Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12Julie Coiro
Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
This slide show was used as part of a two day institute that walked teachers through instructional supports for fostering reading skills focused on critically evaluating relevance, accuracy, reliability, and author perspective during the online inquiry process. It has a companion website at http://www.lite.iwarp.com/CoiroVT2009.html
A Beginning Understanding of the Interplay Between Offline and Online Reading...Julie Coiro
This slideshow reports the methods and findings of a sequential mixed-methods study (my dissertation) that: (a) quantitatively investigated the extent to which new skills and strategies may be required to comprehend information on the Internet and (b) qualitatively explored the nature of online reading among three adolescent readers with different levels of proficiency.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive jeopardy game. The class is quizzed on their knowledge of Reading Journals & Reports, Reading Handbooks, Reading Researchers, and Methods of Research.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive Jeopardy game. Players are quizzed on their knowledge of Reading Handbooks, Reading Journals & Reports, Reading Researchers, and Research Methods.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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.
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.
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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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
3. We define digitalliteracyas having the
skills,strategies,and dispositions to use
the Internet productively to:
• Generate useful questions to solve problems
• Locate information
• Critically evaluate information
• Synthesize information
• Communicate answers/solutions
Leu, Kinzer, Coiro, Castek & Henry (2013). New literacies: A dual-level theory of
the changing nature of literacy, instruction, and assessment. Theoretical Models
and Processes of Reading, Sixth Edition.
4. Others define digital literacy in
different ways
Doug Belshaw
Michael Eisenberg
Delia Neuman
Mia MacMeekin
Chris Lehmann
Civic-minded citizens able to… generate
their own questions; listen in order to
understand; actively co-create their
learning community; critically analyze and
reflect on their practices
Dan Gillmor
5. Personal Digital Inquiry for Digital
Media Literacy (PDI-DML)
Digital media literacy
competencies
(Renee Hobbs)
are advanced through
regular and
intentionally designed
opportunities for
inquiry-based
learning
(Julie Coiro)
6. Often, these varied definitions
reflect our varied roles in teaching
and learning
Technology
Specialists
Librarians and
Library Media
Specialists
Community
Media Makers
Researchers &
College Professors
Classroom
Teachers
7. But…we have much in common (in
addition to special areas of
expertise)!
Classroom
Teachers
Community
Media Makers
Librarians and
Library Media
Specialists
Researchers &
College
Professors
Technology
Specialists
8. Turn and Talk (5 minutes)
• Introduce yourself and identify your role/work context
• What does digital literacy mean to you?
• Identify a similarity and a difference compared to your
partner’s definition.
Is there enough in common to support each other in
designing productive learning experiences?
How might you capitalize on your individual areas of expertise?
9. The Only Tools You Really Need
Passion, Curiosity and Other People --
Building relationships …. Everyone learns from everyone
11. Personal vs. Personalized:
What’s the differencewhenit comesto
movingtowardstudentdirectedlearning?
• “Personalized” is about a top-down designed or
tailored approach to learning; customized for the
student, but still controlled by the teacher (serve up
learning based on a formula of what a child needs)
• “Personal” is something human where the learner
initiates and controls parts or all of the learning
process; often emerges from engagement with
others about one’s personal wonderings and
building relationships in the process.
True personal learning:
It’s all about curiosity & relationships!
12. Where (and how) does
STUDENT-DRIVEN INQUIRY
fit into digital literacy?
• Quick context setting: Engaging Today’s Learners
• What is important to consider when designing
opportunities for personal (student-driven) inquiry?
• What role does the teacher play in the inquiry process?
• How can we choose technologies that can deepen
learning meaningful ways as part of the inquiry process?
• What does Personal Digital Inquiry look like in
classrooms across different grade levels?
• It sits at the core of everything!
13. The Challenge:Connecting Learnersin Ways
That Matter
“We need to move beyond an
industrial model of universal school
toward new era focused on lifelong
learning and individual choice – or we
will lose our learners emotionally &
physically.”
~ Allan Collins & Richard Halverson (2009)
14. Gallup Poll (2012) - 500,000 US students, Gr. 5-12
Center for Education
Policy (2012)
TheChallenge:ConnectingLearnersinWaysThatMatter
15. Gallup Poll (2015) – 929,000 US students, Gr. 5-12
Percentage who strongly agreed with the statement: “The adults at my
school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)…
Many students don’t feel individually known or cared for at school.
THIS is the PERSONAL we need to focus on!
16. The Challenge:Connecting Learnersin Ways
That Matter
Sense of Belonging – Do I fit in? Am I relevant? Do people care about me?
OECD PISA 2015 Students’ Well Being (April 2017)
17. • If we engage learners with rigorous academic content
and expect them to know why, when, and how to apply
knowledge to answer questions & solve problems
(National Research Council, 2012)
• We can “lessen the achievement gap in ways that lead to
positive adult outcomes for more young people”
• High school students engaged in deep, relevant, and
personal (student-driven) learning opportunities:
• Demonstrated higher levels of interpersonal and
intrapersonal skills (American Institutes for Research, 2014)
• Achieved better outcomes in every aspect of life, including
academic, career, civic, and health (Center for Public Education,
2009)
Optimistic Findings
19. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
20. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.Turn and talk
some more…
21. Are we asking the right questions?
Hey, that’s
cool!
1.
How could
I use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
But how? Which
parts and why?
For whom? In
which contexts?
How will your learners
actively engage with
this tool? To what end?
What will your
learners know,
understand,
and be able to do
before/during/after
using this tool?
How does this
connect with the
real world?
22. Afterexploringdigitaltexts & tools, whatifwe
refocusandflipthe sequenceof our planning
questionsfor teachingwith technology?
1 2 3
What will my
students know,
understand, and
be able to do?
How will my students
be actively engaged
and to what end?
Which digital tool(s)
would work best
and in what ways?
1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that tool
is cool!
2. How could I use
that?
3. (maybe) How
might this connect
with what I teach?
RATHER
THAN…
23. A critical piece is classroom
culture…
A classroom culture that values
curiosity and honors student voices
while encouraging choice,
collaboration, problem solving,
risk taking, and reflection.
Buildingacultureofinquiryiskey!
(BEFOREtechnologycanplay aneffectiverole
inteachingandlearning)
24. What do we mean by culture?
Precise
Adapted from Ritchhart, 2015
25. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be actively
engaged
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect
26. Learning is social
and part of a mutually
constructive process
that involves face-to-
face talking, listening,
and consensus building.
Whatmight acultureofinquirylookandfeellikein
a digitalage?(Foursetsofcorevalues/practices)
Generating questions
and lived experiences
with real issues is
personally fulfilling;
Inquiry can happen
on several levels.
Creative learners make
personal connections
and take action to build
awareness and/or foster
change. “I belong and I can
make a difference”
True inquiry involves
critical analysis, reflection
& self-monitoring,
which leads to
more questions.
28. Wonder & Discover
Gr. 1: What
is that ant
going to do
next? Gr. 4: What
makes our
school
great?
Gr. 12: How
can I make a
difference?
29. VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)
34. Social Practices: Request & give information; jointly
acknowledge, evaluate, & build on partner’s contributions
Cognitive Strategies:
Read, question, monitor, repair, infer, connect, clarify, and interpret
Collaborate & Discuss
35. ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Create&
Take Action
36. Learning Task: Gr. 9
Research a
global issue;
Engage in advocacy
on a local level
Blue Pride:
Collected 500
signatures to ban
plastic bags and
use reusable
shopping bags
Next Steps:
Class has ended but
on to legislators…
I belong to this community and
I can make a difference!
Create&
Take Action
37. What’s important to you? (Fostering student agency,
sense of belonging & personal voice)
Create& Take Action
44. In reality – these four core elements are
iterative, dynamic, & interdependent practices
that vary with each situation & context
45. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
WONDER &
DISCOVER
COLLABORATE
& DISCUSS
CREATE &
TAKE ACTION
ANALYZE
& REFLECT
Withinthecultureofthesefoursetsofinquirypractices,
3. Then…make
purposeful
choices about
technology (or no
technology)
46. Knowledge-Based Learning Outcomes
How will studentsuse their knowledge?
Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Learners
passively receive
[digital]
information
given or
modeled by
others
Learners [use
technology
to] connect
new
information
to prior
knowledge
Learners [use
technology
to] share
their new
knowledge
with others
Learners [use
technology
to] reflect on
and evaluate
their inquiry
processes and
products
Learners [use
technology to]
translate their
knowledge
into action for
real-world
purpose
Lower Order
Thinking
Higher Order
Thinking
Purposeful Technology Use
Howcantechnologysupportorenhancelearning?
47. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
point learners
to specific
websites (UN,
CNN) and
these have
additional
links with
resources
Learners locate
online sources &
use Google Docs
to create source
analysis
documents; Use
email,
Hangouts,
Twitter to
contact experts
in fields related
to their topic.
Learners use
Google Slides
Presentations to
pitch initial
findings; present
from websites,
infographics,
Twitter, and
YouTube in
Community
Showcase
Technology
not used in
this capacity
in this project.
Learners use
technology to
communicate
suggested
action steps to
stakeholders
and raise
awareness for
the causes.
Lower Order
Thinking
Higher Order
Thinking
Gr. 9 Global Advocacy Project
48. DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based
learning can move from teachers using technology for giving
information and prompting deeper thinking toward students actively
using technology to make and reflect on new content
49. DesigningOpportunitiesforPersonalDigital
InquirywiththePDIPlanningGuide
Learning Outcomes Student-Centered Inquiry Practices
(modeled > prompted > guided > open)
Curricular: (subject-specific or
multidisciplinary)
Participatory: (join partners, start
conversations, raise awareness, take
action, change minds)
Standards:
Digital Competencies:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
[Digital] Experiences to Deepen Learning & Increase Engagement
Acquire
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
1 2>
3
>
50. To help you visualize core elements of your inquiry project
before you create all of the details…
• What are the key learning and participatory outcomes?
• How do these align with standards and digital media literacy
competencies?
• How will your students actively engage in each of the four sets
of inquiry practices to accomplish these outcomes?
• What level(s) of support will you provide during their inquiry?
(model > structure > guide > open)
• Which digital texts and tools might work best to support
learners and increase their personal engagement?
• What questions remain to guide the next steps of your own
inquiry during the week?
PersonalDigitalInquiry Planning Guide
51. In Summary
• The Personal Digital Inquiry (PDI) Framework for Digital
Media Literacy and Planning Guide can serve as a springboard
to inspire ideas for engaging learners in the full range of
digital inquiry practices while intentionally planning for how
students use technology to acquire, build, express, reflect on, and
act on the knowledge gained during their inquiry.
PDI Framework for DML
PDI Planning Guide
52. Possibilities: Using Inquiry and Technology
to Enhance Wondering, Discussion,
Creation & Reflection in Kindergarten
54. Karen’s Think-Aloud
Grade 1: Garden Inquiry
Jen’s Think-Aloud
MS Library Unit
I DO
WE DO
YOU DO
A successful past
project from your
experience
Digging Deeper…
63. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Access
Knowledge
Build Knowledge Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
shows online
resources &
videos to
build
background;
teachers and
students take
photos in
garden to
use in writing
Students use Pebble
Go for research to
build knowledge &
vocab; Research
about how to stop
insects from eating
garden plants;
students use online
resources and decide
what info. to include
in posters
Student pairs
create poster
on selected
plant topic
using creativity
software
(Pixie)
Collaborative
pairs evaluate
content on
digital posters
(accuracy,
detail, layout,
clarity) and
make changes
as needed
Students
share digital
posters with
buddy
classes (K
and Gr. 5) to
teach others
and answers
questions
about plant
topics
Lower Order
Thinking
Higher Order
Thinking
Gr. 1 Garden Inquiry Project
73. 1
Digging Deeper: PDI Planning Worksheet
1. UNDERSTANDING YOUR IDENTITIES, MUTUAL INTERESTS, AND TYPES OF LEARNERS
3. ONE PERSONAL DIGITAL INQUIRY PLAN (developed over course of this week)
4. TWO DIGITAL PRODUCTS CREATED (teaching artifact & learning artifact)
5. PROJECT ABSTRACT, FINAL SUMMARY, AND PROJECT REFLECTION
6. SHARE YOUR PLAN WITH OTHERS
2. INITIAL PDI PLANNING GUIDE (brainstorming)
76. DesignStudio Process:Planningfor Personal
Digital Inquiry
Intentionally design opportunities
for inquiry-based learning
aligned to high-level
knowledge outcomes
Integrate ways of applying
digital media literacy
competencies for
authentic purposes
Visualize digital inquiry experiences
aligned with learning outcomes with
aim of deepening learning
and increasing learner engagement
(and sense of belonging)
84. OPEN INQUIRY GRADE 9: Global Issue & Advocacy
I belong to this community and I can make a difference!
85. Learning Task:
Research a
global issue;
Engage in advocacy
on a local level
Blue Pride:
Collected 500
signatures to ban
plastic bags and
use reusable
shopping bags
Next Steps:
Class has ended but
on to legislators…
OPEN INQUIRY GRADE 9: Global Issue & Advocacy
I belong to this community and I can make a difference!
Editor's Notes
Information literacy but… specific to using the Internet, constantly changing, digital texts and messy learning environments -
Prior to Mozilla, Doug worked at Jisc infoNet and is a former teacher and Senior Leader in UK schools. Doug holds a BA (Hons) in Philosophy from the University of Sheffield, an MA in Modern History from Durham University, and an Ed.D. (also from Durham). His doctoral thesis is online at http://neverendingthesis.com and his personal website is at http://dougbelshaw.com.
Digital Citizenship http://www.teachthought.com/the-future-of-learning/digital-citizenship-the-future-of-learning/the-definition-of-digital-citzenship/
Take a quick poll to see how many in each area
Collins & Halverson: Rethinking education in the age of technology
Gallup: 500,000 students in grades five through 12 from more than 1,700 public schools in 37 states in 2012
Collins & Halverson: Rethinking education in the age of technology
Collins & Halverson: Rethinking education in the age of technology
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Schon: Reflection in action; Reflection on action - http://mycourse.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113