Developing a Digital Citizenship ProgramCathy Oxley
Promoting responsible Digital Citizenship within the school environment.
Schools have a duty of care to teach students how to behave in responsible and ethical ways when using the internet. A negative online presence can have a profound impact on a student’s learning, and personal and professional life. This looks at ways of helping students create a positive digital footprint and the process for developing a whole school Digital Citizenship program. Includes examples of a wide range of sources schools can use when implementing such a program.
Presentation for Speakers Ink Seminar, August 2012 and Creating Future Libraries Day October 2012
Keynote presentation to the NZ Adult Literacy Practitioners Association (ALPA) focusing on the potential for ICTs to be used to enable better learning for adult literacy students.
Developing a Digital Citizenship ProgramCathy Oxley
Promoting responsible Digital Citizenship within the school environment.
Schools have a duty of care to teach students how to behave in responsible and ethical ways when using the internet. A negative online presence can have a profound impact on a student’s learning, and personal and professional life. This looks at ways of helping students create a positive digital footprint and the process for developing a whole school Digital Citizenship program. Includes examples of a wide range of sources schools can use when implementing such a program.
Presentation for Speakers Ink Seminar, August 2012 and Creating Future Libraries Day October 2012
Keynote presentation to the NZ Adult Literacy Practitioners Association (ALPA) focusing on the potential for ICTs to be used to enable better learning for adult literacy students.
What will be the shape of our schooling system in 20 years? What are the factors influencing this change, and how should we respond?
Drawing from research and practical illustrations, the keynote will provide a thought provoking challenge for all educators, exploring themes of personalisation and the nature of schooling, to practical issues such as BYOD and wireless connectivity, the keynote will provide a view of what a future-focused school might look like, and outline some of the things that school leaders and classroom teachers should be doing now to contribute to this.
- From my presentation to the Canterbury Primary Principals Association
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
[Related blog post at http://catherinecronin.wordpress.com/2012/05/21/702]
Presentation for ICT in Education Conference, Thurles. 19th May 2012 -- Video links from @TheHeadsOffice (with invitation to 100 Word Challenge) and @lindacq (with invitation to @MadhouseofIdeas)
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Building Community In The Civic Space-revitalizing communities in America.Betsey Merkel
This presentation offers an introduction to building open, neutral spaces for collaborative communities to create new conversations in the Civic Space. The material includes an overview of real examples of community and social media use . Written by Betsey Merkel, Co-Founder and Director, The Institute for Open Economic Networks, Dec 2008.
What will be the shape of our schooling system in 20 years? What are the factors influencing this change, and how should we respond?
Drawing from research and practical illustrations, the keynote will provide a thought provoking challenge for all educators, exploring themes of personalisation and the nature of schooling, to practical issues such as BYOD and wireless connectivity, the keynote will provide a view of what a future-focused school might look like, and outline some of the things that school leaders and classroom teachers should be doing now to contribute to this.
- From my presentation to the Canterbury Primary Principals Association
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
[Related blog post at http://catherinecronin.wordpress.com/2012/05/21/702]
Presentation for ICT in Education Conference, Thurles. 19th May 2012 -- Video links from @TheHeadsOffice (with invitation to 100 Word Challenge) and @lindacq (with invitation to @MadhouseofIdeas)
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Building Community In The Civic Space-revitalizing communities in America.Betsey Merkel
This presentation offers an introduction to building open, neutral spaces for collaborative communities to create new conversations in the Civic Space. The material includes an overview of real examples of community and social media use . Written by Betsey Merkel, Co-Founder and Director, The Institute for Open Economic Networks, Dec 2008.
This presentation was prepared by Ben Cipiti, author of The Energy Construct, and guest of the May 1, 2008 Midtown Brews conversation with Meet The Bloggers and citizens.
Bruce Perens: OS Landmark Case TestimonyBetsey Merkel
From Bruce Perens: Inside Open Source's Historic Victory — Datamation.com http://tinyurl.com/y8urk7o
Bruce Perens, creator of the Open Source Definition, the manifesto of Open Source and the criterion for Open Source software licensing, was an expert witness in the Jacobsen v. Katzer court case. An unusual glimpse into testimony authored by Bruce Perens that is traditionally silenced. A community grateful thank you to Open Source developer and physicist, Bob Jacobsen for his landmark win requesting obfuscation be replaced with attribution in this landmark case. You can read the story about the legal wrangling that produced a historic victory for Open Source at http://tinyurl.com/y8urk7o
Communication & Collaboration in International Digital Humanities Projectsethan.watrall
HASTAC 2011 Roundtable.
ABSTRACT: As the digital humanities increase in popularity, so do their geographic reach. International digital collaborative projects, however, carry unique sets of constraints and characteristics that make them both challenging and rewarding. It is within this context that this panel, composed of scholars from (and affiliated with) Michigan State University's MATRIX: The Center for the Humane Arts, Letters, and Social Sciences Online (matrix.msu.edu), will introduce several international digital projects and highlight the unique challenges inherent to international communication and collaboration. Above all, this panel is intended to be a dynamic and fruitful conversation between attendees and panel members.
Una soluzione GIS cloud based come supporto alle decisioni.
Come TeamDev lavora nel precision farming e primi risulatti della sperimentazione per SIG 2015
SAA 2012 DDIG Forum Slides: CAPACITY-BUILDING FOR ARCHAEOLOGY IN THE 21ST CEN...ethan.watrall
My slides for the SAA 2012 Digital Data Interest Group Forum: CAPACITY-BUILDING FOR
ARCHAEOLOGY IN THE 21ST
CENTURY: How will People Manage the Information
Explosion?
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
4. Introductions
Where did I come
from?
Edinburgh
By Stuart Caie from Edinburgh, Scotland (Flickr) [CC-BY-2.0
(http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons
5. Introductions
Where did I come from?
Via the Yorkshire Dales
http://www.flickr.com/photos/acradenia/2580545327 Ingleborough by
Acradenia, on Flickr CC-BY
6. Introductions
Now living in Hamilton
Kirikiriroa
The Tron
http://www.flickr.com/photos/bluepolaris/4588591079 Waikato Hospital by
blue polaris, on Flickr
18. How do students
think they learn best?
“I prefer practical learning as I like to do things
and get bored when just listening to someone
talking. I do quite well when working in a group as
well as it gives me more ideas and opinions”
“Through repetition. I like to study independently initially
but then to consolidate the learning I like to discuss it and
have feedback on it. I have a low attention span and so
find a lot of reading and quiet time very hard work. I like to
interact with people and so the discussion and debate of
ideas appeals to me greatly”
“I learn best from doing things or thinking
through a problem with other people or by
writing something down, drawing it. I don't
learn much by just reading something”
20. Thanks to Joyce Seitzinger http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/ and Gavin
Henricks http://www.somerandomthoughts.com/blog/2012/03/15/a-moodle-2-version-of-the-moodle-tool-guide/
Use a guide
21. Engage
"If we believe that
learning is
anchored in
engagement,
...then we really
need to design
for engagement.
22. Open
What is Open?
http://www.flickr.com/photos/mag3737/1914076277/
by mag3737, on Flickr CC-BY-NC-SA
25. Open as Sustainable
How many people teach the same thing as
someone else in the room?
In your school or college?
In other places in NZ?
In the world?
We gain by being open, as users and creators
26. Giulia on Open
Material reused, remixed and redistributed thanks to
Giulia Forsythe and an Open license CC-BY-NC-SA
27. Open, Open, Open
Open Access
Open Badges
Open Books
Open Data
Open Education
Open Knowledge ".. significant creative and economic
Open Research benefit for New Zealand"
Open Science
Open Source
Open Textbooks
28. OERu
New models of
access to education
Image cc-by-sa courtesy of Professor Jim Taylor,
DVC University of Southern Queensland
29. Open
Audience
Participation alert!
What can you do to be
Open?
Discuss!
Examples - Use CC licenses, release your lesson plans, publish openly,
persuade someone to be open?
35. <literate></illiterate>
"It is really not possible to speak of illiterate
and literate persons as two distinct
categories" (unesco 1957)
Source http://dougbelshaw.com/blog/2011/11/22/how-to-develop-digital-literacies-in-yourself-and-others-presentation/#.UGEM26T9F60
36. "Digital literacy defines those capabilities
which fit an individual for living, learning
and working in a digital society" JISC
37. Be Different
"As educators, we need to stop doing the things
for our students that we used to have to do
under a system where we didn't have access
and we didn't have some of the technological
affordances that we have today. We need to
restructure education so students do the
things that the Internet allows them to do for
themselves and we as educators start to take
advantage of the different ways of interacting
in a class setting." George Siemens 2009
38. Horizon Report NZ 2011
Digital literacy is a key skill in every discipline
and profession
Most academics are not using new and
compelling technologies for learning & teaching,
nor for their own research
The abundance of resources & relationships
easily accessible via the Internet challenges us
40. Summary
Design learning which requires activity, to
foster deep engagement with the concepts.
Construction is good!
Be Open. The world will love you for it
Approach the digital world with wonder.
Explore and experiment with it
41. End?
Stay social, keep sharing
@easegill
#mootnz13
Image courtesy of ryancr and a CC license
http://www.flickr.com/photos/ryanr/14245503
3
42. So now it's over to you!
cc licensed flickr photo by Hamed Saber:
http://flickr.com/photos/hamed/843786226/
You are going to see a lot of each other over the next couple of days so make some connections now with your neighbours. Talk to 1 or 2 neighbours that you don't know (or know well) and share who you are and where you currently live and a town or country where you used to live.
You will hear a lot about Moodle in the next 2 days and my guess is that Martin Dougiamas will mention Moodle at some point during his keynote! I want to take this opportunity to think about 3 aspects that I believe are important when using Moodle or any digital technology in education. Learning - it's why we are here. We help others learn, we learn ourselves. Open - We work with one of the worlds leading open educational technologies; what is my contribution to Open? And Digital Literacies - how do we operate successfully in environments which are infused with digital technology?
From our earliest beginnings, we learned how to live and survive. We didn't learn this in a classroom, we learnt it where we needed it. We learnt from each other and we also had to put in collaborative effort to create things such as this neolithic village at Skara Brae in the Orkney Isles. It's about 5000 years old and shows a lot of skill in its construction and design. This is one building from a whole village and the people who created these clearly learnt from each other. I'm sutre that they would have tried different configurations out of time, experimented with the placement of elements. Where do you put the fire so it doesn't smoke you out, Where do you put the beds to keep warm, Where do you put the entrance to reduce draughts?
Here's a young man doing an apprenticeship. He learns by doing. But not on his own. He is mentored in his role so in Vysgotskian terms he is scaffolded through zones of proximal development, learning each process to allow him to move onto the next one and finally master his trade.
I read something. I may feel that I understand it straight away but if I'm reading about things that are new to me, there's a good chance that I need to consider that text in a different way. I need to work with it in order to go beyond the surface and to stimulate some deep learning from it. For most people, it is difficult to do that in isolation. Perhaps I need to discuss or debate it with somebody, a teacher or fellow learner. In today's online world, that could be in a discussion forum, a blog, on Twitter
Here's a teacher actively engaged with her students. She's giving audio and visual feedback to students through a tool called Panopto that we have connected to Moodle. Students design an individual project, discuss it, create it, and write a commentary on it. This is submitted in Moodle and then our teacher uses Panopto to give meaningful, and personal, feedback on the artifacts created. For the students involved, they have a teacher who is actively engaged with their learning.
For me, learning means getting your hands dirty. I'm not trying to dismiss text here because text is a massively important medium for sharing ideas, thoughts, instructions. Text is the substrate for activity and our activities should force contemplation and critical reflection of text we use in our teaching. I've always liked the idea that Moodle placed activity and resource at the same level when editing a course page. It's now even better with activity being highlighted first in the Add dialogue!
Why do I think it is so important to design for active learning rather than passive? It's the old Confucian statement about tell me and I’ll forget, show me and I’ll remember, let me do and I’ll understand. This diagram indicates that we only remember a small proportion of what we read but a large part of what we 'do'. When we design our courses, we often invert that pyramid so most of what we put there are things for learners to read and the least part are things for them to do. We must aim to create activity and use resources to inform that activity. Doing it the other way round tends to lead to the electronic filing cabinet scenario with our course pages just becoming big repositories of text and documents.
You will hear about a lot of different approaches to using Moodle over the next 2 days. All of the elements here are important but higher order thinking skills are developed through the terms towards the top of his list. Consider what you want your students to learn and create activities which support it.
If you need some guidance on how you can translate some of Blooms digital taxonomy into Moodle then ask for help! Joyce Seitzinger's Moodle Tool Guide is a good place to start. This is Gavin Henricks version for Moodle 2. There are also the Moodle forums at Moodle.org where you will find a community of people open and willing to share their knowledge.
While it is possible to learn on one's on and in isolation, our role as teachers is crucial. Many times we will act as a catalyst for learning, encouraging, stimulating and creating the situations where learning can occur. If we want engaged learners, then we have to be deliberate and design for it.
At the 2012 Olympic opening ceremony in London, Tim Berners-Lee, the inventor of the World Wide Web made this statement. This Is For Everyone. Really important. We work on the web everyday. It's not a closed place, locked away or only available to an elite. It is open and free. Much of what runs the web is also open, the Apache servers, the code, some of the browsers that you view it on, and of course for us here today, Moodle is Open.
Before the Internet, there were no tools which would easily allow us to share resources with others. That meant the default was to create your own resources. That has continued as the default position for most people because that's all we know. But the Internet has fundamentally changed what we can do including making sharing text, images, data a trivial task. It's so easy now that the Earthquake Commission shares it's files with complete strangers! When people are Open, then I have access to a rich seams of resources. Things that I couldn't have created myself either through a lack of expertise of time. And economically I couldn't afford to pay for them either. All the images in this presentation are licensed with a Creative Commons license including my own. That is the sharing part of open, the Free bit of Open if you like. The Freedom bit of Open takes us much further. Now what I can do is take the resource that Stuart made, or Martin Dougiamis made or Martin Weller made and remix it, adapt and adjust it to my context and the needs of my learners. In a further twist to Open, you can actually share the creation process. By working openly you can generate and create materials through co-construction and collaboration. And what I find is that this makes the products of such collaborations stronger and more valuable. They have been sanity checked, there is knowledge added which existed within the network but wasn't in your head. Crowd sourcing isn't dumbing down to the lowest common denominator and remember, 3's a crowd!
I've put this image together using excerpts from a number of drawings by the fabulous live illustrator Giulia Forsythe. I could do that because she made them open, free to access and with the freedom to rework as I saw fit. Teachers are always sharing - knowledge, experience, feedback; learners are sharing - questions, new interpretations, feedback; the past shares - when it isn't restricted by copyright. Giulia has drawn the virtuous circle of Reuse, Revise, Remix, Redistribute. In "The unreasonable effectiveness of open data" John Wilbanks states that "The opposite of open isn't closed, the opposite is broken" http://webcache.googleusercontent.com/search?q=cache:6o4_LHyXmq4J:digitool.library.colostate.edu/webclient/DeliveryManager%3Fpid%3D87734+&cd=2&hl=en&ct=clnk As educators, we have a moral obligation to steward our knowledge and to that end we must make Openness our culture and our practice. And for our coders in the audience, ensure our culture remains free and uncapturable by keeping that code Open!
Open is prepended to many things and this is only just a small selection. We are all using Open Source Software when we use Moodle. An open Badge framework is about to be released for Moodle 2.5. Open Access allows us - and our learners - to view current research outputs. Open Data lets us >work< with the research inputs. In ANZ the government adopted NZGOAL the NZ Govt Open Access & Licensing framework which promotes the use of Creative Commons licenses when releasing government agencies release material because " significant creative and economic benefit for New Zealand"
Bringing quality education to learners challenged by economics or circumstance. Walk out with proper credit on courses designed by universities in NZ, Australia, Canada etc and created completely with OERs.
What style of writing is this? Lolcats! And don't mark me down for my spelling or grammar! I'm using this image because digital literacy is very much an elephant in the room. We have difficulty seeing it in relation to our work but particularly in relation to ourselves!
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3 minutes. A video from our digital literacy awareness week last year.
So some important concepts in the digital literacy field. For those of you working in schools, you will be aware that the Digital Citizenship is the key term being used and digital literacies appear to be subsumed into that. I actually think that model is back to front (or inside-out) but that argument is for another day. Paul Gilster wrote the original text on digital literacy where he argues that the fundamental aspect of digital literacy isn't knowing what key to press but understanding the concepts behind why you might press a key. So digital literacy isn't about gaining an ICDL for instance Digital literacy also means knowing when not to use digital tools. Critical thinking trumps technical competence
Alan Martin reiterates this point when he says that Digital literacy is a condition not a threshold. They are both saying that developing literacy in a digital world is about attitude and approach.
One reason that we can't talk about digital literacy as a threshold is because our literacies exist along a continuum which is 4 dimensional. I might know how to operate and be comfortable in Facebook. I might feel much less able when in Twitter or on a wiki. I might realise that many of my understandings from using Facebook can transfer into my use of Twitter so over time my literacy in sharing information on fundamentally public sites has developed, however my understanding of how to share information in a wiki hasn't. In the latter I may have to develop a higher trust level with other participants to have my edits accepted, I need to understand the protocols for editing and sharing for instance.
As Doug concludes - "Digital Literacies are subjective and need to be developed." 'By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.'
Use the affordances of technology. Don't do the same old, same old with the new, new tech. Do something new, add value
DL is important for all. Only by developing our own DL can we hope to help our students develop theirs in academic contexts.
Technology and fear: is wonder the key? Emilio Mordini TRENDS in Biotechnology Vol.25 No.12 http://www.cssc.eu/public/Technology%20and%20fear.pdf How do we manage our different faces online? Friends, family, work Trust Reputation We're giving people permission to explore, to try things, to make mistakes. If they are willing to try things then they will transfer their learning to other situations. Overall, we are pushing the concept that online and technology are not things to be afraid of. We should approach them as land to be explored.
Image courtesy of ryancr and a CC license http://www.flickr.com/photos/ryanr/142455033