The document summarizes feedback from interviews with 38 participants about web literacy clubs. Key points include:
- Participants represented technology, education, and public institutions from North America and globally.
- Most existing programs serve youth but some also serve adults, meeting regularly for a finite period. Participants had beginner web literacy levels.
- Successful program engagement was described as combining learning skills, incentives, fun modular activities at different skill levels using relevant content, and options for online and in-person sharing.
- Suggestions to sustain clubs included partnering with schools, allowing different learning styles, intentional timing of meetings, and partnering rather than replacing others' work.
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The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
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As institutions learn more about how to sustainably tweak (customise) their Moodle environments to better service their unique needs, we are starting to see some very interesting examples of practice emerge; one’s that will not necessarily be seen on the Moodle Docs, Tracker, or Forums. One of these is the advent of a new course format developed by the University of Southern Queensland (USQ) called the Flexi Format. This new format allows both 'Week' sections and 'Topic' sections to appear in the same course. Included in this format is also two new ‘sections’ called ‘Getting Started’ and 'Assessment' aligned with a customized navigation block. Assessment, for example, has built-in smarts, providing the ability to draw in data via an abstraction layer from the Student Management System; 'People Soft', along with other automated features. However, this could be adapted to draw data from other system, such as Student One, Callista, etc.
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At the Moodlemoot in Melbourne last year, Martin introduced us to the notion that there was no room within the Moodle ecosystem for a new entity to help guide the future development of Moodle; the Moodle Users Association (MUA). A few months later, after a reasonably short gestation period, the MUA was born. Now 10 months on, much to the parents delight, it is now out of nappies and fully potty trained.
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cell division and generates the nth row of the Fibonacci tree. Asymmetric
cell division with a lag by newborn cells before continuous division and with lateral
self-association in one dimension can be represented over unit cell-cycle time
by classic Fibonacci trees.
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1. Web literacy club interviews
Data summaries based on your suggestions
2. Participant demographics
• Technology (IT, designer, developer)
• Education (K-12 schools, afterschool programs)
• Public institutions (libraries)
• Mixture of individual programs and orgs that represent large
numbers of programs
Background
• The majority of the 38 interview participants are in North America.
Participants are also located in Europe, Africa, Asia, South America
and Zealandia.
Geography
3. Program profiles
• Many existing programs serve elementary, middle
school, high school age youth, and a significant number
of programs also serve adults and educators.
• Most of these programs are sign-up, and most meet
regularly for a finite period of time.
• Most programs rated the web literacy level of both their
youth and adult participants as "beginner" or “basic".
My program is….
4. Program engagement
• Learning cohesive, connected, and meaningful skills;
• Incentives such as competition or awards, badges;
• Fun activities adapted in a modular way, for different skill levels
and participants, using relevant content;
• Offering the option to share/adapt/network together, both in-
person and online.
In your experiences, successful program
engagement has been a combination of…
6. Main “strengths” of the web
literacy club approach
• I am already organizing a club of my own, and could use
new curriculum and/or help.
• “I already run two programmes trying to share technology and hardware in Argentina. But I never have
time, because I do all of this outside of my job. I'd love help, resources and community to do it with."
• It's a great time to do this.
• "People are excited about Webmaker here, but they don’t have the agenda or paths for what’s next."
• I like the term "club".
• "When I hear 'club', I think of something that is not a class. Sounds good, fun and exciting. I also think
of a team."
7. Main “challenges” of the web
literacy club approach
• There are already other similar technology clubs in my region.
• “I already lead a club managed by Coder Dojo, Code Club, Ladies Learning Code or another local technology
organization."
• It will be hard to keep me/my network engaged.
• “The real tricky part is finding committed volunteers who have both the skills and staying power -- it's easy to
get university students, but they come and go."
• I don't like the term "club".
• "The name club can work, but because all after-school clubs are already clubs, you also need a catchy name,
like Code Scouts, Coder Dojo or STEM Meetup."
• I am confused about this versus other Webmaker programmes.
• “I wonder if local communities that are sustainable will maybe rush to clubs and get distracted."
8. Suggestions for “sustaining”
the web literacy club approach
• Work directly with schools.
• Allow for different kinds of curriculum for different
learning styles.
• Be intentional about timing. Meeting often, and for
a shorter time, is better.
• Partner with others. Don't make it seem like you're
replacing their work.
9. Suggestions regarding tech,
tools and curriculum
• We want modular curriculum that's flexible for our needs.
• The use of new tools (ie Github) can be daunting. Peer
learning opportunities and how-tos are important.
• The front-end new media 'look' of Teaching Kits works well.
• We need printable resources that work online and offline.
• The tone of curriculum -- who it’s worded for -- matters.
• Make sure the Web Literacy Map is localized for key regions
before we use it, and easy for beginners to understand.
10. Suggestions regarding
professional development
• It's crucial!
• Coaching is key. Good mentoring is a critical piece
in the process of being given new resources.
• Access to new opportunities and different ways to
do things (such as in-person trainings, webinars,
videos, tutorials and social media conversations)
are also very valuable.
11. Testing and next steps
• Everyone is willing to jump in and get involved.
• We also got a great range of specific responses
regarding when and where different orgs could
test and contribute to curriculum development.
• Thank you all for your thoughtful responses — we
really enjoyed the conversations. Let’s get started!
