From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age
Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088
Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission, Contemporary Educational Technology, 4(3), 126-137. http://eric.ed.gov/?id=ED542213
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., Rainie, L., & Pew Internet & American Life, P. (2011). Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of “Digital Citizenship”. Pew Internet & American Life Project, http://eric.ed.gov/?id=ED537516
Ives, E. A. (2012, October 1). iGeneration: The Social Cognitive Effects of Digital Technology on Teenagers. Online Submission, http://eric.ed.gov/?id=ED543278
The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL.org) is nearly 7 years old. It is the North American professional association for the global eportfolio community of practice and research field. “ePortfolio” is an idea about how technology can be implemented to best advantage in our world today. The eportfolio idea is that the learner is the anchor and center for the record of learning — the eportfolio is owned by the learner and the eportfolio stays with the learner between courses, between institutions and into life. It is a powerful idea and the growth of eportfolio technology in higher education around the world suggests educators understand that power.
At the Conference at the University of Georgia November 9-10, you will attend sessions that demonstrate how 10 different institutions have deployed eportfolio technology in ways appropriate to initiatives on their campuses. Kathleen Yancey of Florida State University, a founder of the U. S. eportfolio movement, is keynote.
AAEEBL is writing The Field Guide to ePortfolio to be published by AAC&U in 2016. This is a timely publication. Each conference and each webinar that AAEEBL holds contributes to the ideas in the Field Guide, being created by a team of 60 AAEEBL members. You can find out more about this project at this conference.
I therefore approach that aspect of the FYW class with this baseline assumption: Most of the eighteen- to twenty-year-olds who attend The University of Arizona already communicate via digital technologies in various ways and can learn to use template-based applications with relative ease, especially if they are first given time during class to collaborate on penalty-free projects with select applications.
Beyond that initial experimentation with the capabilities and functionality of new technologies, what FYW students most need to learn in our limited time is a thing or two about conventions that span across many online publishing venues and multimodal genres (such as nonlinearity and linking) and basic design principles (such as visual organization, coherence, and impact). Also essential are multiple conversations about fair use, copyright, and other ethical concerns regarding representation of self, others, and ideas that students must consider when going public with their compositions. Such an approach builds on what Stuart Selber (2004) calls the “functional literacy” of digital technology that FYW students typically bring to these classes, challenging students to develop critical and rhetorical literacies and become questioners and producers of digital texts.
I ask my FYW students to translate their written public arguments (open letters; letters to editors, public figures, or organizations; opinion columns; perspective-forwarding creative nonfiction) into more visually and/or aurally oriented arguments (via Prezi or YouTube; through the creation of editorial cartoons, infographics, public service announcements or other multimodal texts). (For more information, see the assignment sheet
Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated
project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Key to using socialmedia is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using socialmedia because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
it is a hot topic [and contested] topic at MnSCU, considering ADA. In the MnSCU case, it is video and audio material, here, it is text based. The crowdsourcing idea applies, though…
On Thu, Sep 10, 2015 at 8:31 AM, Kathryn Frederick (Library) <kfrederi@skidmore.edu> wrote:
Hi,
We recently had preservation work done on a number of 16th – 18th century land patents. We will be digitizing them, and would like to transcribe the documents which are hand-written in English and, in some cases, Latin.
Is anyone aware of a tool that would allow us to crowdsource the transcription?
If you’re interested in a fully hosted solution, you might also check out http://beta.fromthepage.com/. The underlying software is open source and you can install it locally as well.
Digitization and Libraries
Thursday, September 10, 2015
2 PM Eastern | 1 PM Central
12 PM Mountain | 11 AM Pacific
Digitization is a rapidly growing area of librarianship. Whether you’re a community repository or you need to digitize old materials to save space, the ability to start a digitization project is becoming an essential skill for the modern librarian.
Join us for a new episode of American Libraries Live, Digitization and Libraries. Our expert panel will discuss digitization in both broad and specific terms, looking at current trends and long-term implications for the library community.
Our panel will include:
• Susanne Caro, Government Documents Librarian at University of Montana, author and frequent speaker on digitization and librarianship
• Alyce Scott, Professor, School of Library & Information Science San Jose State University
Tune in for this free, streaming video broadcast! You can pre-register here for this free event (pre-registration assures you a reminder before the event), or go to http://www.americanlibrarieslive.org on September 10 at 2:00 p.m. (Eastern) to view.
We are pleased to welcome the School of Information (iSchool) at San José State University as a sponsor for this episode. The iSchool prepares individuals for careers as information professionals. Graduates work in diverse areas of the information profession, such as user experience design, digital asset management, information architecture, electronic records management, information governance, digital preservation, and librarianship. Based in the heart of Silicon Valley, the iSchool is the best place to learn online.
The iSchool’s Master of Library and Information Science (MLIS) degree program was named Outstanding Online Program by the Online Learning Consortium. This prestigious national award recognizes the school’s commitment to delivering innovative, convenient, 100% online learning solutions for students across the globe. Find out more about the iSchool’s award-winning online educational programs at ischool.sjsu.edu.
Experience explore expand. Adventure based how to collaborate in ways we have not collaborated before pedagogical guidelines internet driven
Instructor – content – design
Today: first think is design, content, instructor. So how do we design learning environments is the most important one
Guide learners as designers. Constructivism. Design for meaning. Through the power of the story.
Geotetic design a learning environment learn geography using GIS
Situated movies (student-centered learning)
Grant Earthducation go to the most remote parts of the world to align their education with their culture, instead of what the government is downing as culture
Use of phone: whoever answers instructor’s question first, gets to pose the next question to the rest of the audience.
Design based research
Self-narrative, referencing the experience real world issues in real time
the U Media Lab.
The Changing Earth. App GoX (instagram on steroids. tell their story through the app). How is this different from Google Earth
Raptor Lab (rehabilitate a raptor).
podcast pontification (audio version of blog self reflections)
Greg Steinke The U
A Digital Story Assignment using WeVideo
WeVideo is the Google response to iMovie cloud
The U is on Google email and thus google drive and all other google tools
The Center for Digital Storytelling. short videos, 3-5 min incorporate photographs with the author narration, reflection
Assignment (verbal directions). process (write a 2 page script, every page is about a minute of video), gather images that support the story; edit the script (rewrite); record audio to the script (use an app on the phone instead of WeVideo), WeVideo can edit the audio recording; edit the story, edit the photos to match the story; YourTube and/or Google+
working with faculty: is the digital story a good fit for your course? two questions: does the course have many writing assignments? does everyone have to do the same type of assignment? do you want to offer choices? do you want your students to share their work outside of the class? to you want to explore opportunities for students to develop 21 century skills?
google communities for sharing
wewideo has a tutorial at Center for Digital Storytelling
students can use the digital story for their eportfolio
the entire exercise is entirely based on mobile devices
time frame: scaffolding options
3d printing products were the tangible result of the project and the digital storytelling just the format to present
Google Drive master folder for the phone images and video; iOS apps: MoviePro, FiLMc Pro, VoiceRecord Pro (including mp3); Android: WeVideo
Storyboard template
Faculty Development Programs: Digital Storytelling Community of Practice
chemistry professor. 3D printing with different materials.
what else can be made (e.g. reaction vessel)
printing of atoms
crystalography dbase
Karen: pre-service teachers professor: how to use 3d printers and be comfortable with them. Steve Hoover. Thinkercad and Autodesk123D>
3D academy http://www.team3dacademy.com/index2.html. Pinterest board for3d Printing with resources
Lisa: graphic design. not intuitive. Rhinoceros (not free anymore). 123D strong learning curve. 3d printing will be incorporated in the curriculum. sculpture students and others don’t like fudging on the computer, but Adobe people love it. Some items takes up to 4 hours to print out. when working on the computer is difficult for some students to visualize the dimensionality.
collaborative learning opportunities.
no makerspace or fab lab. additional interest from the theater and business dept. 3d printing is connected to future work skills. new media ecology or media literacy set of skills.
the main presenter: build excitement and interest and gradually step back. how much material goes through and should we charge back. clean and maintenance involved; not too bad. better then a copier. plastic inexpensive. sizes with plastic – $25 and $50. how many project of a spool: depending on the size of the projects but considerable amount. two printers one art dept and one in the faculty dev area.
non profit visually impaired students. how 3d can make difference in special ed.
3d printing lab with access for everybody. ownership brings policy. where housed: neutral place.
only one printer is barely sufficient for faculty to figure out how to use it. purchasing two more if students and curricula to be involved.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
Susan Andre uses a slide titled “trust” to elucidate how the entire project was enabled. “trust” and “transparency” are sparse currency in the environment I work in. if she is right an ebook ain’t happening anytime soon at my place.
inclining habitat.
students involvement. use stipends. student artists. food for the video interviews. create a community, student centered.
people able to change the book.
copyright process; did you find it cumbersome. copyright permission center.
time span and amount of hours spent: 3-4 months per chapter.
Main speaker
David Wiley. Making Teaching and Learning Awesome with Open
MN Learning Commons
open educational resources
LUMEN
education – sharing feedback, encouragement with students passion about the discipline, yourself
open is not the same as free. free + permissions + copyright permission: 5 r = retain (make and own copies), reuse (use in a wide range of ways), revise (adapt, modify, and improve), remix (combine two or more), redistribute (share with others)
open:
free and unfettered access
perpetual, irrevocable copyright permissions
(look but don’t touch is not open)
tech enables OER permits
traditionally copyright materials on the Internet – not so good ; jet on the road
openly copyright materials on the internet _ yes: jet in the air
permission-less innovation. relatively inexpensive and broad permissions.
intellectual infrastructure of education: learning outcomes/objectives; assessments; textbooks. they are relatively expensive and narrow permissions.
so what?
open education infrastructure: open outcomes, objectives, activities, educational resources
the culture of glued legos must be eradicated. open pedagogy. open credentialing model
Recently, ED/IES SBIR announced its 2015 awards. There are 21 awards in all, covering a range of topics and forms of technology. For example, Zaption is designing a mobile app to help teachers integrate video into science instruction; Speak Agent is building an app to help students with speech disabilities to communicate; and Lingo Jingo is developing a platform to help teachers guide English learners. (To view short video demos of the eight new Phase II projects, see this playlist.)
The 2015 awards highlight two trends that have emerged in the ED/IES SBIR portfolio in recent years –games for learning and bridging the research-to-practice gap in education.
Trend #1: Games for Learning
Strange Loop Games to build a virtual world to engage students in learning about ecosystems,
Kiko Labs to develop mini games to strengthen young children’s thinking and memory skills, and
Schell Games to create a futuristic “ball and stick” molecular modeling kit and app to augment chemistry learning.
For a playlist including videos of these games and 19 others out of the ED/IES SBIR program, see here.
The games for learning trend echoes the movement surrounding games in the field, and is highlighted by recent ED sponsored events including ED Games Week in Washington, DC, last September and the Games for Learning Summit in New York City, in April. Both events convened stakeholders to showcase games and discuss the potential barriers and opportunities for collaboration necessary to accelerate the creation of highly effective games for learning. Stay tuned for more information and initiatives on games for learning out of ED’s Office of Technology.
Trend #2: Bridging the Research-to-Practice Gap
Mindset Works, which built on results from prior research including a 2002 IES research grant, to successfully propose a 2010 ED/IES SBIR project to develop SchoolKit. This multimedia platform enables broad distribution of the growth mindset intervention which teaches students to understand that intelligence can be developed through effort and learning. SchoolKit is now in use in more than 500 schools across the country, including half the middle schools in Washington, DC.
Learning Ovationsis building on two prior IES research grants in their 2014 ED/IES SBIR project. The prior IES funding supported the research team as they developed and evaluated an intervention to improve children’s reading outcomes,. This award is supporting the development of an implementation platform to enable large-scale use of this evidence-based intervention across settings. The project is scheduled to end in 2016, after which the platform will be launched.
The new ED/IES SBIR 2015 awards continue the research-to-practice trend. An award to Foundations in Learning furthers basic research from a 2013 National Science Foundation grant (NSF); an award to SimInsights builds on 2005 and 2008IES research projects and a 2011 Defense Advanced Research Project Agency (DARPA) research project; and an award to Apprendris advances a prior 2012 IES research project and prior 2010 and 2013 NSF research projects.
