Introduction to Personal Digital Inquiry in Grades K-8Julie Coiro
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
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.
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.
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
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
The document discusses skills and characteristics needed for success in today's world, including being self-motivated learners who access information globally and form online networks. It suggests teachers model these behaviors and provide learning opportunities for students to develop skills like collaboration, problem solving, and managing self. Specific strategies are proposed for using technologies like wikis, audio/video conferencing, and web tools to support competencies in communication, relationships, participation, thinking, and discovery learning.
Introduction to Personal Digital Inquiry in Grades K-8Julie Coiro
The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
Personal digital inquiry slides 2016 keynote finalJulie Coiro
The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.
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.
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.
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
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
The document discusses skills and characteristics needed for success in today's world, including being self-motivated learners who access information globally and form online networks. It suggests teachers model these behaviors and provide learning opportunities for students to develop skills like collaboration, problem solving, and managing self. Specific strategies are proposed for using technologies like wikis, audio/video conferencing, and web tools to support competencies in communication, relationships, participation, thinking, and discovery learning.
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.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Jill Castek is a research assistant professor who studies digital and new literacies. Her work focuses on instructional techniques and digital tools that can support reading, writing, and learning. Through her research, she has found that teaching strategies like Internet Reciprocal Teaching are effective for improving students' online reading comprehension. Her current work involves using multimedia like vocabulary videos and hypertext to support vocabulary learning and using apps to foster collaboration, multimodality, and shared productivity.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This document summarizes a presentation given at the 2015 ALA Conference about youth collaborative practices and information use during guided discovery-based game design learning. It discusses the Globaloria program, which uses a constructionist approach to teach digital literacy, computer science, and core subjects through game design. Students develop six contemporary learning abilities like project management and information seeking. Research shows Globaloria improves test scores and engagement. The document examines debates around constructivism and cognitive load, noting Globaloria provides structure. It outlines existing findings on Globaloria's effects and mechanisms of student inquiry.
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
The document discusses integrating the 4Cs - critical thinking, communication, collaboration, and creativity - into teaching. It provides definitions and examples of how to develop each skill in the classroom. Critical thinking involves higher-order reasoning, while communication is articulating ideas through speaking and writing. Collaboration requires working effectively with others, and is related to communication. Creativity involves innovative, original thinking and connecting with others. The document offers various ways to incorporate each of the 4Cs into different grade levels and subjects using technology like multimedia, social networking, and cloud-based collaboration tools.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
Personal Digital Inquiry Summer Institute in Digital Literacy 2019Julie Coiro
This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.
Presentation on information literacy trends and research given at Augustana College, April 4, 2014 for the New Directions in Information Fluency conference.
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
The document summarizes a panel discussion on using technology to differentiate instruction for gifted learners. The panelists discussed:
1) How technology can provide gifted students with access to more advanced content and experts through resources like ebooks, research tools, and communication platforms.
2) Ways technology allows for differentiation in content, process, and product including tools for project-based learning, digital notebooks, and multimedia presentations.
3) Considerations for effective integration including the need for collaborative learning, addressing selective attention in the digital information age, and developing students' technological literacy.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
Making Critical Thinking Real with Digital Content - CUE 2017Julie Evans
Let’s get digital with critical thinking. Using art, science and civics as the context, this workshop examines new digital content for developing and measuring critical thinking skill development. Participants need to bring in their own device.
From Point A to Point B: Gaining Momentum through Transitions & New Types of...Rebecca Kate Miller
This document discusses helping students transition through various stages by connecting the dots between high school, college-level research, and adulthood. It notes challenges students face, including inadequate research skills, difficulty tying together information, and balancing multiple roles for adult students. The role of librarians is also discussed, including focusing on concepts rather than tools, embracing pedagogical expertise, and expanding responsibilities. Examples are provided of instruction programs that develop academic integrity tutorials and use communities of practice to strategically grow programming through reflection and partnerships. Overall, the document advocates connecting students to resources and supporting their development through transitions.
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
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
The document provides guidance for designing structured inquiry tasks for online learning for young children. It discusses important considerations like creating authentic tasks connected to real-world concepts, providing structured steps and guidelines, including multimodal sources to vary texts and engage students. Examples of structured inquiry tasks are presented, like designing an informational overview page with embedded links to build knowledge, or structured searches. The document emphasizes designing authentic response tasks for students to compose digital products. It also discusses building language and social skills through partner work and productive talk during online inquiry.
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.
This document discusses using passion-based learning to motivate students. It defines passion as a strong inclination toward an activity people like and invest time in. The document outlines using interest inventories to help students identify their passions. It then discusses designing learning experiences around those passions to foster engagement and having students create final projects reflecting their passions. Student surveys found passion increased commitment and few prior opportunities to explore passions in school.
Jill Castek is a research assistant professor who studies digital and new literacies. Her work focuses on instructional techniques and digital tools that can support reading, writing, and learning. Through her research, she has found that teaching strategies like Internet Reciprocal Teaching are effective for improving students' online reading comprehension. Her current work involves using multimedia like vocabulary videos and hypertext to support vocabulary learning and using apps to foster collaboration, multimodality, and shared productivity.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This document summarizes a presentation given at the 2015 ALA Conference about youth collaborative practices and information use during guided discovery-based game design learning. It discusses the Globaloria program, which uses a constructionist approach to teach digital literacy, computer science, and core subjects through game design. Students develop six contemporary learning abilities like project management and information seeking. Research shows Globaloria improves test scores and engagement. The document examines debates around constructivism and cognitive load, noting Globaloria provides structure. It outlines existing findings on Globaloria's effects and mechanisms of student inquiry.
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
The document discusses integrating the 4Cs - critical thinking, communication, collaboration, and creativity - into teaching. It provides definitions and examples of how to develop each skill in the classroom. Critical thinking involves higher-order reasoning, while communication is articulating ideas through speaking and writing. Collaboration requires working effectively with others, and is related to communication. Creativity involves innovative, original thinking and connecting with others. The document offers various ways to incorporate each of the 4Cs into different grade levels and subjects using technology like multimedia, social networking, and cloud-based collaboration tools.
Strategies for Teaching 21st Century Skills to Tomorrow's College StudentsCSULibrary
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
Personal Digital Inquiry Summer Institute in Digital Literacy 2019Julie Coiro
This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.
Presentation on information literacy trends and research given at Augustana College, April 4, 2014 for the New Directions in Information Fluency conference.
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
The document summarizes a panel discussion on using technology to differentiate instruction for gifted learners. The panelists discussed:
1) How technology can provide gifted students with access to more advanced content and experts through resources like ebooks, research tools, and communication platforms.
2) Ways technology allows for differentiation in content, process, and product including tools for project-based learning, digital notebooks, and multimedia presentations.
3) Considerations for effective integration including the need for collaborative learning, addressing selective attention in the digital information age, and developing students' technological literacy.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
Making Critical Thinking Real with Digital Content - CUE 2017Julie Evans
Let’s get digital with critical thinking. Using art, science and civics as the context, this workshop examines new digital content for developing and measuring critical thinking skill development. Participants need to bring in their own device.
From Point A to Point B: Gaining Momentum through Transitions & New Types of...Rebecca Kate Miller
This document discusses helping students transition through various stages by connecting the dots between high school, college-level research, and adulthood. It notes challenges students face, including inadequate research skills, difficulty tying together information, and balancing multiple roles for adult students. The role of librarians is also discussed, including focusing on concepts rather than tools, embracing pedagogical expertise, and expanding responsibilities. Examples are provided of instruction programs that develop academic integrity tutorials and use communities of practice to strategically grow programming through reflection and partnerships. Overall, the document advocates connecting students to resources and supporting their development through transitions.
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
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
The document provides guidance for designing structured inquiry tasks for online learning for young children. It discusses important considerations like creating authentic tasks connected to real-world concepts, providing structured steps and guidelines, including multimodal sources to vary texts and engage students. Examples of structured inquiry tasks are presented, like designing an informational overview page with embedded links to build knowledge, or structured searches. The document emphasizes designing authentic response tasks for students to compose digital products. It also discusses building language and social skills through partner work and productive talk during online inquiry.
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis Julie Coiro
This document discusses personal digital inquiry (PDI) as a way to foster curiosity and deep learning. PDI emphasizes developing personal relationships between teachers and students and giving students agency in the learning process. It involves using digital tools and texts for student-led inquiry projects. The document provides examples of PDI projects at different grade levels, from a garden inquiry in 1st grade to advocating for global issues in 12th grade. It also offers tools like a PDI planning guide to help teachers design personalized inquiry experiences for students.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
1. The document discusses using web 2.0 technologies to support teacher action research coaching. It describes action research, critical parts of the process, and how an online learning community can help coaches support teachers' action research.
2. An example is given of an online learning community of 12 coaches that used a blog site to share resources, experiences, and collaborate over 9 months.
3. Additional applications like wikis, social networks, and office suites are suggested to further support online communities for action research coaching.
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.
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.
Technology & Collaborative Learning: Scaffolding for Student SuccessJulia Parra
This presentation provides the research and resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work thereby supporting student success. Specific areas of research include student satisfaction and learning effectiveness.
Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
Attributes of effective learners for a digital ageRhona Sharpe
The document discusses attributes of effective learners for a digital age. It explores research conducted at Oxford Brookes University between 2005-2015 on student experiences using technology. The research uncovered that effective learners are connected, confident, adaptable, and intentional in their approach. They are adept at online communication, open to sharing ideas, able to experiment with new technologies, and aware of managing their own learning. The university aims to prepare graduates who can contribute to a global, networked society by developing these attributes through access to digital resources and teaching that incorporates technology appropriately.
Incorporating social media in the classroom to support self-determined (heuta...Lisa Marie Blaschke
Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.
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
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Reflecting on Challenges and Celebrating Acceptance and Growthhpetrich
This instructional plan outlines a digital media project for an 8th grade American history class. Students will work in groups to create a 5-7 minute video about a person who faced challenges or unfair treatment and the impact of their experience. They will research the individual, explain the challenges they faced and their contributions. Students will storyboard their video, conduct research, and present their final product to the class. The goal is for students to reflect on how to promote tolerance and prevent discrimination.
Understanding Online Reading Comprehension, Collaboration, and Digital Inquir...Julie Coiro
The document provides an overview of Julie Coiro's research on online reading comprehension, collaboration, and digital inquiry. It discusses three key areas: 1) Expanding online reading with critical literacy practices, 2) Capturing dimensions of collaboration and deliberation with multiple-source inquiry tasks, and 3) Defining the construct of collaborative online inquiry and deliberation. The document outlines several studies and projects that Coiro has conducted to better understand and measure online reading comprehension, critical evaluation of online sources, and collaborative problem solving in digital environments.
This document discusses using the website Polleverywhere.com to conduct polls and surveys. It provides several reasons to use polls, including to uncover answers, evoke discussion, base decisions on objective information, check comprehension, and gather assessment data. It then lists several uses of polls in student affairs training, teaching, and events. Finally, it provides some example links on polling and how to use Poll Everywhere. The overall summary is that this document advocates for using the website Polleverywhere.com to conduct polls and surveys for various educational purposes such as gathering feedback, assessing comprehension, and facilitating discussions.
This document discusses the website Polleverywhere.com and whether it should be unblocked. In 3 sentences:
Polleverywhere allows users to create polls and surveys to gather information from a group. It can be used to uncover answers, spark discussion, and make decisions based on objective data from a population. The document recommends unblocking the site as polls are a useful measurement tool for understanding what people think on various topics.
Julie PDI Culture final keynote SIDL 2021Julie Coiro
This document discusses building a culture of inquiry through personal digital inquiry (PDI). PDI emphasizes the personal relationship between teachers and students, and the role of digital tools in learning. True inquiry involves asking questions, critical analysis, reflection, and generating solutions to problems. The authors discuss how PDI can foster connection and learning, even amidst challenges like the COVID-19 pandemic, by intentionally creating opportunities for students to ask questions about issues that matter to them, collaborate, reflect, and take action. Examples of student-led inquiries into topics like papayas, hawks, and LGBTQ+ issues are provided.
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 document summarizes research on the challenges students face with reading and writing arguments using online sources. It introduces an online inquiry tool designed to scaffold the argumentation process. Key features of the tool include planning perspectives, locating and organizing evidence from multiple sources, evaluating sources, and integrating evidence into an essay. Research found the tool helped organization but did not significantly improve essay quality. Using the tool in pairs versus individually did not impact performance. Students struggled with source evaluation. Future work is needed to determine how to best support students through task design and additional scaffolds.
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
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.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
3. ChoosingDigitalTools andIntentionally
Planningfor TeachingwithTechnology
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…
4. 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)
5. What do we mean by culture?
Precise
Adapted from Ritchhart, 2015
Environment
Routines
Interactions
6. • Expectations: Expect
students to focus on
deep learning and
creative application
• Set aside time for inquiry
while modeling ways of
learning & thinking together
• Set up the environment to foster productive interactions
• Use language to notice,
name, & highlight key
inquiry practices
• Create opportunities for
each core set of inquiry
practices
Cultural Elements
7. 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
8. 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.
9. 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?
Gr. 6: How
can the
library help
us?
11. 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)
12. 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
16. ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Create&
Take Action
17. 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
20. Challenges when judging the
quality of online information
1. Judging author’s level of expertise in relation to a specific
topic or area of work
• Shallow criteria to judge expertise
2. Understanding consequences of an author’s affiliation and
point of view
• How do authors position their audiences and decide
whether/how information is shared or represented?
3. Providing reasoned evidence to support judgments about
information quality
• Mostly generalized assumptions about Internet; naïve or single
criteria rather than combining several appropriate indicators
Teaching Critical Evaluation & Analysis Skills
Coiro, Coscarelli, Maykel, & Forzani, E. (2015). Investigating criteria seventh graders use to evaluate the quality of
online information. Journal of Adolescent and Adult Literacy, 58(7), 546-550.
21. Strategies for supporting critical
evaluation
1. Discuss/compare multiple dimensions of critical evaluation
Coiro, J. (August 2017). Teaching adolescents how to evaluate the quality of online
information. Edutopia Blog Post. https://goo.gl/Ep3wKA
22. Encourage Use of Multiple & Varied
Indicators of Quality … SCAM?
a. SOURCE: Ask students to elaborate: Who is the author? In
what specific area is his/her expertise? What kind of
company does he/she work for and for how long?
b. CLAIMS: How does the author’s expertise and affiliation
influence claims being made? corroborate with others?
c. ARGUMENTS: Evidence to support and refute claims?
What is the author’s purpose?
What techniques are used to attract and hold attention?
What lifestyles, values, and points of view are represented?
What is omitted from the message? (Renee Hobbs, Media Education Lab)
d. MAKE A DECISION about the validity of the
claims & arguments in relation to author & affiliation
25. How to assess?
1. Link to Learning Outcomes
The student will be able to:
• Access and organize new knowledge gained from information
and multimodal resources about health and wellness related
to the human body
• Write informative/explanatory texts to examine a topic and
convey ideas and information
• Design a digital wonder project to collaborate, raise
awareness, and share new knowledge with peers & parents
• Include multimedia components and visual displays to
enhance the development of main ideas
• Use a screencasting tool to reflect on writerly choices and
their integrated use of images, media, and text
26. Rubric for Multimodal Projects
(Audience,ImageSelection,Purpose)
SOURCE: https://goo.gl/eiTjPs
31. include photos, videos,
multimodal & multi-lingual texts
with text-to-speech capability for
building knowledge, deepening
understanding of key concepts,
and increasing motivation with
challenge and support
Digital Texts
enable you and your students to
organize, analyze, annotate,
collaborate, express, reflect,
create, and share that new
knowledge and ideas with
others
Digital Tools
What Role Does Technology Play?
Technology=DigitalTextsandDigitalTools
thatsupportthese4setsofcoreopportunities
33. Knowledge-Based Learning Outcomes
Howwillstudentsusetheirknowledge?
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
PurposefulTechnologyUse
Howcantechnologysupportorenhancelearning?
CONSUME INFORMATION
(teacher-directed)
CREATE / PRODUCE INFORMATION
(student-directed)
34. VariedPurposesfor UsingTechnology
to 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
CONSUME INFORMATION
(teacher-directed)
CREATE / PRODUCE INFORMATION
(student-directed)
35. 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
CONSUME INFORMATION
(teacher-directed)
CREATE / PRODUCE INFORMATION
(student-directed)
VariedPurposesfor UsingTechnology
to Support DigitalInquiry
36. 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
>
Editor's Notes
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