Searching for "digital fluency"

Competent, Literate, Fluent

Competent, Literate, Fluent: The What and Why of Digital Initiatives

 Published:

https://er.educause.edu/blogs/2019/4/competent-literate-fluent-the-what-and-why-of-digital-initiatives

how should associated terms including literacycompetency, and fluency be distinguished

In the 2019 EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning, digital and information literacy maintains a top-five position for the third consecutive year.

Is it significant that Bryn Mawr College has a framework for digital competencies, Virginia Tech is launching a program in digital literacy, and the University of Mary Washington has a curricular initiative for advanced digital fluency? And what does it mean that Penn State has shifted its focus from digital literacy to digital fluency?

Jennifer Sparrow and Clint Lalonde have argued that digital fluency is a distinct capacity above and beyond digital literacy.

digital frameworks … on three levels:

  • First, digital initiatives aim to enhance students’ success after graduation.
  • A second major objective is to develop “digital citizenship.”
  • At a third level, digital initiatives can promote deep reflection upon the distinctive nature and ethics of knowing and knowledge in the digital age.

ELI webinar AI and teaching

ELI Webinar | How AI and Machine Learning Shape the Future of Teaching

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

When:
1/23/2019 Wed
12:00 PM – 1:00 PM
Where:
Centennial Hall – 100
Lecture Room
Who:
Anyone interested in
new methods for teaching

Outcomes

  • Explore what is meant by AI and how it relates to machine learning and data science
  • Identify relevant uses of AI and machine learning to advance education
  • Explore opportunities for using AI and machine learning to transform teaching
  • Understand how technology can shape open educational materials

Kyle Bowen, Director, Teaching and Learning with Technology https://members.educause.edu/kyle-bowen

Jennifer Sparrow, Senior Director of Teaching and Learning With Tech, https://members.educause.edu/jennifer-sparrow

Malcolm Brown, Director, Educause, Learning Initiative

more in this IMB blog on Jennifer Sparrow and digital fluency: https://blog.stcloudstate.edu/ims/2018/11/01/preparing-learners-for-21st-century-digital-citizenship/

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Feb 5, 2018 webinar notes

creating a jazz band of one: ThoughSourus

Eureka: machine learning tool, brainstorming engine. give it an initial idea and it returns similar ideas. Like Google: refine the idea, so the machine can understand it better. create a collection of ideas to translate into course design or others.

Netlix:

influencers and microinfluencers, pre- and doing the execution

place to start explore and generate content.

https://answerthepublic.com/

a machine can construct a book with the help of a person. bionic book. machine and person working hand in hand. provide keywords and phrases from lecture notes, presentation materials. from there recommendations and suggestions based on own experience; then identify included and excluded content. then instructor can construct.

Design may be the least interesting part of the book for the faculty.

multiple choice quiz may be the least interesting part, and faculty might want to do much deeper assessment.

use these machine learning techniques to build assessment. how to more effectively. inquizitive is the machine learning

 

students engagements and similar prompts

presence in the classroom: pre-service teachers class. how to immerse them and practice classroom management skills

https://books.wwnorton.com/books/inquizitive/overview/

First class: marriage btw VR and use of AI – an environment headset: an algorithm reacts how teachers are interacting with the virtual kids. series of variables, oppty to interact with present behavior. classroom management skills. simulations and environments otherwise impossible to create. apps for these type of interactions

facilitation, reflection and research

AI for more human experience, allow more time for the faculty to be more human, more free time to contemplate.

Jason: Won’t the use of AI still reduce the amount of faculty needed?

Christina Dumeng: @Jason–I think it will most likely increase the amount of students per instructor.

Andrew Cole (UW-Whitewater): I wonder if instead of reducing faculty, these types of platforms (e.g., analytic capabilities) might require instructors to also become experts in the various technology platforms.

Dirk Morrison: Also wonder what the implications of AI for informal, self-directed learning?

Kate Borowske: The context that you’re presenting this in, as “your own jazz band,” is brilliant. These tools presented as a “partner” in the “band” seems as though it might be less threatening to faculty. Sort of gamifies parts of course design…?

Dirk Morrison: Move from teacher-centric to student-centric? Recommender systems, AI-based tutoring?

Andrew Cole (UW-Whitewater): The course with the bot TA must have been 100-level right? It would be interesting to see if those results replicate in 300, 400 level courses

Recording available here

https://events.educause.edu/eli/webinars/2019/how-ai-and-machine-learning-shape-the-future-of-teaching

university web page design

Urgent: Today’s students need a digitally fluent college website-here’s how

By Liz Schulte August 3rd, 2017

Students can no longer remember the world before the technology revolution. Digital fluency isn’t optional for schools; it’s a must.

Urgent: Today’s students need a digitally fluent college website-here’s how

A good school site should:

  • Demonstrate its brand
  • Be easy to navigate
  • Show students a clear pathway to success
  • Highlight the best qualities of the school
  • Provide information visitors want to find

Pay close attention to your website’s analytics. Where are visitors going? How long are they staying? When do they leave? Are they finding where they want to go while they are there?

92 percent of Americans 18-29 years old own a smartphone. They will interact with your site from their phone. If it is frustrating, they will be frustrated with the school. The site needs a responsive design that will allow it to adapt to the size of any screen.

implement A/B testing to make sure the new design is improving on functionality and not just aesthetics. Also, make sure your website is ADA compliant.

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more on academic web page design in this IMS blog
https://blog.stcloudstate.edu/ims?s=web+design

MNsummit2017

Where: Normandale Community College (G) When: August 3, 1:45 PM
join our discussion #mnsummit2017 #vrlib on Twitter (@scsutechinstruct) and Facebook: https://www.facebook.com/InforMediaServices/

http://www.cce.umn.edu/documents/CPE-Conferences/MELS/2017-MELS-Program-Booklet.pdf

Vr library from Plamen Miltenoff

Towards Digital Fluency from Alec Couros

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more on elearning summit MN in this IMS blog
https://blog.stcloudstate.edu/ims?s=mnsummit

Reframing Information Literacy as a Metaliteracy

Reframing Information Literacy as a Metaliteracy

https://comminfo.rutgers.edu/~tefko/Courses/e553/Readings/Mackey%20Metalitreacy%20CLR%202011.pdf

https://crl.acrl.org/index.php/crl/article/view/16132

https://pdfs.semanticscholar.org/6d77/5e0711644fad14b8abb22314fb19b9c79bca.pdf

p. 62

Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities.
Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online.

Information literacy was the term used most frequently in the United States from the late 1980s through most of the 1990s and is still used regularly. (Craig Gibson, “Information Literacy and IT Fluency: Convergences and Divergences,” Reference & User Services Quarterly 46, no. 3 (2007): 24.)
p. 64. Social media and online collaborative communities are not specifically addressed in the standard definitions, but many of the highlighted skills are pertinent to today’s information environment.

…these institutional frameworks are not on the cutting edge of emerging trends; they lag behind the innovations of Web 2.0 and social media. Metaliteracy expands the scope of information literacy as more
than a set of discrete skills, challenging us to rethink information literacy as active knowledge production and distribution in collaborative online communities.

Media Literacy,
Digital Literacy,
Visual Literacy,
Cyberliteracy,
Information Fluency,
Metaliteracy

p. 69. While new literacy movements have similar foundation elements to information literacy, specifically
related to critical reading and critical thinking, as well as proficiencies in finding, synthesizing, and creating information, differences are often emphasized based on the specificity of technology or media
formats. As each new form of literacy is introduced, the shared literacy goals related to critical thinking and information skills are often overlooked, creating an unnecessary divide between information literacy
and other literacy types. The information literacy literature has also contributed to this separation in an effort to clarify important distinctions between information and computer skills, or between traditional
bibliographic instruction and new media literacy. Metaliteracy reinforces stronger
connections between information literacy and other literacy frameworks. This approach looks at the foundation principles that unite information and technology, rather than focusing on differences based
on discrete skills, distinct technologies, or media formats.

 

x-literacies
Jon Dron’s blog

https://landing.athabascau.ca/blog/view/708453/x-literacies
Computer literacy
Internet literacy
Digital literacy
Information literacy
Network literacy
Technology literacy
Critical literacy
Health literacy
Ecological literacy
Systems literacy
Statistical literacy
New literacies
Multimedia literacy
Media literacy
Visual literacy
Music literacy
Spatial literacy
Physical literacy
Legal literacy
Scientific literacy
Transliteracy
Multiliteracy
Metamedia literacy

 

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