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Digital Literacy

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How do YOU learn at work? One of the early tasks that the learning professionals in my L&D Challenge undertake is to consider how they themselves learn at work.

How do YOU learn at work?

It is clear from what they share with the group that they learn in a multitude of ways – and that very little of it happens through conventional trainingit happens both inside and outside the workplace, andit is a continuous, ongoing process not a series of intermittent events. I’ve plotted some of the key ways on the diagram below. But it is not just those who are undertaking the Challenge who are learning very differently, it is also very clear from the results of my 9 year Top 100 Tools for Learning survey that this has been the case for many people for sometime now.

Developing digital literacies in the curriculum. This resource set is for: teachers and other professionals involved in curriculum design.

Developing digital literacies in the curriculum

Developing Digital Capability:Learners' needs. Developing digital literacies in the curriculum - slidedeck - Google Slides. HelenB's e-learning blog. Enhancing the student digital experience: a strategic approach. How are you responding to the changing digital needs and expectations of your students and staff?

Enhancing the student digital experience: a strategic approach

Do the experiences and the digital environment you offer to your students adequately prepare them to flourish in a society that relies heavily on digital technologies? What are you doing to engage students in dialogue about digital issues and to work collaboratively with them to enhance their digital learning experience? How well is the digital vision for your establishment embedded in institutional policies and strategies? These are questions that are challenging institutions in UK further and higher education (FE and HE). Privacy issues related to online social networking sites. To begin exploring issues around using online social spaces for learning and teaching, we sometimes move outside the virtual learning environment (VLE), perhaps to Google Drive, Twitter or Facebook, and in open online courses (such as MOOCs) everything in the VLE might already be public and open to any passing web user.

Privacy issues related to online social networking sites

So it is important to remember that the nature of online social spaces, the size of their memberships and their terms of use have implications for privacy and disclosure. The conclusions to the research byGross and Acquisti (2005), indicate how users of social networking spaces, such as Facebook, provide often highly personal and sensitive information with little concern for privacy risks (page 79). Many social software applications require registration with a real name and a verifiable email address (though it is quick and easy to set up a free gmail account for these purposes).

Flipping the classroom when home access is a problem. A lack of reliable internet access at home can make flipping a challenge, but by no means an impossibility Ed. note: Jess Peterson will co-present a related session, “Flipping the Classroom in Low-Socioeconomic Schools,” at this year’s FETC conference in Orlando, on Friday Jan. 15.

Flipping the classroom when home access is a problem

Ask any educator, and they’ve probably at least heard of flipping the classroom. There are articles for days about the benefits and rewards to be reaped from flipping. Plenty of teachers have given it a go, or at least considered it. Too many teachers have ruled it out on account of their students’ lack of access. It’s true that our students come from all walks of life. The Advanced Google Searches Every Student Should Know - November Learning.

“Did he seriously just ask that?

The Advanced Google Searches Every Student Should Know - November Learning

How old is this guy?” Well yes, I recently seriously just asked a group of students if they knew how to search Google. And yes, the students got a good laugh from my question. “Of course I know how to use Google,” I have been told by every student to whom I have asked the question. “Really? The truth is that every student can use Google on some level. If you watch your students use Google you will probably observe that most begin their search by simply typing the title of the assignment verbatim into Google (i.e., Iranian Hostage Crisis). After their results pop up, most students will look only at the first screen of results, believing that those top hits contain everything they will need to complete their assignment. Developing students' digital literacy. The issue Even today’s students need support with some areas of digital practice, particularly in an academic context, so it’s important to make sure that these needs are met.

Developing students' digital literacy

While employability is an obvious driver, developing learners who can learn and thrive in a digital society is a key role for universities and colleges. We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined six elements for consideration, which can be seen in the following diagram. What you can do. Developing digital literacies in the curriculum. Welcome to the HEA toolkits. Guides. Focus groups. After the desk study, the Jisc FE Digital Student project went on to conduct some primary research in order to understand learners’ expectations of technology use during their experiences in FE.

Focus groups

For the purposes of the project we used the definitions provided by the HE Digital Student study, which helpfully defined learners’ expectations of technology as to what learners want based on their experiences before/outside of education, whilst learners’ experiences of technology are defined as what learners need to succeed at college and in the digital world beyond. We conducted 12 focus groups with 220 learners across 6 colleges. This page summarises the findings from these focus groups. The focus groups were audio recorded and the plenary sessions have been transcribed. The facilitators also produced their own notes after each focus group. Don’t assume we are digitally literate. The Education and Training Foundation. Association of Colleges. Professionalism in the Digital Environment (PriDE) From the outset, the PriDE project will be interested in exploring what it means to be ‘digitally literate’ within the subject disciplines.

Professionalism in the Digital Environment (PriDE)

Open University Library Services. 9th Annual Survey of Learning Tools. Eduguide. Video-planning-home. A goal without a plan is just a wish. – Antoine de Saint-Exupéry Producing a video can be a time consuming and potentially very expensive process, whether you are doing it yourself or employing an external supplier.


Image by Jisc. All rights reserved. The normal course of a video production tends to separate into three discrete phases: pre-production (or planning), production (or shooting) and post production (primarily editing); the production phase is covered in depth in our video production infokit. The phases which incur the greatest costs are normally production and post-production, employing as they do most of the physical resources used in a project (travel, recording media, equipment, personnel).

Open University Library Services. When you select a pathway, you will see a number of activities on a particular theme. Pathways allow you to develop a deeper understanding of a topic. You can work through the activities in your chosen pathway in any order. Activities will open in a new tab or window. When you have finished the activity, close the tab or window to return to this page. The icon next to each activity helps you to identify the format used (e.g. activity, video, audio, or external resource).

Developing your digital literacies. Digital Literacy Overview. Basic Curriculum The Basic curriculum features a course called A First Course Toward Digital Literacy. This course teaches the value of computers in society and introduces you to using a mouse and the keyboard. Standard Curriculum. It pays to be smart with social media. “We want to inspire young people – and help them draw on their achievements – and we want to make sure they present themselves in the best way possible, socially,” says Kirstie Mackey, head of LifeSkills at Barclays, a programme that aims to help young people gain confidence and skills to apply for work.

“You need to be shouting about positive experiences to boost your employability. That’s why our LifeSkills programme has developed new tools, which provide practical help to young people to present their best self online, using social media.” More than half of young people who have taken part believe LifeSkills helped them get a better job, and 70pc said it improved their confidence in interviews. Whether Will lands a job sooner or later, he’s at least given himself a head start through his online presence. “It’s a difficult environment, no question,” says Linda, “but he’s got so many tools at his fingertips – he can use social media to show how positive and creative he can be.” Why Singapore has the smartest kids in the world. The country's academic success has helped it become a thriving economy, and the way it has built its education system could hold lessons for the rest of the world. "Singapore is a fascinating case," said Marc Tucker, the president of the U.S.

National Center on Education and the Economy. "[It] was a major British port before the Second World War. When Britain got out and closed its base Singapore was in terrible shape. Government Digital Inclusion Strategy. Foreword by Francis Maude MP This is for everyone. Funding to build skills and bridge the digital divide: Big Lottery Fund. Mind the gap: the digital divide and digital inclusion. The issue. Technology has, and will continue to, disrupt and transform our lives. Yet despite its ever-growing presence, 23% of UK adults still don’t possess the Basic Digital Skills necessary to take advantage of it. This means one in five people are unable to do simple things like send a Facebook message, apply for a job online, pay bills with an app, or even check what day the bins are collected on their local council website. For some, it means not knowing how to communicate with family and friends online, leading to loneliness, isolation or ill-health.

Mind the gap: The digital divide and digital inclusion. Internet use is transforming almost every aspect of our public, private and work life. Get IT Together – Your guide to getting someone online – BT Inclusion. Resources to help someone go online. Get IT Together – Your guide to getting someone online – BT Inclusion. Creatingaconnectedsocietysummary. Resources to help someone go online. Our work. Digital skills remain a struggle for quarter of UK, charity warns recruiters. Getting Into Literacy - Home Page. Digital literacy 'as important as reading and writing' Developing Digital Capability:Bloom's digital taxonomy. Developing digital literacies in the curriculum. Skills_of_the_datavores. Effective learning analytics. Background Universities and colleges use student data to help make informed decisions which can lead to improved student satisfaction, retention and attainment.

However the learning analytics market is undeveloped. Making the most of data: Data skills training in English universities. Skills of the Datavores: Talent and the data revolution. The 'big data explosion' requires new analytics skills to transform big datasets into good decisions and innovative products. Jisc digital capability codesign challenge blog. Building digital capability. Data literacy and skills development vital to UK economic health. Digital Literacy Definition and Resources. Sandars%20and%20Morrison%202007.pdf.