Bloom’s digital taxonomy
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Archive of ‘Digital literacy’ category
wikidata
Gamification as Design Thinking
Hung, A. C. Y. (2018). Gamification as Design Thinking. International Journal of Teaching and Learning in Higher Education, 30(3), 1812–9129.
By reflecting-in-action, the practitioner is able to gain metacognitive awareness and perceive his/her intuitions and biases, test hypotheses, and take on new perspectives. The approach of having students learn by designing their own games combines design thinking and game-based learning (Kafai, 1995, 2006; Li, Lemieuz, Vandermeiden, & Nathoo, 2013). Design thinking also supports new forms of literacies brought on by new media technologies as well as game-based learning.
It is likely that the effects of gamification cannot easily be measured satisfactorily through surveys of motivation, engagement, attendance, or grades because there are too many variables that could affect how students respond. Critics of gamification argue that it over
simplifies complex problems (Bogost, 2015; Robertson, 2010). However, both gamification and design thinking are approaches to problem-solving. With design thinking, gamification may be used in more meaningful ways because design thinking offers a different lens through which to conceptualize the problem.
the Cloud, AI and green energy
Analog Video Digitization
Reconsidering Technical Labor in Information Institutions: The Case of Analog Video Digitization
Zack Lischer-Katz
Library Trends, Volume 68, Number 2, Fall 2019, pp. 213-251 (Article)
empirical study conducted by the author from 2015–2017 that used qualitative-interpretive methods to study the discursive and material practices of professional media preservationists as they worked to digitize analog video recordings in small-scale, high-quality (“artisanal”) digitization projects
p. 215 Furthermore, understanding technical work in li-braries can contribute to ongoing debates in information studies and the digital humanities on the relationship between “doing” and “signifying” in terms of scholarly production (Cecire 2011)
changes in DRM
Big news: the US copyright office rules that researchers at universities can break DRM on ebooks and DVDs for non-commercial scholarly research. Works need to have been legally obtained and owned by university, and protected by security measures like other sensitive data. 1/3
— David Bamman (@dbamman) October 27, 2021
https://en.wikipedia.org/wiki/Digital_rights_management
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Digital Native Means Digitally Literate?
categories: Digital literacy
Think Digital Native Means Digitally Literate? Think Again.
By Nadia Tamez-Robledo Oct 21, 2021
https://www.edsurge.com/news/2021-10-21-think-digital-native-means-digitally-literate-think-again
students do have digital skills, but not necessarily the digital literacy they need to do their schoolwork.
There’s a difference in the way students use a device to scroll through YouTube videos versus understanding the information delivered in a lesson. The first is passive, and the other requires careful engagement.
n the International Literacy Association’s “What’s Hot in Literacy” report published in 2020, 49 percent of literacy professionals said they wanted more professional development on “using digital resources to support literacy instruction.” That surprised the researchers, who also reported that professionals were split over whether digital literacy was receiving the appropriate amount of attention: 26 percent felt it deserved less attention, while 25 percent felt it should get more.
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bookwidgets
math and history
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hyflex courses for Multimodal Learning Environments
Designing Hybrid-Flexible (HyFlex) Courses to Support Multimodal Learning Environments
badge earned for attending the course:
https://www.credly.com/badges/d115ce80-17a9-4238-8f7a-9e4cbc327114/linked_in
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Multimodal Learning Environments
https://ascilite.org/conferences/sydney10/procs/Sankey-full.pdf
Neuroscience research has also revealed that „significant increases in learning can be
accomplished through the informed use of visual and verbal multimodal learning‟ (Fadel, 2008, p. 12).
Multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written). In turn, materials that are presented in a variety of presentation modes may lead learners to perceive that it is easier to learn and improve attention, thus leading to improved learning performance; in particular for lower–achieving students (Chen & Fu, 2003; Moreno & Mayer, 2007; Zywno 2003).
multimodal design, in which „information (is) presented in multiple modes such as visual and auditory‟ (Chen & Fu, 2003, p.350). The major benefit of which, as identified by Picciano (2009), is that it „allows students to experience learning in ways in which they are most comfortable, while challenging them to experience and learn in other ways as well‟ (p. 13). Consequently, students may become more self–directed, interacting with the various elements housed in these environments.
VARK learning styles inventory online to help determine their learning style (http://www.vark–learn.com/english/index.asp)
https://vark-learn.com/the-vark-questionnaire/
(see motivation theory: https://blog.stcloudstate.edu/ims/2021/10/14/motivation-theory/)
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