Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
Talaan ng mga paksang tatalakayin (ayon sa pagkakasunod-sunod) sa isang pormal na pagpupulong. Ang adyenda ay mahalagang bahagi ng pagpaplano at pagpapatakbo ng pulong dahil nililinaw nito ang layunin, detalye ng mga paksang tatalakayin, mga mangunguna sa pagtatalakay at ang haba ng bawat isa.
COURSE SUBJECT: Filipino sa Piling Larangan-Akademik
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
Talaan ng mga paksang tatalakayin (ayon sa pagkakasunod-sunod) sa isang pormal na pagpupulong. Ang adyenda ay mahalagang bahagi ng pagpaplano at pagpapatakbo ng pulong dahil nililinaw nito ang layunin, detalye ng mga paksang tatalakayin, mga mangunguna sa pagtatalakay at ang haba ng bawat isa.
COURSE SUBJECT: Filipino sa Piling Larangan-Akademik
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
The slides which enhance your learning about MOOCS on what is it and all the necessary information that needs to be known. Hope you will enjoy the slides and hopefully you will learn something!
Welcome book biology new syllabus commitmentAnkit mistry
A COMPILED VERSION OF IGCSE BIOLOGY NEW SYLLABUS along with related resources like career options and list of additional resources which can be used for igcse biology
Virtual currency would play a role in disrupting the conventional transaction models and have a potential impact on various sectors. Know more about the trends and the multiple challenges faced by businesses in adopting the virtual currency. Download the Business Research report by Aranca.
Read Navigating the Flood of BYOD to find out what challenges to secure your network architecture. When Total Application and Network Visibility is implemented, BYOD helps employees to stay in touch with their personal lives while keeping their business lives separate, preserving the confidentiality and integrity of each—all on the same device. This adds up to productivity, security and morale.
How to Talk to Kids About Social Issues
How do you talk to kids about what's going on with the environment in both an honest & proactive way? How do we help kids process what's happening out there in the world (Ferguson, homelessness, transgender issues & people, issues with the environment) in a way that doesn't completely scare them into passivity ('it's too big to think about', 'I can't make a difference') but assists them into thoughtful process & action? Starting with self-awareness, attendees will explore how to frame and contain these conversations.
Session presented at a conference of the Academic and Research Libraries Division of the Minnesota Library Association.
What is a MOOC, what is it like to take one, why are they important, and what do they have to do with libraries? This session will provide answers to these questions and give attendees a closer look through the presenter’s experience as a participant in seven different courses in 2012.
Participants will be better prepared to discuss and make use of the opportunities and challenges these new learning communities present to our institutions. Come learn about the different kinds of MOOCs, how they can be used to learn new skills, how they implement and share open educational materials, and other topics to engage your colleagues and campus community in conversations about their future.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Futurelearning! Reflections on teaching in the Futurelearn Play MOOCSheila Webber
A presentation given by Sheila Webber on 19 March 2015 at the University of Sheffield faculty of Social sciences conference, in the ICOSS building, Sheffield, UK. In this talk I took three frameworks for analysing the teaching-learning environment and reflected on the Exploring Play MOOC in which I was an educator and (as a contrast) the core module Information Literacy on a campus based programme.
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
MOOCs and Information Literacy
1. MOOCs and Information Literacy
Sheila Webber Information School, University of Sheffield
Workshop at KISK, Masaryk University, Brno, Czech Republic, November 2014
2. MOOC
•Massive i.e many learners (often, thousands)
•Open i.e. (freely) available to anyone (although many MOOCs only accessible to those who register)
•Online
•Course i.e. some aim and structure to the learning
Sheila Webber, 2014
3. Me & MOOCs
•Futurelearn Play MOOC was first time as Educator https://www.futurelearn.com/courses/play
•Dipped into other MOOCs as learner
•I am in the Futurelearn Academic Network (focused on MOOC research)
•One of my Masters students has done a study of a Futurelearn MOOC (learning analytics and interviews with the educator & designer)
•Two of my students interviewed the MOOC coordinator & the educator for the Dentistry MOOC about information literacy in the MOOC
•Some contact with the Futurelearn librarians group
Sheila Webber, 2014
4. Futurelearn
•https://www.futurelearn.com/
•Started as MOOC partnership for UK universities, now have some partners from other countries
•Developed its own learning platform
•Started offering courses in 2013
•A private company wholly owned by the Open University (UK university set up for distance learning in 1969)
Sheila Webber, 2014
5. MOOC characteristics
•Strong marketing/ showcase element
•Profile of early adopting educators different from some other types of e-learning early adopters? (e.g. higher profile?)
•(Potentially) more diverse learners
•Most learners external to the institution
•Not yet integrated as normal part of educators’ & universities’ teaching
•Different platform from usual VLE
•Learners not necessarily aiming to complete but still want to enjoy experience they have
“We want people to think about Web Science and think about doing a degree in Web Science” Professor Dame Wendy Hall, trailer for University of Southampton’s Futurelearn Web Science MOOC
Sheila Webber, 2014
6. “Valerie Hill* ... says one of the biggest draws for the courses is that she gets to decide what she wants to learn and how much. ‘With the rise in opportunities for user-generated content (Web 2.0) online, individuals are embracing the ‘information should be free’ attitude. Constructivist learning and collaboration are becoming recognized as learning opportunities across the globe’ ” Scardillli, B. (2013) MOOCs: Classes for the Masses. Information today, 30 (8). http://www.infotoday.com/IT/sep13/Scardilli--MOOCs-- Classes-for-the-Masses.shtml *librarian at Texas Woman’s University School of Library and Information Studies See also http://www.slideshare.net/valibrarian/massive-open- online-courses-the-future-of-learning-24073209
Sheila Webber, 2014
8. Continuing factors
•Teachers’ varied approaches to teaching
•Learners’ varied approaches to learning
•Variation between disciplines in teaching, learning, use of information & technology
•Issues specific to non f2f learning
•Variation between university culture, norms and practice
a good deal already known about these issues!
“one item that really hits me [in a research report] is that however different the scaling model is for MOOCs, they are still online courses and have similar success factors” Hill, P. (2013, September 12). SJSU research report confirms MOOCs are online courses. e-literate. http://mfeldstein.com/sjsu-research-report- confirms-moocs-online-courses/
Sheila Webber, 2014
9. The Teaching- Learning Environment Entwistle et al. (2004: 3)
These elements still apply with MOOCs, with potentially great diversity in student characteristics and expectations
Sheila Webber, 2014
10. Types of MOOC
•cMOOC (connectivist/constructivist) vs. xMOOC (transmissive) – too simplistic?
•Beaven et al. (2014) prefer Lane’s typology
–Network-based: “goal is socially constructed knowledge developed through conversation” & exploration
–Task-based: “emphasize skill development through the completion of tasks”
–Content-based: focus on transmitting content, usually automated assessment, don’t have to be participatory
Sheila Webber, 2014
11. Different types require/assume different skills
•Beaven et al. (2014) refer to Participatory Literacy Skills – could break this down into
–Information literate with Web 2.0 and social media tools (my interpretation)
–Understand how to use them to interact with peers to exchange and co-create knowledge
•Different types of MOOC require different levels of participatory literacy skills, motivation and self- determinism
•Similarly Gore (2014: 7) identifies that skills needed for a cMOOC “far outweigh” those needed for an xMOOC
Sheila Webber, 2014
12. “The results reported in this paper illustrate that MOOCs such as OT12, which are primarily task-based (Lane, 2012), assume more self-determination and a higher degree of participatory literacy than those with a content-based focus. They also indicate that participants who are not sufficiently motivated and do not know how to collaborate online as reflected, for example, in knowing how to trigger feedback and support from peers might feel let down by the learning experience” (Beaven at al., 2014: 41)
Sheila Webber, 2014
13. Futurelearn Play MOOC type?
•I would say it is task-based (and the other Futurelearn MOOCs I’ve seen are task-based or content-based)
•I would say that the Futurelearn platform could not be used in a network-based way (on its own) – it does not have the functions
•Before running the MOOC I found this very frustrating
•But possibly it has some positive benefit in making the MOOC more accessible?
•Some thoughts from Mike Sharples, Professor educational technology at the Open University http://www.slideshare.net/sharplem/innovative-pedagogy- at-scale-ectel
Sheila Webber, 2014
15. “the first step towards that end is making the student aware of their available resources. The next step should be to provide the faculty member with links to the "tutorials" and "research guides" sections of their affiliated library's website. .” Wright, F. (2013) What do Librarians Need to Know About MOOCs? D-Lib Magazine 19 (3/4) http://dlib.org/dlib/march13/wright/03wright.html
Hygiene approach to MOOCs
Sheila Webber, 2014
16. “Denlinger* and his team decided to offer a course for the alumni and parents of Wake Forest University [ZSRx was a 4 week MOOC ] so they could interact with library staff and fellow patrons while learning more about the web. ‘Think of this less as a traditional class with deadlines and boundaries and more as a starting point for learning and connecting to a larger community of learners’ ” Scardillli, (2013) MOOCs: Classes for the Masses. Information today, 30 (8). http://www.infotoday.com/IT/sep13/Scardilli--MOOCs--Classes-for-the- Masses.shtml *e-Learning Librarian, Wake Forest University, USA See also http://www.slideshare.net/denlinkd07/zs-rx-copy
Opportunity spotting approach to MOOCs?
Sheila Webber, 2014
17. “they [Office of Parent programs] now see the library as a place where these kinds of courses can take shape .. we have the expertise to make these courses happen, we know how to find resources, we know how to pull people together from across campus and the library has become a kind of platform for online learning” “no-one had expected the library to develop a course like this and I think it helped the people we were trying to reach to reimagine what the library is used for and what we can provide” Interview with Kyle Denlinger Bayne, G. (2013, September 16) CNI 2013 Podcast: Information Literacy MOOCs at Wake Forest University. Coalition for Networked Information. http://www.educause.edu/blogs/gbayne/cni-2013-podcast-information-literacy-moocs-wake- forest-university
Sheila Webber, 2014
18. “Academic librarians can help instructors with MOOC materials, offer embedded services, and serve as a resource when students have research questions; public librarians may help patrons ‘research a topic using resources the library already provides, or trying to find items via interlibrary loan for the customer,’ according to Rayl. Public libraries can also be a place where MOOC participants meet as a group informally or as part of the course.” Scardillli (2013)
Sheila Webber, 2014
19. Other examples
•Contributing to a MOOC “Discover the island of research” by introducing the “Bay of literature”: also proposing roles in archiving, cataloguing and hosting retrieval of the educational materials (Eisengraber-Pabst, Vogt and Deimann, 2014)
•Embedded librarian in the “Dentistry” MOOC at Sheffield University (Andrews and Witham, 2014)
Sheila Webber, 2014
20. Types of literacy/support?
•Information literacy in finding and engaging with in information within the MOOC (course information, embedded information resources etc.)
•Information literacy with resources outside the MOOC; would suggest importance of:
–IL using social media;
–good Google skills;
–good browsing skills;
–ways of selecting, sharing and managing information ethically and effectively
•Information & digital literacies in using applications that enable aspects of the course (e.g. Google hangouts; discussion fora)
•Information & digital literacies in using applications to create/share/apply/present information/media associated with tasks and activities
A MOOC lens on the SCONUL 7 Pillars of Information Literacy?
Sheila Webber, 2014
21. Selective, deeper engagement
•Demonstrating that you can run a MOOC builds confidence that you are worth collaborating with
•Opportunity spotting educators who have a more collaborative, and constructivist or connectivist approach to teaching
•Collaboration vs. cooperation
•Could argue also supports “showcase” element: demonstrating quality of the student experience
•Using and evaluating a range of channels and tools to communicate with learners, educators and librarians
•Decisions about what appropriate for central hub, what for local?
with some development of information literacy, within and outside the MOOC, designed into the course
Sheila Webber, 2014
22. Issues identfied by librarians
•Managing expectations of MOOC learners (who may expect access to academic library services)
•Extent to which and how you support and develop information literacy
•Accessibility issues (different first languages, educational/literacy levels, different timezones, disabilities etc.)
•A support role, consultancy role, or a teaching role?
Sheila Webber, 2014
23. Sheila Webber
s.webber@sheffield.ac.uk
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber
Twitter: @sheilayoshikawa
Title picture by Sheila Webber, taken in Second Life, using one of the statements in the Manifesto for Teaching Online: http://onlineteachingmanifesto.wordpress.com/
24. References
•Andrews, P. and Witham, B. (2014) Attitides and practice of educators and developers of MOOCs (Massively Open Online Courses) to informatoion literacy of MOOC learners. Unpublished essay, University of Sheffield Information School.
•Beaven, T. et al. (2014). MOOCs: striking the right balance between facilitation and self-determination. MERLOTJournal of online learning and teaching, 10 (1), 31-43.
•Eisengraber-Pabst, D., Vogt, S. and Deimann, M. (2014). The academic library: a hidden stakeholder: in the age of MOOCs. Paper presented at World Library and Information Conference (IFLA) 2014 Lyon. http://library.ifla.org/905/
•Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning environments and student learning in electronic engineering: paper presented at Third Workshop of the European Network on Powerful Learning Environments, in Brugge, September 30 – October 2, 2004. http://www.ed.ac.uk/etl/docs/Brugge2004.pdf
•Gore, H. (2014). Massive Open Online Courses (MOOCs) and their impact on academic library services: exploring the issues and challenges. New review of academic librarianship, 20 (1), 4-28.
Sheila Webber, 2014