commons
Google Sites, Wikispaces, Podbean, YouTube, SchoolTube, TeacherTube, iTunes U, WeVideo, Layar, Second Life, OpenSim
Reusing and
Repurposing
Virtual globes, interactive time lines, mashups, remix, fan fiction
Google Earth, Google Maps, Dipity, Ficly, TimeGlider
Summey, 2013
20. Digital Literacies in Practice
❖ Locating and Filtering!
❖ Organizing and Curating!
❖ Sharing and Collaborating!
❖ Creating and Generating!
❖ Reusing and Repurposing
21.
22. Digital Literacy Skills
Digital literacy skills relate to the use of digital
technology tools in activities that locate, create,
communicate, and evaluate information within a
networked (online) environment, mediated by
digital computing technologies.
22
Boileau, 2014
24. Why Teach Digital Literacy Skills?
❖ Digital technology usage in and out the classroom has
flipped!
❖ Learner motivation tied to perceptions!
❖ Close the digital divide
24
25. Teaching Digital Literacy Skills
❖ Requires a different epistemological framework than
teaching other forms of literacy!
❖ Not the same thing as teaching how to use technology!
❖ What is lacking are the skills to discriminate between
good information and bad information
25
26. Digital Literacy - Best Practices
❖ Digital literacy should be pedagogically led and
integrated soundly into the curriculum;!
❖ Educators should use social software and collaborative
technologies to encourage learners to work together;!
❖ Educators should focus on skills that facilitate lifelong
learning and transferable skills, and !
❖ Learners should use technology tools to create
assessable deliverables.
26
Mallon & Gilstrap, 2014
27. Teaching Digital Literacy (1 of 3)
❖ Functional Skills – hands-on, experiential learning to
develop competency in basic ICT skills.!
❖ Creativity – in reference to how learners think, construct
knowledge objects, and apply methods for sharing and
distribution of knowledge.!
❖ Collaboration – meaningful learning requires dialogue,
discussion, and exchange of ideas with and in relation to
others for socially constructed meaning-making to occur.
27
Hague & Payton, 2010
28. Teaching Digital Literacy (2 of 3)
❖ Communication – digital literacy requires additional higher order
communication skills in a world where much communication is
mediated by digital technology. !
❖ Ability to Find and Select Information – related pedagogy is
inquiry-based learning; these are fundamental skills that are
essential for knowledge development as learners learn how to learn.!
❖ Critical Thinking and Evaluation – critical thinking is at the core of
digital literacy; it includes analysis and transformation of
information to create new knowledge; and requires reflection to
evaluate and consider different interpretations.
28
Hague & Payton, 2010
29. Teaching Digital Literacy (3 of 3)
❖ Cultural and Social Understanding – provides learners
with a language and context for digital literacy to
promote broader understanding and interaction in the
creation of meaning.!
❖ E-safety – in teaching digital literacy, educators have an
obligation to support learners in development of skills,
knowledge, and understanding that will enable them to
make informed decisions in order to protect themselves
on an ongoing basis.
29
Hague & Payton, 2010
31. ❖ Need - derived from need assessment; identify a problem / start with the
end in mind.
❖ Action Step - what must be done in order to meet the need?
❖ Rationale - justify the action.
❖ Deadlines - in order to ensure actions are taken and progress is made.
❖ Materials and resources required - essential for budgeting and resource
allocation.
❖ Stakeholders/people involved and their roles - get them involved up front in
planning.
❖ Likely Challenges - face the facts
❖ Training Required - particularly for professional development leaders/
trainers.
❖ Communication Plans - how will you communicate with faculty and other
stakeholders?
32. Digital Literacy Standards
❖ International Society for Technology in Education (ISTE)!
❖ NETS for Teachers, Students and Administrators!
❖ American Association for School Librarians (AASL)!
❖ Standards for the 21st Century Learner!
❖ Partnership for 21st Century Skills!
❖ Framework for 21st Century Learning
32
33. Creating Digital Fluency
❖ Critical thinking – evaluative techniques!
❖ Net savviness – knowing how the web works!
❖ Diversity of sources – preponderance of the evidence
33
Miller & Bartlett, 2012
34. CRAAP Test
C
Currency: The timeliness of the information • Do you know when the information was
published, posted, or last updated?
• Is the information current for your topic and field of study?
!
R
Relevance: The importance of the information for your needs • Is the information appropriate
for a college-level course?
• Is this an adequately in-depth discussion of the topic?
• Has Canadian perspective or content been provided?
A
Authority: The source of the information • Have the author's credentials or organizational
affiliations been identified?
• Is the author (or authors) qualified to write on the topic?
• Has the piece been published by a well-known and respected publisher or organization?
A
Accuracy: The reliability and correctness of the informational content • Have the author's
sources been clearly cited so that you can easily find (and verify) them?
• Are there spelling, grammar, or other typographical errors?
P
Purpose: The reason the information exists • Do the authors/sponsors make their intentions
or purpose clear?
• Does the point of view appear objective, unbiased and impartial?
• Does the author acknowledge alternative versions of the issues or facts?
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