This presentation was given as part of Tech 2002, Social Media Production, at De Montfort University Leicester on 7th February 2014. The purpose of the session was to reflect on how the definition of digital literacy has developed over the last two decades, and how digital literacy has been defined within the context of the DigiLit Leicester Project (www.digilitleic.com)
Developing and exploring a conceptual framework for the CONNECT project Graham Attwell
This document provides an overview of conceptual frameworks for the CONNECT project, which aims to model urban ecosystems of learning. It summarizes various definitions of key concepts like connected learning, lifelong learning, digital literacy, and communities of practice. It also outlines four areas of focus for understanding cities as learning ecosystems: the city's history, structures for lifelong education, communities/networks, and the people involved in teaching and learning. Finally, it lists example interview questions to understand these areas in the city being studied.
Liana Meadon presented on critical digital literacies and their importance. Digital literacies involve more than just functional IT skills, instead describing a richer set of digital behaviors, practices, and identities that change over time and contexts. They are a set of academic and professional practices supported by diverse and changing technologies. Critical digital literacies also involve complex cognitive, social, and emotional skills that are context-dependent and learned through apprenticeship to effectively inform.
public conference
Design in progress 2009.
La ricerca di design per condividere azioni e favorire dialoghi
designinprogress.org
paper available at http://urijoe.org/designblog/archives/34
Digital literacy involves more than just using technology and digital tools. It encompasses the ability to locate, evaluate, use, create and communicate information using digital technologies. It also involves being able to understand information from a variety of sources presented digitally. While related to information literacy, digital literacy focuses more on the technological aspects and includes skills like using applications, web tools and social networking. True digital literacy requires developing critical thinking abilities and applying information processing skills within digital contexts and environments.
Hum@n Project: Digital Storytelling module: Serious StorytellingKarl Donert
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Social networks, social capital and knowledge productivity. The document discusses how learning is a social process that occurs through social networks and interactions. Knowledge productivity relies on aspects of social capital like trust and shared values between connections. The density and composition of social networks within organizations can facilitate knowledge sharing and innovation through bringing diverse groups together. Human resource development practitioners should focus on promoting social skills and creating rich learning environments to improve knowledge productivity.
Digital literacy refers to an individual's ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves skills such as using and understanding information across various digital formats and media, as well as performing tasks effectively in digital environments. Digital literacy is an important component of digital citizenship and is indispensable for education and many jobs that require interacting with technology. As technology continues to evolve, basic literacy must expand to include digital skills to prepare individuals for living, learning, and working in today's digital world.
Developing and exploring a conceptual framework for the CONNECT project Graham Attwell
This document provides an overview of conceptual frameworks for the CONNECT project, which aims to model urban ecosystems of learning. It summarizes various definitions of key concepts like connected learning, lifelong learning, digital literacy, and communities of practice. It also outlines four areas of focus for understanding cities as learning ecosystems: the city's history, structures for lifelong education, communities/networks, and the people involved in teaching and learning. Finally, it lists example interview questions to understand these areas in the city being studied.
Liana Meadon presented on critical digital literacies and their importance. Digital literacies involve more than just functional IT skills, instead describing a richer set of digital behaviors, practices, and identities that change over time and contexts. They are a set of academic and professional practices supported by diverse and changing technologies. Critical digital literacies also involve complex cognitive, social, and emotional skills that are context-dependent and learned through apprenticeship to effectively inform.
public conference
Design in progress 2009.
La ricerca di design per condividere azioni e favorire dialoghi
designinprogress.org
paper available at http://urijoe.org/designblog/archives/34
Digital literacy involves more than just using technology and digital tools. It encompasses the ability to locate, evaluate, use, create and communicate information using digital technologies. It also involves being able to understand information from a variety of sources presented digitally. While related to information literacy, digital literacy focuses more on the technological aspects and includes skills like using applications, web tools and social networking. True digital literacy requires developing critical thinking abilities and applying information processing skills within digital contexts and environments.
Hum@n Project: Digital Storytelling module: Serious StorytellingKarl Donert
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Social networks, social capital and knowledge productivity. The document discusses how learning is a social process that occurs through social networks and interactions. Knowledge productivity relies on aspects of social capital like trust and shared values between connections. The density and composition of social networks within organizations can facilitate knowledge sharing and innovation through bringing diverse groups together. Human resource development practitioners should focus on promoting social skills and creating rich learning environments to improve knowledge productivity.
Digital literacy refers to an individual's ability to use digital technologies and communication tools to locate, evaluate, and create information. It involves skills such as using and understanding information across various digital formats and media, as well as performing tasks effectively in digital environments. Digital literacy is an important component of digital citizenship and is indispensable for education and many jobs that require interacting with technology. As technology continues to evolve, basic literacy must expand to include digital skills to prepare individuals for living, learning, and working in today's digital world.
This document discusses designing online community-based democratic deliberation. It addresses key issues like having a critical mass of information and the potential of deliberation. It examines how to develop the theoretical basis and technical tools to build effective online deliberation that can work in information-rich environments. The document proposes utilizing "Web 2" tools and techniques to democratically structure online deliberation and plots how the process could work. It emphasizes defining the goals of the deliberation and using quantifiable "deliberative tools" to achieve effective deliberation.
Research indicates that these are the elements which most impact learning outcomes for underserved students using technology. Thisframework is meant to evolve over time based on the shifting landscape of educational technology and the rapid uptake of new digital tools in US classrooms. This is version 2.0 of the Digital Learning Ecosystem which newly takes into account interactions among learners. It also features additional contextual layers beyond the local context sphere.
Digital citizenship refers to using technology to engage in society, politics, and government. Without digital citizenship training in schools, educators would not receive professional development and students would not be assessed in critical 21st century skills. The software supports educators with research-guided training and curriculum to empower students with problem-solving and creativity across digital and non-digital environments.
Cross-Institutional Partnerships for City Scale Learning Ecologies - Digital ...Rafi Santo
Rob DiRenzo, Alex Molina, Sybil Madison-Boyd, Rafi Santo, Clare Bertrand
Expanded Learning Opportunities are reshaping when, where, and how student learning occurs. A well-designed and well-implemented ELO program can complement in-school learning and support academic growth by combining various ways for students to engage in learning. How do organizations, including schools, districts, and partners, build “expanded learning ecologies” for youth that support connected learning? The goal of this panel is to inform participants about building expanded learning ecologies to scale and across boundaries showcasing successes and challenges by presenting recent examples from Chicago, New York, and Providence, RI. To address the topic of scale, we will share examples of efforts that aim to reach many youth across many programs, beyond a single intervention or setting. To illustrate crossed boundaries, we will explain efforts to connect various nodes in a youths’ learning ecology (e.g., in-school, out-of-school, individual passion, etc.).
Chicago: The first Chicago Summer of Learning was a citywide mayoral initiative designed to expand learning opportunities for youth during the summer of 2013. More than 100 organizations took part in this effort to recognize learning in out-of-school spaces through digital badges. More than 200,000 youth participated in CSOL programs, and more than 100,000 badges were earned by youth of all ages. Chicago took a first, critical step in enacting core principles of connected learning and laying the foundation for a vibrant ecosystem of learning opportunities. As ELOs begin to signify experiences that link to content- and career-specific pathways, we expect to see even greater potential to transform youths’ lives.
New York: The NYC Department of Education’s Digital Ready program is designed to help participating NYC public high schools use technology and student-centered learning to improve their students’ readiness for college and careers. With Digital Ready’s explicit focus on student-centered learning, expanded learning opportunities play an important role in preparing students to explore, engage, and practice their interests. The Digital Ready and Hive Learning Network teams have worked to coordinate a collaborative effort between 10 innovative high schools and 13 groundbreaking Hive NYC organizations to provide students with a range of opportunities that blend in-school and out-of-school learning with experiences that are production-centered and creativity-focused.
Providence: Since its creation in 2004, the Providence After School Alliance has built two citywide expanded learning models in collaboration with the City of Providence, the Providence Public Schools and the local community: the AfterZone for middle school, and The Hub for high school. These models offer Providence youth a coordinated schedule of in-school, after-school summer learning programs for high school credit.
Synopsis Project: storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling with maps as part of the training programme
This document discusses the role of trust between citizens and intermediaries in electronic governance programs. It uses the example of Akshaya, an e-governance program in Kerala, India. The program was successful due to factors like local intermediaries with ICT skills who were trusted within the community. However, intermediaries needed to be part of established institutions to be fully effective. The study found trust was highest for e-payments and entitlement services where intermediaries represented trusted government institutions, but lower for agricultural and health information services. Institutional membership and a multi-purpose role were important for intermediaries to build trust.
Examples of use of eportfolio for assessment and collaboration taken from the Languages eportfolio, LN306 Developing Language teaching and WIHEA #knowhow project.
Synopsis Project: visualisation and storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with visualisation and using maps in storytelling with maps as part o the training programme
Presentation for the Belarus Library Association covering innovation in libraries, the activity of library learning systems, and the role of the library in literacy and learning.
The newsletter summarizes the recent meeting of the St. Petersburg - Downtown Optimist Club. It discusses the successful year they had, goals for the new year, and upcoming fundraising and community events including a Halloween party, Bunco party, breakfast meeting, and bell ringing. It provides the club officers and contact information.
How Journalists Can Effectively -- And Safely -- Report on Scientific FraudIvan Oransky
Ivan Oransky discusses how journalists can effectively and safely report on scientific fraud. He recommends getting to know sites like PubPeer that allow commenting on published studies, reading the comments which may reveal issues, filing public records requests to obtain internal reports, checking sites for retractions and misconduct records, and collaborating with Retraction Watch. However, he cautions journalists to beware of potential legal issues and lawyers when investigating scientific fraud cases.
Come raccogliere i dati, classificarli ed inserirli in Openstreetmap; incontro con la Federazione Amici della Bicicletta di Genova tenuta il 5-5-2012 al Porto Antico.
Group discussions help candidates make a good impression on testing authorities and other members, which is important for recruitment. Key factors in group discussions include the power of expression, knowledge, social adaptability, flexibility, liveliness, confidence, participation, and ability to influence others. Candidates should clearly and logically express ideas, demonstrate a wide range of in-depth knowledge, accept criticism gracefully, be receptive to other ideas, participate actively and frequently, and influence others through discussion.
Craig Churchill presents the main trends of microinsurance, give some example of innovations in the sector and highlight the common mistakes the different players make when starting a scheme.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Swanaganayeah ● Revolution on Travel Solutions!Maurizio Mischi
Swanaganayeah is a brand new company operating on travel industry. Change the way of travel is the vision of SGY. Be the game changer in his own sector is its mission.
The document discusses the history and scientific explanation of rainbows. Early cultures explained rainbows through myths symbolizing hope and fear. Today, calculus can be used to explain rainbows through the properties of light reflection and refraction. Fermat's principle states that light follows the fastest path. This allows derivation of the laws of reflection and refraction. For reflection, the angle of incidence equals the angle of reflection. For refraction, the ratio of sines of the incident and refracted angles is a constant called the index of refraction. Finally, using calculus, the document derives the angle that produces the rainbow effect through light refracting as it enters and exits a raindrop.
10 Great Apps for Teaching and LearningLucy Ansley
This presentation was given at The City of Leicester College, to the parents of a Bring Your Own Device trial year group. It was intended as a brief introduction to the educational potential of the iPad Mini. All of the apps listed are available for free.
Sherborn: Fautin & Alonso-Zarazaga - LANs: Lists of Available Names – a new g...ICZN
Article 79 of the ICZN Code, which appeared first in the Fourth Edition, outlines a procedure for adding large numbers of names to the List of Available Names simultaneously, as a Part of the List. This feature has gained importance with the development of Zoobank, because the LAN can be an important adjunct to or component of Zoobank. Article 79 describes a deliberative process, detailing steps for submission and for consideration by the public and Commission, and their chronology: submission must be by “an international body of zoologists,” and the proposed Part must be available for “comments by zoologists” for 12 months, followed by another 12-month period for comments on the proposed Part as revised in light of comments received. However, Article 79 it is mute about the contents of the submission. It is clear that adding a Part to the List will prevent long-forgotten names from displacing accepted ones – thus, for taxa on the List under the provisions of Article 79, nomenclatural archeology will not be worthwhile. Beyond that, Commissioners who participated in writing the Fourth Edition are divided about the intent of Article 79: some aver it is intended to document every available name within the scope of the Part, others it is to pare the inventory of names within the scope of the Part. The comprehensiveness of the names in the Part is critical because, according to Article 79.4.3, “No unlisted name within the scope (taxonomic field, ranks, and time period covered) of an adopted Part of the List of Available Names in Zoology has any status in zoological nomenclature despite any previous availability” (names may subsequently be added only “in exceptional circumstances,” according to Article 79.6). Under the first interpretation, the Part functions as a strictly nomenclatural archive. Under the second interpretation, the Part pares away nomina dubia, so Parts of the List resulting from actions under Article 79 are like the Approved Lists of Bacterial Names that took effect on 1 January 1980 – taxonomically recognizable as well as nomenclaturally available. It is critical that a consistent basis for implementing Article 79 be adopted; it is unrealistic to expect unanimity, given the diversity of opinion among those who helped craft Article 79.
This document discusses designing online community-based democratic deliberation. It addresses key issues like having a critical mass of information and the potential of deliberation. It examines how to develop the theoretical basis and technical tools to build effective online deliberation that can work in information-rich environments. The document proposes utilizing "Web 2" tools and techniques to democratically structure online deliberation and plots how the process could work. It emphasizes defining the goals of the deliberation and using quantifiable "deliberative tools" to achieve effective deliberation.
Research indicates that these are the elements which most impact learning outcomes for underserved students using technology. Thisframework is meant to evolve over time based on the shifting landscape of educational technology and the rapid uptake of new digital tools in US classrooms. This is version 2.0 of the Digital Learning Ecosystem which newly takes into account interactions among learners. It also features additional contextual layers beyond the local context sphere.
Digital citizenship refers to using technology to engage in society, politics, and government. Without digital citizenship training in schools, educators would not receive professional development and students would not be assessed in critical 21st century skills. The software supports educators with research-guided training and curriculum to empower students with problem-solving and creativity across digital and non-digital environments.
Cross-Institutional Partnerships for City Scale Learning Ecologies - Digital ...Rafi Santo
Rob DiRenzo, Alex Molina, Sybil Madison-Boyd, Rafi Santo, Clare Bertrand
Expanded Learning Opportunities are reshaping when, where, and how student learning occurs. A well-designed and well-implemented ELO program can complement in-school learning and support academic growth by combining various ways for students to engage in learning. How do organizations, including schools, districts, and partners, build “expanded learning ecologies” for youth that support connected learning? The goal of this panel is to inform participants about building expanded learning ecologies to scale and across boundaries showcasing successes and challenges by presenting recent examples from Chicago, New York, and Providence, RI. To address the topic of scale, we will share examples of efforts that aim to reach many youth across many programs, beyond a single intervention or setting. To illustrate crossed boundaries, we will explain efforts to connect various nodes in a youths’ learning ecology (e.g., in-school, out-of-school, individual passion, etc.).
Chicago: The first Chicago Summer of Learning was a citywide mayoral initiative designed to expand learning opportunities for youth during the summer of 2013. More than 100 organizations took part in this effort to recognize learning in out-of-school spaces through digital badges. More than 200,000 youth participated in CSOL programs, and more than 100,000 badges were earned by youth of all ages. Chicago took a first, critical step in enacting core principles of connected learning and laying the foundation for a vibrant ecosystem of learning opportunities. As ELOs begin to signify experiences that link to content- and career-specific pathways, we expect to see even greater potential to transform youths’ lives.
New York: The NYC Department of Education’s Digital Ready program is designed to help participating NYC public high schools use technology and student-centered learning to improve their students’ readiness for college and careers. With Digital Ready’s explicit focus on student-centered learning, expanded learning opportunities play an important role in preparing students to explore, engage, and practice their interests. The Digital Ready and Hive Learning Network teams have worked to coordinate a collaborative effort between 10 innovative high schools and 13 groundbreaking Hive NYC organizations to provide students with a range of opportunities that blend in-school and out-of-school learning with experiences that are production-centered and creativity-focused.
Providence: Since its creation in 2004, the Providence After School Alliance has built two citywide expanded learning models in collaboration with the City of Providence, the Providence Public Schools and the local community: the AfterZone for middle school, and The Hub for high school. These models offer Providence youth a coordinated schedule of in-school, after-school summer learning programs for high school credit.
Synopsis Project: storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling with maps as part of the training programme
This document discusses the role of trust between citizens and intermediaries in electronic governance programs. It uses the example of Akshaya, an e-governance program in Kerala, India. The program was successful due to factors like local intermediaries with ICT skills who were trusted within the community. However, intermediaries needed to be part of established institutions to be fully effective. The study found trust was highest for e-payments and entitlement services where intermediaries represented trusted government institutions, but lower for agricultural and health information services. Institutional membership and a multi-purpose role were important for intermediaries to build trust.
Examples of use of eportfolio for assessment and collaboration taken from the Languages eportfolio, LN306 Developing Language teaching and WIHEA #knowhow project.
Synopsis Project: visualisation and storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with visualisation and using maps in storytelling with maps as part o the training programme
Presentation for the Belarus Library Association covering innovation in libraries, the activity of library learning systems, and the role of the library in literacy and learning.
The newsletter summarizes the recent meeting of the St. Petersburg - Downtown Optimist Club. It discusses the successful year they had, goals for the new year, and upcoming fundraising and community events including a Halloween party, Bunco party, breakfast meeting, and bell ringing. It provides the club officers and contact information.
How Journalists Can Effectively -- And Safely -- Report on Scientific FraudIvan Oransky
Ivan Oransky discusses how journalists can effectively and safely report on scientific fraud. He recommends getting to know sites like PubPeer that allow commenting on published studies, reading the comments which may reveal issues, filing public records requests to obtain internal reports, checking sites for retractions and misconduct records, and collaborating with Retraction Watch. However, he cautions journalists to beware of potential legal issues and lawyers when investigating scientific fraud cases.
Come raccogliere i dati, classificarli ed inserirli in Openstreetmap; incontro con la Federazione Amici della Bicicletta di Genova tenuta il 5-5-2012 al Porto Antico.
Group discussions help candidates make a good impression on testing authorities and other members, which is important for recruitment. Key factors in group discussions include the power of expression, knowledge, social adaptability, flexibility, liveliness, confidence, participation, and ability to influence others. Candidates should clearly and logically express ideas, demonstrate a wide range of in-depth knowledge, accept criticism gracefully, be receptive to other ideas, participate actively and frequently, and influence others through discussion.
Craig Churchill presents the main trends of microinsurance, give some example of innovations in the sector and highlight the common mistakes the different players make when starting a scheme.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Swanaganayeah ● Revolution on Travel Solutions!Maurizio Mischi
Swanaganayeah is a brand new company operating on travel industry. Change the way of travel is the vision of SGY. Be the game changer in his own sector is its mission.
The document discusses the history and scientific explanation of rainbows. Early cultures explained rainbows through myths symbolizing hope and fear. Today, calculus can be used to explain rainbows through the properties of light reflection and refraction. Fermat's principle states that light follows the fastest path. This allows derivation of the laws of reflection and refraction. For reflection, the angle of incidence equals the angle of reflection. For refraction, the ratio of sines of the incident and refracted angles is a constant called the index of refraction. Finally, using calculus, the document derives the angle that produces the rainbow effect through light refracting as it enters and exits a raindrop.
10 Great Apps for Teaching and LearningLucy Ansley
This presentation was given at The City of Leicester College, to the parents of a Bring Your Own Device trial year group. It was intended as a brief introduction to the educational potential of the iPad Mini. All of the apps listed are available for free.
Sherborn: Fautin & Alonso-Zarazaga - LANs: Lists of Available Names – a new g...ICZN
Article 79 of the ICZN Code, which appeared first in the Fourth Edition, outlines a procedure for adding large numbers of names to the List of Available Names simultaneously, as a Part of the List. This feature has gained importance with the development of Zoobank, because the LAN can be an important adjunct to or component of Zoobank. Article 79 describes a deliberative process, detailing steps for submission and for consideration by the public and Commission, and their chronology: submission must be by “an international body of zoologists,” and the proposed Part must be available for “comments by zoologists” for 12 months, followed by another 12-month period for comments on the proposed Part as revised in light of comments received. However, Article 79 it is mute about the contents of the submission. It is clear that adding a Part to the List will prevent long-forgotten names from displacing accepted ones – thus, for taxa on the List under the provisions of Article 79, nomenclatural archeology will not be worthwhile. Beyond that, Commissioners who participated in writing the Fourth Edition are divided about the intent of Article 79: some aver it is intended to document every available name within the scope of the Part, others it is to pare the inventory of names within the scope of the Part. The comprehensiveness of the names in the Part is critical because, according to Article 79.4.3, “No unlisted name within the scope (taxonomic field, ranks, and time period covered) of an adopted Part of the List of Available Names in Zoology has any status in zoological nomenclature despite any previous availability” (names may subsequently be added only “in exceptional circumstances,” according to Article 79.6). Under the first interpretation, the Part functions as a strictly nomenclatural archive. Under the second interpretation, the Part pares away nomina dubia, so Parts of the List resulting from actions under Article 79 are like the Approved Lists of Bacterial Names that took effect on 1 January 1980 – taxonomically recognizable as well as nomenclaturally available. It is critical that a consistent basis for implementing Article 79 be adopted; it is unrealistic to expect unanimity, given the diversity of opinion among those who helped craft Article 79.
Sherborn: Thompson & Pape - Sherborn’s critical influence in getting informat...ICZN
The order Diptera (Insecta), flies, is a megadiverse group, representing some 15% or more of the known species of organisms. Scientific names are tags to concepts (hypotheses), called species, by which we organize our knowledge of biodiversity. Our Systema Dipterorum provides an index to all scientific names related to flies, so access to our knowledge about them is readily available. Sherborn more than a century ago attempted to provide such an index to all animal names. He did provide an index to all names published up until and including 1850. We compare our indexes, revealing how standards have changed and the number of names increased. Today, more and better resources are being made available to us, such as the Biodiversity Heritage Library, and our standards are higher (new International Code of Zoological Nomenclature), but regardless of all the change, Sherborn for his time provided an almost perfect (99.9%) index.
IntelliManage provides a unique service that helps shorten the duration of projects for companies managing a wide range of technology, engineering and organizational projects.
Sherborn: McOuat - Naming and Necessity: Sherborn’s Context in the late 19th ...ICZN
By the late 19th Century, storms plaguing early Victorian systematics and nomenclature seemed to have abated. Vociferous disputes over radical renaming, the world shaking clash of all-encompassing procrustean systems, struggles over centres of authority, and the issues of language and meaning had now been settled by the institution of a stable imperial museum and its catalogues, a set of rules for the naming of zoological objects, and a new professional class of zoologists. Yet, for all that tranquillity, the disputes simmered below the surface, re-emerging as bitter struggles over synonyms, trinomials, the subspecies category, the looming issues of the philosophy of scientific language, and the aggressive new American style of field biology – all pressed in upon the received practice of naming and classifying organisms and the threat of anarchy. In the midst rose an index. This paper will explore the context of CD Sherborn’s Index Animalium and those looming problems and issues which a laborious and comprehensive “index of nature” was meant to solve.
The document summarizes a 2-year digital literacy project between Leicester City Council and De Montfort University. The project aimed to develop digital literacy skills among secondary school staff through a self-evaluation framework. Key objectives were to define digital literacy, identify current skill levels, and support staff development. A survey found most staff confident overall but lowest in collaboration skills. Recommendations included promoting best practices, increasing skills in open educational resources, and online professional development. Lessons highlighted the importance of community involvement, supporting technology enhancement of teaching, and sharing practices.
Edubits 2013 - Apresentação de Josie FraserEdubits
Digital Literacies in Practice: Making Change Happen summarizes Leicester City Council's efforts to improve digital literacy in schools. The council invested £340 million to build new secondary schools by 2015 and wanted to enhance students' digital skills. They partnered with researchers to develop a digital literacy framework and survey teachers to understand current strengths and gaps. The goal is to help teachers build skills and confidence in digital literacy to better engage students with technology and online learning networks.
This document outlines the key topics and concepts covered in an information literacy course for youth called LSC531 taught in the spring of 2015. It discusses 10 big ideas around expanding literacy concepts, supporting adolescent development, reading and writing in a digital age, new approaches to information literacy, and the instructor's assumptions about learning. The ideas focus on issues like building reading skills, digital citizenship, collaborative learning, evaluating online information, and using digital tools to support comprehension. It also lists the program goals for URI's graduate school of library and information studies around foundations, lifelong learning, digital media, and leadership and ethics.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
1. The document discusses various types of literacies including information literacy, information and communication literacy, media literacy, and defines information and media literacy.
2. It explains that information literacy focuses on skills like problem solving, evaluation, and communication skills and enables people to recognize their information needs and locate and evaluate resources.
3. Media literacy is defined as the ability to access, analyze, evaluate, and create media messages and provides a framework for understanding the role of media in society.
4. The importance of information and media literacy is discussed as it allows people to effectively access, organize, analyze, evaluate, and create messages in different forms and engage in digital society.
Digital literacy involves using digital technologies and communication tools to find, evaluate, use, and create information. It requires the ability to read and interpret various media formats, reproduce data through digital manipulation, and apply new knowledge gained online. Digital literacy is important for society as it allows people to access public services, shop, and communicate virtually. It also enhances employment options and enables active engagement in the digital world. For education, teachers must be aware of how students use technologies in daily life and have standards for technology use, knowledge creation, and 21st century skills like collaboration and problem solving.
This document summarizes a two-year project called DigiLit Leicester that aimed to develop secondary school staff's digital literacy skills. The project partnered Leicester City Council, De Montfort University, and 23 local schools. Schools implemented a self-evaluation framework to assess staff digital literacy levels from entry to pioneer. Project activities included training sessions and sharing best practices. Surveys found a statistically significant increase in staff confidence and cultural changes in schools' digital literacy approaches. The project reports provide details on the framework, activities, and impact on schools and university practices.
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.
Digital Literacy and Libraries: What's Coming NextRenee Hobbs
Renee Hobbs explores the future of libraries through the lens of digital literacy in this talk to the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
Deepening the Practice of Digital Literacy Renee Hobbs
A Core Conversation with Renee Hobbs at SXSWEdu Austin, Texas, March 10, 2015. Hobbs demonstrates an approach to staff development that enables people to develop a shared vision for digital literacy that is respectful of the many-faceted nature of the concept.
Digital literacy is defined as the ability to use technology to find, evaluate, create and communicate information using cognitive and technical skills. It promotes student learning by providing tools to engage with online resources and prepares them for a digital society. The document outlines a plan to launch a digital literacy program at a school, including providing all teachers and students with devices and training, using online platforms for instruction and collaboration, and monitoring progress to improve instruction. The goals are to develop students' digital skills and prepare them for further education and career opportunities that require technology proficiency.
Digital literacy is defined as the ability to use technology to find, evaluate, create and communicate information using cognitive and technical skills. It promotes student learning by providing tools to engage with online resources and prepares students for a digital society. The document outlines a plan to launch a digital literacy program at a school, including providing all teachers and students with devices and training, using online platforms for learning activities, and monitoring student progress to improve instruction. The goals are to develop students' digital skills and prepare them for college, careers and an increasingly digital world.
Supporting Staff Development in Digital Literacy: The DigiLit Leicester ProjectJosie Fraser
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Similar to Defining Digital Literacy: in the context of the DigiLit Leicester Project (20)
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This presentation was given to demonstrate the progress of my thesis work, in October 2016. More information can be found at my blog: http://wp.me/p3YbqO-7o
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This presentation was delivered as part of ALT-C 2014: Riding Giants, in the Learning to Ride track. The presentation was given on Tuesday 2 September at The University of Warwick.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
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2. A bit of context…
2 year Knowledge Exchange Project:
• Richard Hall – De Montfort University
• Josie Fraser – Leicester City Council
• 23 Leicester City BSF schools
• Developing secondary school staff digital
literacy, through the implementation of a
self-evaluation framework.
3. A bit of context…
The project has three key objectives:
• To investigate and define digital literacy, in
the context of secondary school based
practice;
• To identify current school staff confidence
levels, and what the strengths and gaps
across city schools are, in relation to this
definition;
• To support staff in developing their digital
literacy skills and knowledge - raising
baseline skills and confidence levels across
the city, and promoting existing effective
and innovative practice.
4. Defining Digital Literacy
‘the ability to understand and use
information in multiple formats from a
wide range of sources when it is
presented via computers’
Paul Gilster 1997, p.1
5. Defining Digital Literacy
‘Digital Literacy is the awareness, attitude
and ability of individuals to appropriately
use digital tools and facilities to identify,
access, manage, integrate, evaluate,
analyze and synthesize digital resources,
construct new knowledge, create media
expressions, and communicate with
others, in the context of specific life
situations, in order to enable constructive
social action; and to reflect upon this
process.’
Martin 2008, pp.166-167
6. Defining Digital Literacy
‘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 and Payton 2010, p.2
8. DigiLit Definition
‘To be digitally literate, educators must be
able to utilise technology to enhance and
transform classroom practices, and to
enrich their own professional
development and identity. The digitally
literate educator will be able to think
critically about why, how and when
technology supplements learning and
teaching.’
13. 2013 Headline Findings
• High overall confidence
• 52% Pioneer
• 26% Entry
• Highest confidence: E-Safety and
Online Identity
• Lowest confidence: Communication,
Collaboration and Participation
14. How might we introduce
teachers to the benefits of
social media use within
education?
15. References
Fraser, J., Atkins, L. and Hall, R. (2013) DigiLit
Leicester: Initial Project Report, Leicester: Leicester
City Council (CC BY-NC 3.0)
Gilster, P. (1997) Digital Literacy. New York: John
Wiley & Sons, inc.
Hague, C. and Payton, S. (2010) Digital Literacy
across the curriculum: a Futurelab handbook.
Futurelab.
Martin, A. (2008) Digital Literacy and the ‘Digital
Society’. In: Lankshear, C. and Knobel, M. (eds.)
Digital Literacies: concepts, policies and practices.
New York: Peter Lang, pp. 151-176.
Editor's Notes
The term digital literacy first appeared in the eponymous book by Paul Gilster in 1997. He goes on to note that digital literacy is not simply about technical skills but also about critical thinking. Gilster does not give a prescriptive definition of digital literacy; perhaps it is for this reason that his ideas are still relevant today, surviving the web 2.0 revolution and countless other technical developments since the late 1990s. strengthens Gilster’s claim that digital literacy is not about program-specific skills but principles related to informed use of the internet.
Allan Martin has worked extensively on the topic of digital literacy, anddevised the above definition from his research and experiences. It can be seen that whilst Martin’s definition provides a much more detailed description of the competences involved in being a digitally literate individual, he is careful not to refer to any particular forms of technology. It could be argued that the above definition also has more to offer to education; since it is more detailed it is more useful in the development of a scheme for teaching digital literacy.
Keeping in mind that this publication is intended as a guide for schools, the links to school practice can be seen clearly in this definition. Creating, collaborating and communicating are all essential aspects of learning in the classroom,and linking these to a knowledge of when to utilise digital resources is an effective way to integrate digital literacy skills into existing classroom practice. My own personal takeaway from digital literacy is understanding that technology is not always the answer – sometimes post-it notes and pens are the most effective method.
Your Comments:Internet skills – searching, critical evaluation (crap detecting)Being able to use technology in a way which is relevant to their setting (Primary, Secondary, FE, HE)Enhancing the learning experience by including interactive elements
This recognises the importance for staff: first, in developing the skills to utilise technology purposefully within the classroom; second, in critiquing the underlying knowledge and attitudes that enhance their existing practices; and third, in being positive role models for the critical use of technology.
From this initial definition, and through our collaboration with schools and experts in the field of digital literacy, we developed 6 key areas for secondary teaching and teaching support staff.
The internet is home to a huge range of information, resources and research that can be used to support and develop learning and teaching. The Finding, Evaluating and Organising strand includes the skills required to successfully search for information and resources online, the knowhow needed to identify reliable sources of information and to be able to apply a range of approaches for organising online content. As an educator you will need to be able to manage a wide range of digital information and resources, including those that you create yourself. The Creating and Sharing strand covers using online tools to create original materials, and building on or repurposing existing resources, for the classroom. You should know how to identify resources that you have permission to use and remix, and also how to openly share your own materials. You should be able to support learners in creating their own resources and portfolios of work. As an educator you need to be aware of the legal requirements relating to the use of online and digital resources, for example copyright law, and the range of open licenses available, for example Creative Commons licensing.
Web-based and mobile technologies provide a range of opportunities for educators and learners to assess attainment and track progress, to identify where students are having difficulties and to provide feedback, including peer assessment. The Assessment and Feedback strand also includes how staff make use of technologies to support learners in monitoring and managing their own learning and to ensure teaching approaches are effective, and adjusting these to suit learners’ pace and needs. Digital tools and environments offer staff and learners a range of collaborative opportunities, supporting the co-design and co-production of resources, providing new approaches to participation and supporting learner voice. Staff and students can use technologies to connect and learn both with and from other learners and experts from around the world. The Communication, Collaboration and Participation strand involves the use of communication technologies, for example types of social media including, wikis, blogs and social networking sites, to support learning activities and enhance school communications, planning and management.
The use of technology is increasingly integrated into everyday life, and the value of using both private and public digital environments to support learning, teaching and communications is well recognised by educators. Schools and school staff support learners in understanding the negative effects of inappropriate online behaviour, and in ensuring learners understand what responsibilities they have as members and representatives of a school community. The E-Safety and Online Identity strand underpins educators’ and learners’ use of digital environments for formal and informal learning, including – understanding how to keep both yourself and your learners safe online, and how appropriate and positive online behaviours can be modelled in classroom practice.All school staff benefit from engagement with Continuous Professional Development (CPD) – keeping up to date in their subject and curriculum area, and in teaching approaches and methods. Web and mobile based technologies have changed the landscape for school staff in terms of how they can connect to other educators both locally and across the globe. Personal Learning Networks (PLN), developed and managed by educators allow school staff to discover, discuss and share relevant ideas, resources and approaches. The Technology supported Professional Development strand focuses on how educators can and are making use of technology to take their practice forward.
The survey opened by asking staff “How confident do you feel about using technology to support teaching and learning practices?”. On a scale where 1=Not at all confident and 7=Extremely confident, the majority of staff marked their overall confidence in using technology to support teaching and learning as 6, suggesting that the majority of staff feel very confident. Fifty-two per cent of the staff across the city who participated in the survey classified their skills and confidence at the highest level – Pioneer - in one or more of the six key digital literacy areas. The Pioneer level is described as a member of staff who has fully integrated technology into their teaching practice and shares their experiences with colleagues and others. They may seek out opportunities to develop their professional understanding, skills and practice, and may be reflective about their use of technology. Twenty-six per cent of all those who participated in the survey placed themselves at Entry level in one or more of the six key areas, highlighting a significant minority of staff who identify themselves as not being confident in using technology to support these aspects of their practice.Staff across the city rate their skills and confidence highest in the area of E-Safety and Online Identity, with 43 per cent of all respondents scoring at Pioneer level. The Pioneer level of this theme describes staff who have a positive, active online identity, take a whole school community approach to e-safety and cyberbullying activities and education, and are able to advise learners and colleagues. City-wide, staff feel least confident in the area of Communication, Collaboration and Participation, with 12 per cent of staff rating themselves as Entry level. This suggests that they may require further support in the use of social and collaborative technologies, for example wikis, blogs, social bookmarking tools and networking sites. Used effectively, collaborative technologies can increase learning opportunities, enhance learner engagement and help to connect communities across schools.
Your Comments:Using students and more confident staff to create resources around social media useBringing in University age students (through projects such as Mile²) to deliver staff development opportunitiesSet homework for students to create a presentation about positive uses of social media to support teaching and learningDevelop digital literacy guidance for social media – around effective use and etiquetteRaise awareness of the other social media platforms available – and demonstrate/showcase ways they can be usedSupport teachers in developing a professional social media profile – an account which can remain detached from personal online activity.