Posted by Plamen Miltenoff on 24th March 2015
Archive for the 'technology literacy' Category
Posted by Plamen Miltenoff on 19th March 2015
One year or less (2015–2016):
- Cloud computing
- Mobile learning
Two to three years (2017–2018):
- 3D printing/rapid prototyping
- Adaptive learning technologies
- Information visualization
- Learning analytics
Four to five years (2019–2020):
- Visual data analysis
- Wearable technology
The NMC’s interim K–12 Horizon Report can be downloaded for free.
Posted by Plamen Miltenoff on 10th March 2015
Digital Portfolios: Facilitating Authentic Learning and Cultivating Student Ownership
presented on Tuesday, March 3, 2015.
Steve Zimmerman (charter school director), New York
digital porfolio software: open source. Google Sites – free, but too laborious for teachers
must be student owned and intuitive interface (you cannot say this about MN eFolio)
easy sharing and feedback
accessible form mobile devices (you cannot say this about MN eFolio)
easy integration with other applications (you cannot say this about MN eFolio)
she is not a test person. good for her.
writing, critical thinking, creative thinking, soft skills (communication, collaboration, negotiation). team players, problme solvers, prioritize,
education is moving from traditional teaching methods, to inquiry based. self-directed learning. from summative to formative assessment
21st century learning competencies
the presentation is now available on-demand at: http://w.on24.com/r.htm?e=936737&s=1&k=93DDFD3EB35B18A080B8EB13DD8FA770.
More on digital portfolio in this blog:
Posted by Plamen Miltenoff on 10th March 2015
The Brutal Authenticity Of BYOD
By allowing students to bring in their own devices for learning–rather than insisting that they learn both content and device in school–there is an important opportunity to connect with not just their personal lives, but their natural way of doing things.
While there are students who badly want technology and can’t afford even the $50, that doesn’t seem to be a strong argument against BYOD adoption, especially in light of what it costs—in time and money—to purchase, train, integrate, and maintain—state-funded, district-purchased, school-assigned devices. This is where schools, local organizations, and communities can step in.
Money and Learning
In the United States there can be a tendency to throw money at problems that are not fully understood. As a nation, America lags behind internationally, the “learning market” being one of the few markets proving evasive in lieu of continued effort, struggle, and spending.
More on BYOD in this blog:
11 Sample Education BYOT Policies To Help You Create Your Own
Posted by Plamen Miltenoff on 5th March 2015
Campus Technology Webcast | Georgetown University Brings Hoyas Together Using Google Apps for Education
Beth Anna Bergsmark, Associate Vice President and Chief Enterprise Architect
For your convenience, the presentation is now available on-demand at: http://w.on24.com/r.htm?e=943162&s=1&k=EEB98B7670230B430D2C5D40A99B0E1D.You can view it at any time or share it with a colleague.
use lighweight Google tools versus heavy weight (time consuming to learn) tools. able to connect, participate online. Georgetown policy is “never close campus” and light-weight tools help faculty do that .
even faculty video service integrated with LMS (SCSU = Kaltura + D2L), faculty still are encouraged to use youTube.
migrations lose metadata. Google migration highly automated, but other modernisations, but sites older then 10 years were scrapped.
aside of Google Glass, are there other Google apps used in the medical school. Answers: Google calendar
Posted by Plamen Miltenoff on 2nd March 2015
A Bried History of BIG Data
Volume, Velocity, Variety
Internet of Things
privacy, security, intellectual property
Posted by Plamen Miltenoff on 25th February 2015
library approach to information literacy. or WHAT IS information literacy?
is it the 90-ish notion of standing up in front of bored class and lecturing them how important is to use the online databases, which the university subscribe for
52% of teens use YouTube or other Social Media sites for a typical research assignment in school:
slide 29 out of 56:
Should information literacy be about digital literacy? Geo-spatial knowledge?
Should information literacy include videos? Games?
Should information literacy be multiliteracy? Transliteracy?
This is what Gen Z will expect from information literacy in particular, from library and education in general:
Posted by Plamen Miltenoff on 23rd February 2015
Father of the internet: ‘If we don’t move now, we risk losing all the data we’ve created in the 21st century’
Last year, it took a group of hackers to decode some old tape decks from a lunar orbiter mission run in the 1960s — as Wired points out, “the drives had to be rebuilt and in some cases completely re-engineered using instruction manuals or the advice of people who used to service them, and “the data they recovered then had to be demodulated and digitized, which added more layers of technical difficulties.”
take an X-ray picture of everything that is in place — not just the picture bits, but the operating system bits and the application bits and the underlying machine description bits — and we take this X-ray image and we package it all up and hang onto that, put it wherever we need to, maybe multiple copies, hoping one of them will last maybe a period of time. So this snapshot idea is quite clever and it captures everything you need to know to reproduce the environment to interpret the picture. And that object, this digital object, is something that could be transported around [from one cloud to another cloud or another machine].
Posted by Plamen Miltenoff on 20th February 2015
What Happens When Teens Try to Disconnect From Tech For Three Days
Posted by Plamen Miltenoff on 18th February 2015
Experts as facilitators for the implementation of social media in the library
Vanwynsberghe, H. )., Boudry, E. )., Verdegem, P. )., & Vanderlinde, R. ). (2014). Experts as facilitators for the implementation of social media in the library? A social network approach. Library Hi Tech, 32(3), 529-545. doi:10.1108/LHT-02-2014-0015
Excellent article. Apparently, they do things differently in Belgium.
“Social media literacy” (SML) can be defined as not only the practical
and critically cognitive competencies possessed by users of social media, but also the
motivation to employ these media effectively and appropriately for social interaction
and communication on the web (Vanwynsberghe and Verdegem, 2013).
Repeated by me numerous times, but ignored consistently.
p. 530 Therefore, the aim of this study is to empirically assess how a social media expert, or the employee with the most knowledge and skills concerning social media, in the library facilitates, or impedes, the information flow and implementation of social media in the library.
p. 541 The findings suggest that such social media experts play a significant role in either supporting or constraining the information flow and implementation of social media.
5.2 A social media expert plays an important role in the library for spreading
information about social media Unsurprisingly, social media experts are the most central actors for giving social media information; they share more social media information with other librarians and rarely receive information in return. Any information they do receive mostly comes from a person skilled in social media use. The social media expert as the central actor in the information network has the power to facilitate or prevent information exchange about social media (Scott and Carrington, 2012).
this is, if the experts are ALLOWED to participate. What if the social media access is usurped by very few others?
even worse, what if the social media is decentralized across?