Online Learning Design for Diversity and Inclusion Shalin Hai-Jew
Social inclusion and respect for diversity are some of the most important democratic values that inform learning design. The educational research literature offers methods for how to design teaching and learning for people in all (many of?) their complex dimensions:
demographics;
cultures [including worldviews, beliefs, values, practices, and others];
languages;
learning preferences;
differing perceptions and information processing, and others,
… so that all are included and supported and welcomed. Widely known approaches include accessibility mitigations, universal design practices, multi-cultural adaptations, and others. This presentation provides a light overview of suggested practices and how these are applied to practical instructional designs of online learning with modern technological enablements.
Diagramming, Figures, and Imagery (2D): Think Visual in Online LearningShalin Hai-Jew
Learners will…
define “visual thinking” and “visual cognition”
describe some dimensions of visuals in online learning
describe some ways to create visuals in online learning
consider some uses of visuals in online learning
explore legal considerations related to online learning visuals
consider going open-source for visuals
think about signatures and styles in terms of online visuals (and sharing broadly)
contemplate common errors in visualizations for online learning
review ways to think visually
Online Learning Design for Diversity and Inclusion Shalin Hai-Jew
Social inclusion and respect for diversity are some of the most important democratic values that inform learning design. The educational research literature offers methods for how to design teaching and learning for people in all (many of?) their complex dimensions:
demographics;
cultures [including worldviews, beliefs, values, practices, and others];
languages;
learning preferences;
differing perceptions and information processing, and others,
… so that all are included and supported and welcomed. Widely known approaches include accessibility mitigations, universal design practices, multi-cultural adaptations, and others. This presentation provides a light overview of suggested practices and how these are applied to practical instructional designs of online learning with modern technological enablements.
Diagramming, Figures, and Imagery (2D): Think Visual in Online LearningShalin Hai-Jew
Learners will…
define “visual thinking” and “visual cognition”
describe some dimensions of visuals in online learning
describe some ways to create visuals in online learning
consider some uses of visuals in online learning
explore legal considerations related to online learning visuals
consider going open-source for visuals
think about signatures and styles in terms of online visuals (and sharing broadly)
contemplate common errors in visualizations for online learning
review ways to think visually
Charlie Inskip - The key issues affecting the enhancement of digital scholars...sconul
SCONUL Conference 20-21 June 2013, Dublin
SCONUL Fringe Session - The key issues affecting the enhancement of digital scholarship skills of information professionals, with Dr Charlie Inskip, SCONUL/RIDLS Project Officer, Digital Scholarship and Information Literacy
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
This presentation was provided by Anita Walz of Virginia Tech, during the first half of the NISO Two-Part Webinar "By Faculty and For Students: Supporting Open Educational Resources, Part One." The event was held on August 12, 2020.
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Charlie Inskip - The key issues affecting the enhancement of digital scholars...sconul
SCONUL Conference 20-21 June 2013, Dublin
SCONUL Fringe Session - The key issues affecting the enhancement of digital scholarship skills of information professionals, with Dr Charlie Inskip, SCONUL/RIDLS Project Officer, Digital Scholarship and Information Literacy
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
This presentation was provided by Anita Walz of Virginia Tech, during the first half of the NISO Two-Part Webinar "By Faculty and For Students: Supporting Open Educational Resources, Part One." The event was held on August 12, 2020.
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Reflect review and refine evaluating school library servicesJune Wall
Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools.
Participants will be able to:
Outline data collection needed to review library services
Identify types of library services ad consider a future vision for your school library
Use data from evidence to analyse patterns and trends.
Part 3 of a series on implementing a flipped classroom. This presentation discusses the outcomes gained at the completion of the year in a flipped classroom.
Part 2 of a series on implementing a flipped classroom. This presentation outlines the preparation of both resources and student learning skills in order to implement flipped learning.
Digital learning strategies to embed in the curriculumJune Wall
Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using backward design to embed digital literacy
This session explored the considerations when developing a digital citizenship matrix or scope and sequence for implementation in your school. The session scaffolds the planning process and considers a variety of delivery programs.
Introductory presentation given at Future Learning Landscape Workshop held at EC-TEL 2009. Presents some introductory elements about the state of research in pervasive learning, Web 2.0/Social Software and Semantic Web/Linked Data before discussing convergence
Open management education and social software20110407Jan Pawlowski
how to use open content / open educational resources for management education using social software tool? OpenScout (www.openscout.net) provides access to thousands of hours to freely available management contents - we discuss how to utilize social software in learning scenarios as well as for the adaptation of learning materials
The Liber 2009 presentation repeated for a Dutch audience IN Dutch but with the english slides (just the first one is in Dutch :-)
Samenwerking Hogeschool bibliotheken SHB, 5 november 2009
This is a discussion about knowledge management in both artifact and tacid approach and how SharePoint can be used to apply this. We will look at tools in sharepoint, how traditional approach and pervasive approach could be applied and lastly at clutural issues that needs to be overcome in moving to a more pervasive environment.
Presents a practical framework for choosing a digital tool that will work for your curriculum including some examples of new and exciting digital tools. Prepared for Stanford Course EDUC 208B, taught by Denise Pope in winter 2016
A summary of some examples and principles for visualising data and information, for info-graphics and other presentations. The context is International Development
Similar to Starting at the beginning: digital literacy for your school (20)
Games Based Learning (GBL) has been discussed and used in classrooms for the last 10 years or more. Most games used in classrooms have been identified as a connection to the curriculum, however they are not the core of teaching and learning activities.
This session will overview GBL and gamification and suggest resources for the classroom and library that can be used and teaching ideas as to how to embed games in learning.
At the conclusion of the seminar, participants will be able to:
Discuss the concepts of games-based learning and gamification and the application in classrooms.
Identify some games relevant for learning.
Begin to develop teaching ideas using games or gamification.
Will the school of the future have a library of the futureJune Wall
This session considers the probable future learning needs of students and teachers and how this could be represented in a school. If schools change, then how will school libraries change? Or how should school libraries change for the possible future? Do school libraries need to change? These questions will be part of the discussion leading to some suggestions for the future of teacher librarians and school libraries.
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
Digital resources and apps for English k 6June Wall
Weblinks and apps for mobile devices to support reading through comprehension, phonics, visual literacy, vocabulary, writing, speaking for primary students
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Step by step online learning for teachersJune Wall
Online learning is one of the more easily accessed professional learning for teachers. With the requirement for all teachers to maintain Proficient Standard by participating in and logging at least 100 hours of professional learning activities over a 5-year period, a range of options will be needed.
This webinar will take participants through the steps in developing an eLearning course for teachers using a range of digital tools and an understanding of the requirements of the Proficient Teacher level.
This webinar will help you:
Design a course specific to Proficient Teacher level standard
Build an eLearning course
Build awareness of some digital tools and the core requirements of a successful adult learning course
Embed digital tools in the course
Step by step online learning for studentsJune Wall
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
The webinar took participants through the development and building of an online unit for students in a step by step process that participants could use later.
Online learning tutorials using web toolsJune Wall
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free tools
Developing online tutorials: Using Office MixJune Wall
Using Microsoft PowerPoint 2013 or any newer version with Office Mix (a free add on), you can build interactive tutorials for students or staff. This webinar will provide a how to guide in developing online learning tutorials and ideas as to how they could be used.
There are a wide range of presentation or multimedia tools for educators – possibly the most ubiquitous is PowerPoint. We have all heard of the concept of “death by PowerPoint” and as a linear presentation tool, there are many examples of this around. This session will outline how PowerPoint can be used creatively and with a more individualised focus on learning. The key is not in the tool, but in the learning design and creative use of a digital tool.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
A toolkit that includes a range of assessment strategies is a must for every teacher! Rubrics can provide great feedback to students about their learning and areas for development for them to focus on. A good rubric can be both an assessment strategy for learning and of learning. This session will overview the types of rubrics that can be used and how to develop a set of criteria, supporting statements and assessment values for your students.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
Is the question to flip or not? Or is the question - how do you provide quality learning experiences to maximise time? This presentation explores the whys and some hows of flipping learning. It also transfers this concept of a flipped classroom to a school library. Presented in 2013 at UQ Library cyberschool conference.
Core digital learning tools for your classroom June Wall
Selecting resources and tools for learning is an ever changing task for educators. This session will share core information resources and tools that support a holistic implementation of digital literacy in your classroom.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
4. “To be digitally literate is to have access to a
broad range of practices and cultural resources
that you are able to apply to digital tools. It
is the ability to make and share meaning
in different modes and formats; to create,
collaborate and communicate effectively and to
understand how and when digital technologies
can best be used to support these processes.”
(Hague & Payton, 2010) Digital Literacy across the Curriculum Available at
http://apo.org.au/research/digital-literacy-across-curriculum
5.
6. Transliteracy
Transliteracy is the ability to read, write and interact
across a range of platforms, tools and media from
signing and orality through handwriting, print, TV,
radio and film, to digital social networks. –
www.transliteracy.com
7. 21st century learning
Ways of thinking. Creativity, critical
thinking, problem-solving, decision-making and
learning
Ways of working. Communication and collaboration
Tools for working. Information and communications
technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and
career, and personal and social responsibility
http://atc21s.org/index.php/about/what-are-21st-century-skills/
8. Simplexity – simple from the complex
How can we create or implement an idea that is
at its heart simple while we work in complex
organisations?
1. Motivation to engage in change
2. Allow learning from mistakes and blind alleys
3. Collaboration and groups are key
4. Think of this as a system change – start small
with “the system” as your library or classroom
10. Information Literacy
Information process based on information resource
use
Skills required:
Questioning, location, selection, organising, collab
oration with others, simple search strategies
11. Define
Locate
Select
Organise
Present
Evaluate
Keywords – lateral
terms
Formulates questions –
who? What? When?
Where? How? Why?
What do I need to find
out? Defining terms,
“chunking down” the
question
Brainstorming –
inspiration
Mindmapping
Use of HSC terms
describe, compare,
contrast, identify,
outline
Creating a good
question Background reading
Using specific or
specialised dictionaries
and glossaries to assist
in defining the
topic/task
Searching - OPACS, Starts to formulate strategy for
locating information
Indexes, TOC, encyclopaedias,
simple searching on the Web
Ebsco index and full text
retrieval
Overview of subject clustering
– how the books are organised
on the shelves Identify authoritative websites
Britannica and MacquarieNet Internet advanced searching
techniques – quotation marks,
refining by date and domain
Identify good
quality resources
Skimming and
scanning
Distinguish between
fact and opinion
Check reliability of
website
Evaluation of
websites
Check relevance
Sorting info according to
categories and relevance
Full Harvard – including
referencing of journals and
online materials
Notetaking – skinny and fat
notes
Essay outline (in MS Word)
Using subject headings for
topic. 1 page for each subject
heading
Orals Report
PowerPoint Maps
Word document Paragraphs
Essay - simple Brochures
Simple webpage
Animated image narrative
(Photostory)
Have I
answered the
question?
Did I answer the
question fully?
Did I learn
about the
research
process?
Were my notes
satisfactory?
Am I pleased
with my
presentation?
Did I include a
bibliography?
Did I include a
bibliography?
Where could I
improve?
12. Critical thinking
How to think in order to learn
What questioning technique do you use?
How do you enable students to reflect on their thinking?
Skills required: Questioning, evaluating,
analysing, synthesising, collaboration with others
14. ICT Literacy
How to use applications, web tools including
social networking and new media tools.
How do students determine which tool is most
appropriate for specific needs?
Skills required:
Questioning, evaluating, analysing, synthesising, c
ollaborative tools, location of information and tools
15. New media
tools
Multimedia
Apps
OS File
management
Folder Structures
File types - eg .jpg etc
overview of the OS for
both Mac and Windows
Apple Windows
Word, Excel, PPT,
Entourage
iWork
Word. Excel, PPT,
Onenote
iLife Photoshop
Dreamweaver Premier pro
Illustrator After effects
Photoshop Acrobat Pro
Acrobat Pro Foliomaker
After effects Picasa
create / edit videos
manipulate images
create / edit sound files
animations
Info gathering
diigo
delicious
organising
wikis
flickr
collaboration
wikis
diigo
skype
presentation
prezi
jing
16. General Capabilities ...
Literacy
Numeracy
ICT
Critical & Creative
Personal & Social
Ethical behaviour
Intercultural Understanding
26. I have developed my note taking skills….
I have attached my notes to my assignment …
I have included my bibliography…
I have checked twice that I have answered the
question…
I am pleased with the result…
I learnt something new about research …. What was
it?
I could improve by…..
27. Year 9
Define
- What do I need to find out? Defining
terms, “chunking down” the question
- Using specific or specialised
dictionaries and glossaries to assist in
defining the topic/task
Locate
- Identify authoritative websites
- Opac – advanced searches
Select
- Use of a variety of a resources
- Authority of source
Organise
- Sorting info according to categories
and relevance
- Full Harvard – including referencing
of journals and online materials
- Essay outline (in MS Word)
Present
- Webpage
- Video
- Structured essays
Evaluate
- Does my information suit my
audience?
OS / file management
- Converting file types
Apps
- Intermediate Excel
- Acrobat Pro
- Entourage
- Illustrator
- Web development tool
Multimedia
- Advanced use of iMovie
Webtools
- Info gathering
- Evernote / onenote
- Organising
- Evernote / onenote
- Collaboration
- Sharing evernote / onentoe
- Information Dissemination
- Creating movies
Understand
- Exemplifying
- Inferring
Apply
- Integrating
Analyse
- Analyse
- Differentiate
- Arrange
- Connect
- Divide
Evaluate
- Hypothesising
- Critiquing
Create
- Producing
Information
Literacy
ICT Literacy Critical thinking
28. Skills embedded within tools
Deconstruct how you access and use a tool.
What skills or processes do you need to use -
Flickr
Know how to:
Manipulate images to different file formats, size etc
Register for an account or use another persons images
Be able to create and use tags effectively
Upload files
Basic file management
Be aware of:
Creative commons licenses and copyright issues /
intellectual property
29. Some assessment resources
Northstar basic computer skills http://www.digitalliteracyassessment.org/
Digital literacy skills checklist
http://www.open.ac.uk/libraryservices/beingdigital/accessible/accessible-pdf-35-
self-assessment-checklist.pdf
Self assessment: Digital literacy elements
http://www.atomiclearning.com/assess-yourself
Digital literacy self checklists
Lower primary http://www.tesaustralia.com/teaching-resource/Digital-literacy-
self-checklist-lower-primary-6072435/
Upper primary http://www.tesaustralia.com/teaching-resource/Digital-literacy-
self-checklist-upper-primary-6072437/
Lower secondary http://www.tesaustralia.com/teaching-resource/Digital-
literacy-self-checklist-lower-secondary-6072438/
