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From Digital Literacy to Digital Fluency
This document discusses the changing nature of literacy and learning in a digital world. It notes that students are now active participants online and get their news from social media rather than traditional outlets. Educators are encouraged to view their role as preparing students for a globally connected world where they can ethically interpret information and communicate ideas digitally. The document suggests moving from a focus on digital literacy alone to the more encompassing concept of digital fluency.
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From Digital Literacy to Digital Fluency
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- 4. A changing complexity “Thefourth industrial revolution is a world in which we are not defined by our capital, but by our talents and capacities” American Mining Association
- 5. A new terminology •Gamification • Simulation • Haptic Environment • Globalization • RFID & Smart Environments • Remote Assistance • Internet of things, people, & services
- 8. Digitally, how arethese our students?
- 9. Our sources havechanged • How many of you used to subscribe to Time or Newsweek? Now? • How many of you used to subscribe to a newspaper? Now? • How many of you used to take dedicated time to read the homepage of a news outlet, even AOL? Now? • When was the last time you logged into MySpace?
- 10. A changing role •As of 2014, 68% of Millennials received their news from social media—not news outlets. CNN • It’s not enough to consume any more—the role of the public is global and exposed, for good and for bad • Now we are active participants in the world—from our couches
- 11. But, we’re notjust consumers…
- 12. Hey, have youseen this? • Even old media only survives by grafting itself to new media
- 13. A changing voice •The number of blogs has doubled every six months since 2001, when the term was coined—133 million bloggers in U.S. as of 3/2015
- 14. Let’s back up?What is literacy? • 2 Rs • Information • Communication • Reception & Production • Power and Privilege: to change the world
- 15. So, what’s thebig deal? Digital Fluency • The aptitude to effectively and ethically interpret information, discover meaning, design content, construct knowledge, and communicate ideas in a digitally connected world. Digital Literacy • The knowledge, skills, and behaviors used in a broad range of digital devices such as smartphones, tablets, laptops and desktop PCs, all of which are seen as network rather than computing devices. *Digital Fluency Initiative, 2014
- 16. Where are weheaded?
- 17. Changing the world…ithappens In 2001, Dr. Tim Tyson had a dream to Move Mabry Middle School in Marietta, Georgia, from the bottom 10% of schools in the state, to the top 10%. He would do so by letting students lead the way—challenging them to change the world. By 2006, the students were the top 2%, and they could care less—the world was changing because of them. • http://mabryonline.org/Movies/2006FilmFestival/2006-Best-Picture.mov “Like the Oscars, but not lame” George Lucas Foundation
- 18. A course correction… •Given the distinction of digital fluency from digital literacy, and acknowledging the “digital natives” in our classrooms, how should we view our role as educators? • What about devices? − Should we be one-to-one class/site/district? − Or, should we be one-to-world class/site/district?
- 19. Remembering: Apps thatfit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying: Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances. Analysing: Apps that fit into the "analysing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognise the organisation of content.. Evaluating: Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating: Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products. Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: [email protected] The Padagogy Wheel V4.0 Published 010315 Standing on the Shoulders of Giants Remembering Criteria Applying Criteria Understanding Criteria Evaluating Criteria Creating Criteria This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, For V2.0 and V3.0 I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps For the major revision that is V4.0 I have to thank the team of ADEs who created APPitic the App Lists for Education Project which has now closed Analyzing Criteria http://tinyurl.com/posterV4 http://tinyurl.com/ILMSimulations Understanding: Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarise content and translate meaning. App Selection Criteria The Padagogy Wheel V4.1 The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution-nonCommercial-ShareAlike 4.0 International License. Based on a work at http://tinyurl.com/bloomsblog. The Padagogy Wheel First Language Project: 21 languages are planned for 2016. For the latest languages see bit.ly/languageproject Immersive Learning at the core of the wheel is the New Instructional Design Keynote Mental Note Notepad+ Blogpress iAnnotate iBooks Sonic Pics Show Me Voice Thread Evernote Notability Educreations iTunesU Kodable Prezi neu+Notes Twitter Polaris Office Smart Office 2 PowerPoint Google Google Docs Wikipanion Puffin Browser Exel Word Quick Sketch Flashcard Machine Flashcards Deluxe Quiz Your Lizard Awesome Note I Wish FlipBoard WolframAlpha Maptini Inspiration Maps Pages Multi Quiz Wunder List Stumble Upon Kidspiration Ann’s Flashcards iThoughtsHD Popplet Snap the Notion Bitsboard Pro Assignments Corkulous Course Notes Data Analysis Easy Chart Ideament iStudiez Pro myHomework Notes Plus Outliner Penultimate Polldaddy Priority Matrix Quick Graph Simple Note Use Your Handwriting Big World Dropbox Numbers Pearltrees Simpleminds+ Blackboard Clear Sea Moodle Mobile Skype Edmodo Fring WhatsApp Facebook FB Messenger Google+ iTunes UTouch YouTube Strip Designer Filemaker Go 14 GroupBoard iBrainstorm Roambi Analytics TED Opera Mini Jot Audio Boom Toontastic Flipbook Do Ink iMovie Explain Everything Garageband Creative Book Showbie Halftone 2 ChatterPix Photogene Writer’s Studio Pictello Recordium Pro Photo Reminders Story Creator Pic Collage PixelmatorPuppetPals 2 Doodlecast Pro EasyStudioBookCreator WebAlbums Video Shop Shadow Puppet iStopMotion Conference Pad Wordpress Microsoft OneNote iDesign Paper Helper 2Screens Presentation Timer Screen Chomp Twitterrific DrawingPad Feeddler Simulations are the most effective pedagogy to develop graduate attributes and capabilities in learners, as well as address motivation. Please visit these Immersive Learning Resources which will help you design and build engaging experienced-based immersive scenarios. Getting the best use out of the Padagogy Wheel Use it as a series of prompts or interconnected gears to check your teaching from planning to implementation The Attributes Gear: This is the core of learning design. You must constantly revisit things like ethics, responsibility and citizenship. Ask yourself the question what will a graduate from this learning experience ‘look like’ i.e. what is it that makes others see them as successful? Ask ‘how does everything I do support these attributes and capabilities ?’ The Motivation Gear: Ask yourself ‘How does everything I build and teach give the learner autonomy, mastery and purpose?’ The Blooms Gear: Helps you design learning objectives that achieve higher order thinking. Try to get at least one learning objective from each category. Only after this are you ready for technology enhancement. The Technology Gear: Ask ‘How can this serve your pedagogy’? Apps are only suggestions, look for better ones & combine more that one in a learning sequence. The SAMR Model Gear: This is “How are you going to use the technologies you have chosen”? I would like to thank Tobias Rodemerk for the idea of the gears. Tobias is a teacher & works for the State Institute for School Development Baden-Württemberg (LS), Germany Allan Carrington Attributes Blooms SAMR Motivation Edtech http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf
- 20. 1+1+1+1=___ Effective Social Studies ProgramsEffective Calculus Programs • Reliance on local data & placement • Coordinated instruction/collaboration • Challenge & engagement including conceptualization & modeling • Student-centered/Active- learner pedagogy • Training of assistants • Proactive support/feedback system *Bressoud & Rasmussen, 2015 • Supportive and engaging environment • Effective use of assessment and reflection to guide learning • A rigorous, inquiry-based approach that values student processing • Relevancy • Content knowledge of teacher *Boyd, 2015
- 21. 1+1+1+1=___ Imagine Mars ProjectEffective P.E. Programs Motivation is driven by: • Cooperation—among and between peers and the instructor • Autonomy • Support—from peers and instructor • Evaluation/meaningful feedback from peers and instructors *Curth & Østergaard, 2014 • Reflect • Imagine • Discover • Create • Share *National Endowment for the Arts & NASA
- 22. 1+1+1+1=___ Successful Reading Programs •Autonomy and choice • Time • Meaningful interaction & reflection *Donalyn Miller Meta-analysis, 1895-2014 Successful STEM Programs • Student choice of tasks • Teacher guidance • Student time to model • Teacher feedback • Individual interests and needs • Interaction & Support *Diaz & King, 2007
- 23. 1+1+1+1=___ Adding it allup: what did you notice?
- 24. Consider your students’outlets…
- 25. Have you metAlexis?
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