Learn Digital Storytelling: New Pedagogy, New MediaNITLE
Kenneth Warren, Technology Liaison to the Humanities, University of Richmond
Permalink for this paragraph0 Digital storytelling (DST) is an innovative, project-based pedagogy that faculty can use as a way to engage students with course content. Resulting as captivating narrative presentations, digital stories involve a variety of activities that include research, reflective/expository writing, and learning skills in technology and oral communication. This presentation will highlight the University of Richmond’s DST program that has impacted dozens of faculty and over 1000 students since 2007. Issues related to faculty buy-in, student training, technology support and digital story curation will also be addressed.
We’ve seen how music and video can be infused into the classroom to create engaging learning experiences that encourage collaboration. What other techniques can we utilize to captivate our students’ interest? Throughout the week we will embark in playful, interconnected learning that inspires creativity. Today we will start by observing STEM through the “C”s of 21st century skills. We will see how educators are utilizing technology to collaborate and tackle their biggest challenges. We will also participate in community-driven experiences that demonstrate the power of digital, mobile, and social learning.
Learn Digital Storytelling: New Pedagogy, New MediaNITLE
Kenneth Warren, Technology Liaison to the Humanities, University of Richmond
Permalink for this paragraph0 Digital storytelling (DST) is an innovative, project-based pedagogy that faculty can use as a way to engage students with course content. Resulting as captivating narrative presentations, digital stories involve a variety of activities that include research, reflective/expository writing, and learning skills in technology and oral communication. This presentation will highlight the University of Richmond’s DST program that has impacted dozens of faculty and over 1000 students since 2007. Issues related to faculty buy-in, student training, technology support and digital story curation will also be addressed.
We’ve seen how music and video can be infused into the classroom to create engaging learning experiences that encourage collaboration. What other techniques can we utilize to captivate our students’ interest? Throughout the week we will embark in playful, interconnected learning that inspires creativity. Today we will start by observing STEM through the “C”s of 21st century skills. We will see how educators are utilizing technology to collaborate and tackle their biggest challenges. We will also participate in community-driven experiences that demonstrate the power of digital, mobile, and social learning.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
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Incorporating Digital and Social Technologies into Social Work EducationNancy J. Smyth, PhD
Incorporating Digital and Social Technologies into Social Work Education
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Online & Hybrid, Asynchronous & Synchronous, Newcomers
B & 0 - Baltimore & Ohio
1:45 PM - 2:30 PM
This workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and
learning activities for social work courses that incorporating digital and social media such as microblogging, podcasting and creating
a video.
Laurel Iverson Hitchcock, University of Alabama at Birmingham
Melanie Sage, University of North Dakota
Nancy Smyth, University at Buffalo, State University of New York
Social Work Distance Education Conference. Indianapolis, April 13th, 14th, and 15th, 2016
Sponsored by School of Social Work, Indiana University, and The Council on Social Work Education
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
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Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
W2 Lisa sipari and Anna Liljestrom - Reducing dropout ratesOECD CFE
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More info http://www.oecd.org/cfe/leed/10th-fplg-meeting.htm
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Can you imagine if all teachers had a "Magic Eight Ball" that they could turn to every time they had a question about instructional practice, technology or learning theory? It would provide resources, anecdotal experiences, practical applications of innovative tools, and much more. Luckily, through the connected and collaborative power of online technologies, we have access to a vast and vibrant network of educators that are infinitely more qualified than a Magic Eight Ball to provide ongoing, timely support and encouragement. Fuel your professional growth with help from The Discovery Educator Network (DEN). See ways in which these educators connect online and in-person, and power-up your personal learning network by connecting with educators like you!
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Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
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The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
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Our workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and learning activities for social work courses that incorporating digital and social media such as microblogging, designing infographics, and creating a video.
Incorporating Digital and Social Technologies into Social Work EducationNancy J. Smyth, PhD
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learning activities for social work courses that incorporating digital and social media such as microblogging, podcasting and creating
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Building Your PLN - Modeling Activity for the Power of Connections
1. 2014 Siemens STEM Institute
August 3-8th, 2014
Silver Spring, MD
Building Your PLN: A modeling exercise for in-person
professional development workshops
2. Background Knowledge
• This activity was performed with 50 middle and high school
educators. Prior to this activity, educators were introduced to the
critical “C’s” of 21st century learning including connecting,
collaborating, creating, critical thinking, curating, and community.
The activity’s purpose was to model the importance of building
relationships and demonstrate the exponential impact of
connecting with just a few people.
• Participants were encouraged to put all computer devices away and
to focus on this activity. Follow-up professional development was
provided after the activity to answer logistical and technical
questions on using Twitter in the classroom.
3. • 1 copy per person of the Twitter Profile
handout
• 1 spool of yarn (your color preference)
• tape
• Pens, markers, crayons
Materials
4. • Write down 5 areas of expertise that you bring
to the “watering hole”
Brainstorm
5. • Pass out the Twitter Profile handout
• Have participants consider their list of ideas,
synthesize, and fill in each section of the handout
to effectively share who they are (approx 10-15
minutes)
– Tips: include grade level, subject area, and other
pertinent information in bio section so that folks can
identify with you
Create
6. • Have participants tape their completed Twitter
Profile handout in a designated location
• Once all profiles are hung, ask each participant to
make a connection to 3 other people in the room
that they want to learn from. Do this by taping
one piece of yarn from their profile to their
connection’s profile.
Connect
7. • Discuss participants ideas, thoughts, and
reactions to this process.
• Provide follow-up professional development
on the how-to and technical aspects of
utilizing Twitter for education, setting up an
account, etc.
Reflect