In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
Systematic Review And Environmental Scan On Digital Learning At Minority Serv...Tanya Joosten
EDUCATION SESSION
Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions
Date: Tuesday, November 10th
Time: 6:00 PM to 6:45 PM
Conference Session: Concurrent Session 8
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC))
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME ...Mark Brown
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
The Bridging Nations Foundation will host a one-day conference to address challenges faced by higher education systems on a global level. Discussions will focus on emerging solutions for bridging the gap between higher education curricula and emerging demand within the contemporary job market. Conference topics examine ways innovative changes in the higher education sector will combat disparity, lack of access, and unemployment and contribute to a greater shared global prosperity. The conference will also cover topics including policy and legislation, MOOCs, emerging career trends, innovations in higher learning and education, and the impact of technology over the course of four panel discussions and two keynote presentations.
Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)@cristobalcobo
Keynote “Innovations and initiatives”. Education World Forum 2018.The Department for Education (DfE) and the British Council, London
At the Education World Forum #London #EWF18 #EFF19
@cristobalcobo
@fundacionceibal
Future Flight Fridays: Public Trust in Future FlightKTN
‘Public Acceptance’ can be a challenging theme for Future Flight consortia to approach. Hear from Professor Edmond Awad on the ‘Moral Machine’, Professor Susan Molyneux-Hodgson discussing responsible innovation and technical democracy and Professor Sarah Hartley on moving from public acceptance to knowledge co-production.
This session will focus on:
- What ‘public acceptance’ means, and key challenges consortia face around public trust and acceptance of new technologies in the context of the Future of Flight
- Research areas and approaches to understanding barriers of public trust and acceptance of future of flight challenge proposals
- Potential Tools for public engagement and data collection, drawing a picture on the public perception of ethical implications, trust, and responsibility
- Areas such as the Ethics of Technology; Responsible Innovation; Interdisciplinary collaboration; Public Engagement and Computational Social Science
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Formation of Communities of Practice to Promote Openness in EducationeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
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.
Systematic Review And Environmental Scan On Digital Learning At Minority Serv...Tanya Joosten
EDUCATION SESSION
Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions
Date: Tuesday, November 10th
Time: 6:00 PM to 6:45 PM
Conference Session: Concurrent Session 8
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC))
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME ...Mark Brown
Presentation at 'How Europe Seizes the Opportunities Offered by MOOCs', HOME Project Pre-Conference Workshop, European Distance and e-Learning Network (EDEN) Conference, Barcelona, 9th June.
The Bridging Nations Foundation will host a one-day conference to address challenges faced by higher education systems on a global level. Discussions will focus on emerging solutions for bridging the gap between higher education curricula and emerging demand within the contemporary job market. Conference topics examine ways innovative changes in the higher education sector will combat disparity, lack of access, and unemployment and contribute to a greater shared global prosperity. The conference will also cover topics including policy and legislation, MOOCs, emerging career trends, innovations in higher learning and education, and the impact of technology over the course of four panel discussions and two keynote presentations.
Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)@cristobalcobo
Keynote “Innovations and initiatives”. Education World Forum 2018.The Department for Education (DfE) and the British Council, London
At the Education World Forum #London #EWF18 #EFF19
@cristobalcobo
@fundacionceibal
Future Flight Fridays: Public Trust in Future FlightKTN
‘Public Acceptance’ can be a challenging theme for Future Flight consortia to approach. Hear from Professor Edmond Awad on the ‘Moral Machine’, Professor Susan Molyneux-Hodgson discussing responsible innovation and technical democracy and Professor Sarah Hartley on moving from public acceptance to knowledge co-production.
This session will focus on:
- What ‘public acceptance’ means, and key challenges consortia face around public trust and acceptance of new technologies in the context of the Future of Flight
- Research areas and approaches to understanding barriers of public trust and acceptance of future of flight challenge proposals
- Potential Tools for public engagement and data collection, drawing a picture on the public perception of ethical implications, trust, and responsibility
- Areas such as the Ethics of Technology; Responsible Innovation; Interdisciplinary collaboration; Public Engagement and Computational Social Science
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Invisible publics; higher education and digital exclusionSue Watling
Chapter 6 Invisible publics; higher education and digital exclusion from Towards Teaching in Public Reshaping the Modern University (2012) Edited by Mike Neary, Howard Stevenson, Les Bell.
Formation of Communities of Practice to Promote Openness in EducationeLearning Papers
Authors: J. Vladimir Burgos-Aguilar, Fernando J. Mortera-Gutierrez
This article presents the educational experiences of an inter-institutional project that consisted in forming a Community of Practice (CoP) among Mexican educational institutions, in 2009.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
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.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
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.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
My chapter in John Lea's edited book for Open University Press, Enhancing Teaching and Learning in HE, reproduced with kind permission of the publishers (thank you).
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
Third of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at how we might 'recover' from the impacts of digital technology in education, and in particular what our responsibilities are as educational developers.
Second of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at two kinds of response to the digital revolution, a critical/intellectual response and a felt response.
First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
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.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptx
Oer19 critical open space
1. Trouble with critical:
open education and critical digital literacies -
an open space for exploration
Helen Beetham
OER19, Galway, April 2019
@helenbeetham
digitalthinking.org.uk
2. 1. Opening the space
2. Open questions for you (15 mins)
3. Short contribution from me (5 mins)
4. Further developing themes
blog post: tinyurl.com/oer19digital
padlet: tinyurl.com/oer19critical
gdoc (for later): tinyurl.com/oer19themes
‘Writing is a technology that restructures thought’
Walter Ong, Orality and Literacy (1962)
Our session
3. ‘Multiple, critical techno-literacies’
(Kahn and Kellner 2005)
Critical computer literacy involves learning
how to use computer technologies to do research and
gather information,to perceive computer culture as a contested
terrain… as well as to interrogate the political economy,cultural bias and
environmental effects of computer-related technologies.
Critical media literacy not only teaches students to learn from media,to
resist media manipulation and to use media materials in constructive
ways,it is also concerned with developing skills that will help
create good citizens and make them more motivated and
competent participants in social life.
4. A. Open education demands ‘critically’ resourceful
learners
1. Does not foreclose questions of pathway, interface, time and
timing: How best shall I learn this?
2. May not foreclose questions of platform, tool, content, mode of
engagement, activity/production, outcome, community…
What should I learn? What does (this) learning mean to me? Who
am I as a learner?
3. Learners must be critical users/navigators of their own learning
4. They may need to be critical subjects in the domain of
knowledge/learning
5. B. Open education entails critical educators and
pedagogies
1. A pedagogical practice that develops critical subjects must
challenge power / privilege in the pedagogic relationship
2. As a matter of historical and political contingency:
‣ Digital open education movement met an intensification of
neoliberalism and marketisation
‣ Conflict within open ed between creating new market models and
developing a new, public, democratic knowledge commons
‣ Market models have largely won out and/or open education has lost
out in real, existing universities
‣ Open education is the ideal of the university as knowledge commons,
in critical revolt against really existing universities…?
7. Open questions
1. How do we know that learners are developing as critical subjects?
‣ What examples are there? How do we avoid ‘critical’ being
simply a badge of ‘the kind of learning we approve of’?
2. Do digital technologies and networks provide new opportunities
for learners to develop critical tools and stances?
‣ Materially what are they?
‣ Historically, contingently, what are they?
3. Are there new risks to criticality?
‣ What are they, specifically and without moral panic?
8. Open questions
1. How do we know that learners are developing as critical subjects?
‣ What examples are there? How do we avoid ‘critical’ being
simply a badge of ‘the kind of learning we approve of’?
2. Do digital technologies and networks provide new opportunities
for learners to develop critical tools and stances?
‣ Materially what are they?
‣ Historically, contingently, what are they?
3. Are there new risks to criticality?
‣ What are they, specifically and without moral panic?
9. Open questions
1. How do we know that learners are developing as critical subjects?
‣ What examples are there? How do we avoid ‘critical’ being
simply a badge of ‘the kind of learning we approve of’?
2. Do digital technologies and networks provide new opportunities
for learners to develop critical tools and stances?
‣ Materially what are they?
‣ Historically, contingently, what are they?
3. Are there new risks to criticality?
‣ What are they, specifically and without moral panic?
11. Automation and globalisation of cognitive labour
Precarity of employment
Concentration of value in digital platforms
Rising inequality
Hollowing out of the
middle class
Critical/digital: the stakes
12. Critical digital: a global agenda
‣ A human right (EU, UNESCO ‘5 laws’)
‣ An aspect of citizenship and civic participation (Council of Europe, schools
programmes)
‣ A requirement for economic participation (national digital strategies)
‣ An international measure of educational outcomes
(OECD’s PSTRE measure)
‣ A marketplace (MS, lynda.com,
google, Adobe, Mozilla…)
‣ … a plethora of frameworks
Social Europe
The European
Digital Competence
Framework
for Citizens
13. Critical digital: a global measure?
‣ An international measure of educational outcomes
OECD survey of adult skills (PIAAC 2017): % of adults scoring 2 or 3 on the ‘problem
solving in a technology rich environment’ measure (Australia and NZ highlighted)
0%
16%
33%
49%
65%
N
ew
Zealand
Sw
eden
Finland
N
etherlands
N
orw
ay
D
enm
ark
Australia
C
anada
G
erm
any
England
(U
K)
Japan
Flanders
(Belgium
)
C
zech
R
epublic
Austria
U
nited
States
Korea
N
orthern
Ireland
(U
K)
Estonia
Israel
Slovak
R
epublic
Slovenia
Ireland
Poland
Lithuania
C
hile
G
reece
Turkey
older (55-65) young (16-25) all (16-65)
14. Beetham and Sharpe 2009
Digital literacy development
How do learners develop critical resources?
access
situated
practices
functional
skills
identity (self-
actualisation)
15. How do learners develop critical resources?
Extensive, open-ended tasks
Developing repertoire & persona
Intensive, scaffolded tasks
Building component skills
access
situated
practices
functional
skills
identity (self-
actualisation)
16. Varieties of (digital) critique?
Davies and Barnett (2015)
Approaches to critical thinking in HE
And other sources
sound reason
personal resources for
thinking and argument
stance
critical judgements or
(dis)positions
critique drawing on and
contributing to socio-
cultural resources
critical action (being)
solidarity, co-creation
17. Varieties of (digital) critique?
Pangrazio (2016) and other sources
user
(experience, response)
practitioner
(technique, design:
immanent critique)
critic
(disposition, theory:
espoused critique)
citizen (ethics, collective
action, solidarity)
18. Varieties of (digital) critique?
Pangrazio (2016) and other sources
user
(experience, response)
practitioner
(technique, design:
immanent critique)
critic
(disposition, theory:
espoused critique)
citizen (ethics, collective
action, solidarity)
curator
‘critical design’
practitioner
19. Varieties of (digital) critique
How can I produce this
for myself?
How can I situate myself/
realise my purposes?
How do I use it?
What can I do? (legitimate
practice, codified technique)
How am I being
situated/realised?
Whose knowledge?
Who has power?
How could things be
different?
Who can I act with?
20. Modes of (digital) critique
Media studies, information literacy
(Buckingham, Avila & Pandy)
Students as co-creators (UX/CX approaches)
New media studies (Kress),
Coding as critique (Rushkoff, Gauntlet)
CSCW and other forms of connected practice
Critical pedagogy (Freire, bell hooks,
hybrid pedagogy lab)
Critical digital democracy (Area &
Pessoa, Kellner)
Students as (social) producers
(Neary&Hall)
Critical theory (Giroux, Fuchs et al)
Digital sociology (Selwyn, Facer)
students as digital
consumers and users
students as digital
citizens and activists
students as creative
digital practitioners
students as critical
theorists of the digital
23. 1. Opening the space
2. Open questions for you (15 mins)
3. Short contribution from me (5 mins)
4. Further developing themes (please!)
blog post: tinyurl.com/oer19digital
padlet: tinyurl.com/oer19critical
gdoc (for later): tinyurl.com/oer19themes
‘Writing is a technology that restructures thought’
Walter Ong, Orality and Literacy (1962)
Our session
24. Who can we learn from/with?
Three issues form the context of my thinking about Black
feminist pedagogy: the clarification of the source and use of power
within the classroom,the development of a methodology for teaching
writing skills,and the need for instructors to struggle alongside their
students for a better university.
Barbara Omolade (1987,Women’s Studies Quarterly Special
issue on Feminist Pedagogies)
25. Who can we learn from/with?
Optimism is a discipline,not an emotion.
We need to find forms of solidarity in this (open) community that are
more effective than those we have.
When we teach openly, we are doing the work of care - but open educators may
find their work of care being exploited (in an uncaring system).We must not
leave the work of fixing the system to the most vulnerable in it.
Kate Bowles, paraphrased,OER19 (this morning)
26. ‣ ‘Insights’ survey developed over three years,
validated by MVA, funded by Jisc
‣ 2018 ANZ survey had 21,095 responses from 12
universities: 10 in Australia, 2 in New Zealand
‣ 23 core (common) questions under 4 themes
-You and your digital tech
-Digital at your university
-Digital on your course
-Your attitudes to digital
‣ UK survey of 43 universities used as a
comparison group (37k responses)
bit.ly/2I63j8f
How do learners develop critical resources?
27. How do (some) learners develop critical resources?
Mode response on use of personal data: ‘neutral’
Free text comments concerning personal data: around 0.1%
29. More evolved critique: ‘Don’t put everything online’
‣ Loss of human presence
“I find lectures in person much more engaging/easy to follow”
‣ Teaching quality
“More face-to-face classes and less dumping information on the LMS.”; “Don’t let
our lecturers use the phrase ‘blended learning’ as an excuse to leave the room.”
‣ ‘Blended is best’
“You need both digital and face-to-face for the best university experience.”;
‣ Value for money
“We are paying for interactive classes and teachers to talk to.... online classes are
a waste of our money.”
‣ Participation and equity
“some students (such as myself) can’t afford the devices”;“I have witnessed
decreased student participation due to over-reliance on digital tech.”