This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
ARV Crisis Forum: http://arv13crisisforum.wordpress.com/
Using Social Network Sites and Mobile Technology to Scaffold Equity of Access to Cultural Resources
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
ARV Crisis Forum: http://arv13crisisforum.wordpress.com/
Using Social Network Sites and Mobile Technology to Scaffold Equity of Access to Cultural Resources
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
FCWDS (Foreign Construction Workers Directory System) Introductory PresentationKelvin Koh
The Foreign Construction Worker Directory System (FCWDS) is a new technology and solution which empower construction employers to hire existing skilled foreign workers.
The directory system is an online platform containing the list of existing construction workers, mainly the Work Permit Holders whose pass are about to expire. Thereafter, employers who are registered with the system can gain access to search for a pool of available workers who are validated by the Ministry of Manpower (MOM) to meet their project needs.
FCWDS is highly accessible with user friendly search functions enabling employers to search for workers based on their individual needs. Some of the search functions include criteria such as their skill status, years of construction experience, trade skills certificate and many more.
Sign up for a free account at http://www.fcwds.com.sg
SGS Tekniks - Best Electronic Contract Manufacturing Company in IndiaSGS Tekniks
SGS Tekniks offers electronic contract manufacturing services in the Medical, Industrial, Automotive, Defence and Public Safety market segments. Our electronics design and electronic manufacturing services (EMS) core focus is vital in the creation of durable products that require high reliability. These products perform exceptionally well in even the most challenging environments.
SGS Tekniks Builds Success For Electronics Manufacturing Customers Around The Globe.
Visit our website to know more : http://www.sgst.com/
PCB Assemblies : http://www.sgst.com/services-offered/pcb-assemblies/
Box Products : http://www.sgst.com/services-offered/box-products/
Electronic Design Services : http://www.sgst.com/services-offered/electronic-design-services/
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
Presentation on networked literacies for Literacy GAINS Summer Camp, Parry Sound Ontario.
A mashup of several presentations with a new twist around literacy.
Liu Lingzhi LiuEAD IIPaul Hufker September 16th Universa.docxcroysierkathey
Liu
Lingzhi Liu
EAD II
Paul Hufker
September 16th
Universal traits among the world
Throughout the entire human history, people have never stopped debating about the issue of “what universal traits is” . A universal trait is the term to describe that every individual is sharing the same cultural background worldwide. However, for most people around the world their opinions toward “universal trait”are not balanced. According to the author Ethan Watter ’s “ Being Weird: How Culture Shapes the Mind “ , Kwame Appiah’s articles of “ Making Conversation” and “ The Primacy of Practice” , all of these articles are discussing about the universal traits but with a different view of it . Though people may come from different backgrounds, each person has his right to form their own recognition of the world in three ways: education, changing perspective of stereotypes and the conviction of human rights.
Appiah mentioned in his article “ Making Conversation” that under this diverse world, the key to become “cosmopolitan” is “globalized”. However, under the current society, it is hard for people to abandon their own background and fit in the world stage. The way to better solve this problem is through education. Education is the key to unlock the barriers between all odds around the world. “One is the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kind, or even the more formal ties of a shared citizenship. The other is that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance.” One of education's responsibilities is to teach people how to be responsible citizens in any given society. For example , the existence of law is to preventing people from making mistakes.
Since the world has never been this globalized before ,changing perspective of stereotype is necessary for diversified society . “It’s generally agreed that all of us see the world in ways that are sometimes socially and culturally constructed, that pluralism is good, and that ethnocentrism is bad.”[920 ] It is all agreed that currently international interaction play a major role in all society , thus , it is important to recognize people from different backgrounds and places . It was found that where you grew up, and your culture affected how drastically the illusion was seen. Results reported Americans struggling the most to see identical lines. Understanding different cultures and traditions could help you be open-minded in order to become globalized . It had previously been assumed that Western culture was a good basis for human similarities. “the very way we think…makes us distinct from other humans on the planet” (497). The lack of cross cultural research has lead to wide misunderstandings about human kind. Scientists must reevaluate the way they think about the human brain, because i ...
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
Presentation at the European Distance Education and E-Learning Network (EDEN) Conference, Genoa, Italy, 17-20 June 2018. Authors: Paul Prinsloo, Sharon Slade and Mohammad Khalil
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.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Metaliteracy, networks
and agency: an
exploration
By Paul Prinsloo
Critical literacies in higher education
Presentation at the University of the Western Cape (UWC),
Monday 24 November 2014
2. I do not own the copyright of any of the images in this
presentation. I hereby acknowledge the original copyright and
licensing regime of every image and reference I’ve used.
Images used in this presentation have been sourced from
Google labeled for non-commercial reuse, or from Flickr
published under a CC license. Where no ownership or license
could be established, I indicated the hyperlink address.
This work is licensed under a Creative Commons Attribution-
NonCommercial 4.0 International License
3. Overview of the presentation
1.Contextualising literacy: searching for a
center that holds
2.Making sense of the 21st century:
literacy/agency/choice
3.Disclaimer/Acknowledgement
4.Mapping literacies/capabilities
5.Mapping some approaches to agency
6.Being agentic – a proposal
4. The range of individual autonomy is expanding,
increasingly being “burdened with the
functions that were once viewed as the
responsibility of the state” (Bauman, 2011, p.
16). Individuals are increasingly faced to
respond to socially produced problems.
At no other time has the necessity to make
choices been so deeply felt and has choosing
become so poignantly self-conscious, conducted
under conditions of painful yet incurable
uncertainty, of a constant threat of ‘being left
behind’ and of being excluded from the game,
with return barred for failure to live up to the
new demands” (Bauman, 2012, p. 21)
5. Searching for a centre that holds
http://iderelelibrary.weebly.com/the-true-story-of-the-3-little-pigs.html
“…we no longer possess a
home; we are repeatedly
called upon to build and then
rebuild one, like the three
little pigs of the fairy tale, or
we have to carry it along with
us on our backs like snails”
(Melucci in Bauman, 2012, p.
22)
6. Searching for a centre that holds
• Not only have our maps of sense-making from the past been
proven to be fragile, but also proven to be the illegitimate
offspring of unsavory liaisons between ideology, context, and
humanity’s gullibility in believing in promises of unconstrained
scientific progress.
• A “crisis of proposals and a crisis of utopias” (Max-Neef, 1991)
• In a time “when the old is dying and the new cannot be born”
(Gramsci, 1971, p. 110)
How do we make sense of our choices, realise the potential of
the choices we have, live with the reality of the choices we don’t
have and increasing the choices others have in order to live
dignified lives?
7. Making sense of the 21st century
Our understanding of the definition, scope and
function of literacies/capabilities/agency is influenced
by our understanding of the major discourses of the
current (and future) age and our and contextual
sociomaterial positionalities
8. A new dark age?
“A global cocktail of intolerable poverty and
outrageous wealth, starvation, mass terrorism
with nuclear/biological weapons, world war,
deliberate pandemics and religious insanity,
might plunge humanity into a worldwide pattern
of unending hatred and violence – a new Dark
Age” (Martin, 2007, p. 32)
How does such an understanding of the current age
shape our view of the scope, definition and function
of literacy/capability/voice?
9. A new age of scientific enlightenment?
http://commons.wikimedia.org/wiki/File:Rosetta_and_Phil
ae_at_comet_(11206755953).jpg
10. Disclaimer/Acknowledgement
• My thoughts and work are deeply influenced by the work of
Zygmunt Bauman – who has been called the “sociologist of
misery” (Dawson, 2012, p. 555)
• Bauman has been accused of not offering ‘easy’ alternatives
• On the other hand, Bauman brought considering inequality
and suffering back into the picture like no one else
• Bauman’s belief in a utopia “operates less as a view of a
possible world, but rather as a device for critiquing the world:
the utopia remains ‘in the realm of the possible’” (Bauman,
1976, in Dawson, 2012, p. 560)
• Bauman’s belief in agency is the belief in individuals ability to
say ‘no’ (Dawson, 2012)
11. Meta/ discourse literacy
Rampant consumerism and
rapacious capitalism
“From cradle to coffin we are
trained and drilled to treat shops
as pharmacies filled with drugs
to cure or at least mitigate all the
illnesses and afflictions in our
lives…” (Bauman, 2012, p. 89)
• The myth of economic growth
• Downward mobility
Local and global
(dis)connections &
contestations
Finding local answers to
globally produced problems?
(Bauman, 1998; Bauman, 2012;
Castells, 2009)
A networked age
Not everyone is included, but
everyone is affected… “Networks
are created not just to
communicate, but also to gain
position, to outcommunicate”
(Geoff Mulgan in Castells, 2009, p. 26)
Personal privacy and state
security
• Collection and use of personal data
• Crusades, jihads and the clash of
fundamentalisms
• “Ubiquitous mixophobia”
(Bauman, 2012, p. 63) – growth of
interdictory spaces & gated
communities (Bauman, 2012, p. 68)
Meta/ discourse literacy
12. Understanding literacy as agency
http://pixabay.com/en/fist-red- https://flic.kr/p/5VkJfU
communism-fight-161911/ https://flic.kr/p/6D6g18
13. Capabilities
Literacies
Knowledge
Resources
Tools
Capital
A proposal: Being agentic
Choices
Being agentic as an embodied,
entangled, relational, networked,
mediated and mediating context-specific
capability and choice
14. Different literacies/outcomes/attributes
Information literacy
Digital literacy
Media literacy
Five minds of the future
Cyber
literacy
Information
fluency
Multiple intelligences
Metaliteracy
Fluencies for a global
digital citizen
Competencies for media and digital
literacy
15. Making sense of literacy/capability
http://danihee.deviantart.com/art/Dog-with-glasses-307795151
16. A personal understanding: Literacies, agency,
well-being – Amartya Sen (1999) (1)
Functionings:
Things over which
I have command –
literacies, skills,
shaped by choice,
habitus, context,
need
Capabilities:
A selection of
functionalities
in a particular
context, need
Well-being:
Being able to
make choices
(in recognition
that choices
are constrained
by others,
values and
context)
Critical agency:
The freedom to
act but also the
freedom to
question and
reassess
17. Making sense of literacy/capability (2)
Three approaches to the question: What type of education will help
about a better society or a better world? (Walker, 2012) – human capital,
human rights, human capabilities (Robeyns, 2006)
Human capital & the logic of
productivity
• Privileging economic growth
• Educated, skilled workers are more
productive in generating wealth
• The brightest and the best will rise to
the top
• Economic development prioritised
over social inclusion
• Education is not a public good, is
apolitical and is an adjunct to the
market
• Increasing gap between
economic growth and human
well-being
• Increasing inequalities
• Continued exploitation of
nature and populations for
economic growth
18. Making sense of literacy/capability (3)
Human capabilities and a logic of freedom & sustainable human
development
• What do human beings require for a flourishing life?
• Which capabilities will enable us “to choose and to live in ways we
find meaningful, productive and rewarding individually and
collectively to the good of society”? (Walker, 2012, p. 388)
• …well-being is not measured by wealth or functioning, but by
capability – “the capacity of a person to choose to do one thing and
not another… But so long as choice was confined to selection
between options determined by others – so long a person’s capability
set was determined by social arrangements in which one had no say –
then there is no freedom” (Blunden, 2004, par. 22 - referring to the
work of Amartya Sen)
19. Comparison of capital and capabilities
“narratives” (adapted from Walker, 2012, p. 391)
On being human Values in policy
design
Pedagogies Desirable outcomes
Human capital • Individuals =
economic
producers/consum
ers
• Rational
• Human differences
are not
acknowledged
• Economic growth
• Employability
• Competitive, free
markets
• Training focused
• Adaptive and
reproductive
• Banking education
• Individualised
• Fit
• Skills, knowledge
& competencies
• Transferable skills
• Lifelong learning
• Market
meritocracy
Human capabilities • Full human
flourishing,
dignity, well-being
& agency
• Participant
• Human diversity
valued
• Education is a
cultural
experience
• Develop human
capital but
capabilities are
the overarching
value
• Transformative,
dialogic,
participatory
• Inclusive
• Critical
• Voice
• Capabilities
• Rich agency and
voice
• Social justice
• Human rights
20. A personal understanding: Literacies…
Functionings:
Things over which I
have command –
literacies, skills,
shaped by choice,
habitus, context,
need
Capabilities:
A selection of
functionalities in
a particular
context, need
Well-being:
Being able to
make choices (in
recognition that
choices are
constrained by
others, values
and context)
Critical agency:
The freedom to
act but also the
freedom to
question and
reassess
21. Metaliteracy (Mackey & Jacobson, 2011)
Image retrieved from retrieved from http://metaliteracy.cdlprojects.com/what.htm
Understand format
type and delivery
mode
Evaluate user
feedback as active
researcher
Create a context
for user-generated
information
Evaluate dynamic
content critically
Produce original
content in multiple
media formats
Understand
personal privacy,
information ethics
and intellectual
property issues
Share information in
participatory
environments Mackey, T.P., & Jacobson, T.E. (2011). Reframing
information literacy as metaliteracy. College &
Research Libraries, 72(1), 62-78.
22. From the solid to the liquid: New literacies for the cultural
changes of Web 2.0
Web 2.0 is a huge information
warehouse
THE UNIVERSAL LIBRARY
Web 2.0 is a jigsaw puzzle of
fragmented interconnected
pieces
THE HYPERTEXTUAL
CONNECTION
Web 2.0 is a vast souk or
market of digital services and
products
THE GLOBAL MARKET
Web 2.0 is a stage for
multimodal expression
MULTIMEDIA & AUDIOVISUAL
COMMUNICATION
Web 2.0 is a public space or
assembly of human interaction
SOCIAL NETWORKS
Web 2.0 is an artificial
ecosystem for human
experience
VIRTUAL INTERACTIVE
ENVIRONMENTS
WEB 2.0
Area, M., & Pessoa, T. (2012). From the solid to the liquid: New literacies for the cultural changes of Web 2.0. Communicar. Scientific
Journal of Media Communication. DOI: 10.3916/C38-2011-02-01. http://www.revistacomunicar.com/pdf/preprint/38/En-01-PRE-
12378.pdf
23. Liquid metaliteracy (Area & Pessoa, 2012; Mackey &
Jacobson, 2011)
Mackey & Jacobson (2011) Area & Pessoa (2012)
Understand format type and delivery mode Instrumental competence: “technical control over
each technology and its logical use procedures”
Evaluate user feedback as active researcher Cognitive-intellectual competence: “the
acquisition of specific cognitive knowledge and
skills that enable the subject to search for, select,
analyze, interpret and recreate the vast amount of
information to which he (sic) has access [to]…”
Create a context for user-generated information
Evaluate dynamic content critically Socio-communicative competence: “the
development of a set of skills related to the
creation of various text types… and their
dissemination in different languages”
Produce original content in multiple media
formats
Understand personal privacy, information ethics
and intellectual property issues
Axiological competence: “referring to the
awareness that ICT are not aseptic or neutral from
the social viewpoint but exert a significant
influence on the cultural and political
environment of our society…”
Share information in participatory environments
24. Critical consciousness as the foundation for metaliteracy
“The act of learning to read and write start from a very
comprehensive understanding of the act of reading the world,
something which humans do before reading the words” (Freire, 1989,
p. xvii; emphasis added)
“To be illiterate, for Freire, was not only the lack of skills of reading or
writing; it was to feel powerless and dependent in a much more
general way …” (Burbules & Berk, 1999, p. 52)
In order to read the world, I therefore need to be able to map
who/what shapes/shaped my world, the reasons for it, how the
shape influences where I am and the choices I have, what the rules
of my world are and who benefits from those rules (and my
adherence) and how to disrupt and formulate alternative
narratives, for myself and for others.
25. Critical consciousness as the foundation for metaliteracy as
agency
Understand format type and
delivery mode
Evaluate user feedback as
active researcher
Create a context for user-generated
information
Evaluate dynamic content
critically
Produce original content in
multiple media formats
Understand personal
privacy, information ethics
and intellectual property
issues
Share information in
participatory environments
METALITERACYMETALITERACY
26. Different theoretical approaches to
agency/literacy
• Social cognitive theory (Bandura, 2006)
• Human capability approach (Sen, Nussbaum,
Walker)
• Critical & transformative (Freire)
• Actor-network theory (Latour, Fenwick & Edwards)
• Field theory (Bourdieu)
27. Social cognitive theory (Bandura, 2006)
Rejects the duality between human agency and social
structure:
“People do not operate as autonomous agents. Nor is their
behaviour wholly determined by situational influences. Rather,
human functioning is a product of a reciprocal interplay of
intrapersonal, behavioural, and environmental determinants..
This triadic interaction includes the exercise of self-influence as
part of the causal structure” (p. 165).
28. Social cognitive theory (Bandura, 2006)(2)
Three modes of agency namely individual, proxy and
collective. These three modes do not function separately or
independently, but “everyday functioning requires an agentic
blend of these three forms of agency” (p. 165).
Proxy agency as being required when “people do not have
direct control over conditions that affect their lives… They do
so by influencing others who have the resources, knowledge,
and means to act on their behalf to secure the outcomes they
desire” (p. 165; emphasis added).
29. Social cognitive theory (Bandura, 2006)(3)
“Given that individuals are producers as well as products of
their life circumstances, they are partial authors of the past
conditions that developed them, as well as the future courses
their lives take” (p. 165).
Agentic management of fortuity - “People are often
inaugurated into new life trajectories, marriages, and careers
through fortuitous circumstances” (p. 166).
“They can make chance happen by pursuing an active life that
increases the number and type of fortuitous encounters they
will experience” (p. 166).
30. Critique & agency – a sociomaterialist
intervention (Edwards & Fenwick, 2014;
Fenwick & Edwards, 2014)
Networks as sociomaterial assemblages that are “continually
making and unmaking themselves” through and by
entanglement with social and material aspects (Fenwick &
Edwards, 2014, p. 38).
“Knowing is not separate from doing but emerges from the
very matter-ings in which we engage” ( Fenwick & Edwards,
2014, p. 43)
31. Critique & agency – a sociomaterialist
intervention (Edwards & Fenwick, 2014;
Fenwick & Edwards, 2014)(2)
“Perhaps education could focus less on subject-centering and
more on destabilising and decentering the certainties that have
accumulated to authorise particular subjects in particular
historical and regional contexts” (Fenwick & Edwards, 2014, p.
47).
Moving “from a rhetoric of conclusions towards a rhetoric of
contentions” (Fenwick & Edwards, 2014, p. 48; emphasis added)
32. Critique & agency - (Edwards & Fenwick, 2014;
Fenwick & Edwards, 2014)(3)
“Critique, in other words, has all the limits of utopia: it relies on the
certainty of the world beyond this world” (Latour, 2010, in Edwards &
Fenwick, 2014, p. 6)
“The critic is not the one who debunks, but the one who assembles.
The critic is not the one who lifts the rugs from under the feet of the
naïve believers, but the one who offers the participants arenas in
which to gather” (Latour, 2004, in Edwards & Fenwick, 2014, p. 9).
Critical agency therefore entails “keeping open the controversies or
at least slow down the process of resolving controversies about that
of which the world is made” (Edwards & Fenwick, 2014, p. 9)
33. In order to be literate/ a player in the 21st century I
need to understand the field, the game, and my
position, and my skills
Image retrieved from http://www.allstaractivities.com/images/soccer-positions.gif
• Boundaried site
• Players have set/
predetermined
positions
• Rules are
predetermined
• Players have different
skills
• What players can do is
determined by their
position on the field
• The physical condition
of the field impacts play
34. In order to be literate in a networked and (un)flat world
Image retrieved from http://envirolaw.com/wp-content/
uploads/black-student.jpg
CAPITAL:
What type of “capital” I
have or don’t have
• Economic
• Cultural
• Social
• Symbolic
HABITUS: Who and how
my past shaped/shapes
me:
• Genetic makeup
• Gender/ Race
• Socio-economic circumstances
• Parental background
• Geopolitical location
• Educational experiences
• Health
• The choices I made in the
past…
• My dispositions
• Etc.
These are durable and
transposable (Maton, 2012)
I need to know…
THE FIELD:
How does the field in which I
find myself in, shape me?
What/who shapes the field?
Who are the (other) players
in the field:
• Who are they?
• How come they are
shapers?
• What are the rules?
• Who are the referees?
35. Looking at metaliteracy from a field theory (Bourdieu)
perspective
The “field” is not a benign, pastoral space, but rather le champ – a battle field,
where players have set positions, predetermined paces, specific rules which
novice players must learn together with basic skills.
“What players can do, and where they can go during the game, depends on their
field position. The actual physical condition of the field (whether it is wet, dry,
well grassed or full of potholes), also has an effect on what players can do and this
how the game is played” (Thompson, 2012, p. 66).
[(habitus)(capital)] + field = practice/agency
(Maton, 2012, p. 50)
36. A field theory perspective on agency
My dispositions - how
my past and present (and
my understanding
thereof) shaped and still
shape me
The capital that I have
acquired in the process
(or not)
The field – the
context in which I
find myself in. This
is not a neutral
space, but is, itself,
shaped by various
structures, and
agencies of
individuals and
collectives
My practice/agency and my
understanding thereof…
We are not “pre-programmed automatons acting out the
implications of our upbringings” (Maton, 2012, p. 50).
37. Being literate in a networked and (un)flat world it is
important to know…
“…where we are in life in any one moment [is]… the result of numberless events
in the past that shaped our path” (Maton, 2012, p. 51).
Literacy and agency is understanding that the choices we have in any particular
moment and time in a specific context, are shaped by the positions we have in
that particular social field at that moment in time.
Complicating matters is the fact that the context we find ourselves in (at that
particular moment in time), has itself been shaped by and is shaped by other
contexts, individuals in an evolving power play.
38. HABITUS
FIELD
CAPITAL
Image retrieved from
http://metaliteracy.cdlprojects
.com/what.htm
39. Being agentic as an embodied, entangled,
relational, networked, mediated and mediating
context-specific capability and choice
Functionings:
Things over which
I have command –
literacies, skills,
shaped by choice,
habitus, context,
need
Capabilities:
A selection of
functionalities
in a particular
context, need
Well-being:
Being able to
make choices
(in recognition
that choices
are constrained
by others,
values and
context)
Critical agency:
The freedom to
act but also the
freedom to
question and
reassess
40. (In)conclusions
1. Being agentic is an embodied, entangled, relational,
networked, mediated and mediating context-specific
capability and choice
2. We should consider our understanding and definitions of
literacy as being fragile, tentative, and until-further-notice-constructs
3. Literacies should open up spaces for being capable and
being agentic
4. We should keep the controversies open and slow down the
discourses around literacy/structure/agency
5. Pedagogies of hope means embracing the ability to say ‘no’,
to transgress, to voice
41. Paul Prinsloo
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences
TVW 4-69/ 3-15, Club 1, Hazelwood
P O Box 392
Unisa, 0003, Republic of South Africa
+27 (0) 12 429 3683 or +27 (0) 12 433 4600 (office)
+27 (0) 12 429 3551 (fax)
+27 (0) 82 3954 113 (mobile)
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
41
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