Students need better preparation for digital careers, Jisc survey suggests The results of the digital experience insights student survey 2019 explore how learners at UK universities and colleges engage with technology. Published today (3 September), the results of our digital experience insights student survey provides powerful data from 29,531 students on how they engage with technology. Data drawn from 13,389 further education (FE) students and 14,525 campus-based higher education (HE) respondents shows that only 40% in FE and 42% in HE feel their course prepares them for the digital workplace. Worse, despite Office for Students predications than more than a million digitally skilled people will be needed by 2022, less than half of the FE students surveyed (49%) and only 70% of campus-based HE respondents agree that digital skills are needed in their chosen career. Access the digital experience insights 2019 report Valuable insights 'Vital' skills Jisc student partner Sam Jenkins - a history undergraduate at the University of Winchester - comments: He’s not alone.
Promoting Multiple Literacies (Principles of New Librarianship) In my last post, I outlined 5 principles that I believe new librarianship encompasses. Today, I’m going to delve into the first principle a little further: promoting multiple literacies. Which literacies should new librarianship promote? Which literacies should new librarianship promote? There are 6 foundational literacies that I see as the root of all (or at least most) other literacies: Critical literacy views readers as active participants in the reading process and invites them to move beyond passively accepting the text’s message to question, examine, or dispute the power relations that exist between readers and authors. How are the literacies inter-related? The diagram above establishes the relationships between these foundational literacies (in my view). Critical literacy is at the core of all the other literacies. I see information literacy as being the most closely tied to critical literacy. Media literacy is dependent upon critical, information and visual literacy. In many ways!
Create a group & choose group settings - Google Groups Help You can use Google Groups to create an online group for your team, organization, class, or other group to do things like: Email each other Host group discussions Collaborate on projects Organize meetings Find people with similar hobbies or interests You can also change your group's type, name, or description, and choose who can join, post, and view topics. Create a group Sign in to Google Groups. Make your group an email list, forum, or collaborative inbox You can change your group type at any time to match your group’s communication style and workflow. Sign in to Google Groups. Change your group’s name, description & email settings Sign in to Google Groups. Set features included in every email You can set: A subject prefix: This helps identify email as group messages. Set how members display their identity You can allow members to post with a display name or require that each member be linked to their Google profile. Sign in to Google Groups. Set who can post, view topics, and join the group
The Importance of Building Community in Online Classes Taking an online course should be more than sitting in front of a computer — real engagement involves becoming a part of the community of learners. The concept of peer learning recognizes that students are an important source of knowledge in addition to faculty and course material. Students are not passive receptacles to be filled with information, instead, they are active learners. Being a member of a learning community means engaging in reciprocal learning activities, soaking in new ideas and sharing perspectives and experiences to make meaning of the information. Learning happens through discussion, reflection, collaborative teamwork, and most importantly, taking initiative and responsibility to listen, question, and think critically within the community of fellow learners. Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. These relationships help me when I am struggling in courses. Cuseo, J.
rhizomatic – Dave’s Educational Blog To the best of my knowledge, the term “MOOC” comes out of a skype chat conversation I had with George Siemens about what exactly he would call this thing he and Stephen Downes were doing so I could call it something for the ETT show were were planning on the subject. We threw a bunch of possibilities around, and I dropped MOOC into the connectivism wiki, and, yesterday, someone asked me to do a presentation on the topic. 3 months. crazy. I’m not going to dial down into specifics of how the course is structured, so if you don’t know what I’m talking about… check out the wiki first. We had two discussion on edtechtalk about the course before things actually kicked off… We had George, Stephen, Alec Couros and Leigh Blackall come out and share their opinions on the topic. Stephen and George as the course leaders and Alec and Leigh as two of the best thinkers on open courses that I know. The Daily and the blog. Community building I’m a bit of a community freak.
Visitors & Residents – Digital – Learning – Culture Visitors and Residents is a simple way of describing the range of ways individuals can engage with the Web. It’s a continuum of ‘modes of engagement’ not two distinct categories. I’ve used V&R as a way of framing research (as have others internationally) including the development of an openly licensed mapping process which can be used to kick start conversations about how individuals or groups are using the Web in various contexts. Visitors and Residents: A new typology for online engagementby David S. White and Alison Le Cornu.First Monday, Volume 16, Number 9 – 5 September The following outline of the Visitors and Residents idea is taken from the Jisc infokit on V&R which also highlights some of the key themes which emerged from V&R related research: (or you could try the Visitors & Residents Wikipedia page) In recent years educational researchers have come to treat the natives and immigrants idea with suspicion. Visitor
Moodle Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society. Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment. Digital literacies encompasses a range of other capabilities represented here in a seven elements model: Digital literacy as a developmental process Defining digital literacy in your context Background About this resource This detailed guide draws on this to provide a set of practical guidance, tools and approaches.
Tips for Online Study – Psylina Psays I thought I would record a few of my thoughts on getting the best out of studying online. Of course, this list is not exhaustive and I am sure as soon as I hit “post” I will think of more; I would also be interested to hear what your tips are. Set time aside Sunday after the gym is my regular time for studying (as after two classes I am grateful for an oportunity to sit down!) and it really helps to know that I have this regular slot set aside. Keep notes Yes, it sounds obvious, but with the amount written encouraging students to keep learning journals (even setting it as an assessed task) clearly, the practice is not so widespread as I/you might think. I use a google doc so I can access it from any device and type into it directly (except when in China!) Use a reference manager I use Mendeley for this but other tools are available (RefWorks?). Stick stuff in your diary Stick essay deadlines and tutorials in your diary as soon as you can. Read ahead I also start assignments really early.
Sidney L. Pressey (1888–1979) - University, Research, Psychology, and American - StateUniversity.com Father of the teaching machine, author of the first book on standardized testing, and founder of the Division on Adult Development and Aging of the American Psychological Association, Sidney Leavitt Pressey was an innovator. Although twenty-first century educators and psychologists are constantly rediscovering Pressey's contributions to their fields, few are aware of the range of topics that he explored. Pressey was born in Brooklyn, New York; his father was a minister in the Congregational Church and his mother was a teacher. Because of his asthma, the family eventually moved to a suburb of St. Although he majored in American history, a course in social psychology led him to attend graduate school at Harvard University in 1912. After receiving his doctoral degree in 1917, Pressey obtained an appointment as a special research assistant at Indiana University. After retirement he would declare: Finally, as he aged, he began to study aging. BRUNER, JEROME S. 1992. HOBBS, NICHOLAS. 1980.
Defining and Developing Digital Literacy – it’s far more than Facebook! – Linking Learning Welcome to post one of two supporting the topic of digital literacy/literacies. This post focuses on introducing a few models for understanding digital literacy, or as you will come to see, literacies. The second post pins down the tricky area of embedding the development of digital literacies – our own, and our students – into our learning and life. As educators, we probably feel as though we have a fairly good understanding of literacy. Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. The ALEA (Australian Literacy Educators’ Association) declaration expands on this definition to explain that being literate plays a central role in determining an individual’s life choices and life chances. Since the written word became the foremost way of communicating within society, ‘being literate’ rested largely on reading, writing and being numerate.
Autonomy Skip to content Autonomy means the ability to take control of one's own learning, independently or in collaboration with others. An autonomous learner will take more responsibility for learning and is likely to be more effective than a learner who is reliant on the teacher. Learner training in the classroom encourages autonomy and is an important element of language teaching. ExampleAn autonomous learner will set their own goals, reflect on their progress, and seek opportunities to practise outside the classroom. In the classroomAsking learners to keep diaries to reflect on the way they learn best, and teaching them how to use tools such as dictionaries can encourage autonomy. Further links: ShareThis Copy and Paste 8.4 Video – Teaching in a Digital Age – Second Edition 8.4.1 More power, more complexity Although there have been massive changes in video technology over the last 25 years, resulting in dramatic reductions in the costs of both creating and distributing video, the unique educational characteristics are largely unaffected. (More recent computer-generated media such as simulations, will be analysed under ‘Computing’, in Section 8.5). Video is a much richer medium than either text or audio, as in addition to its ability to offer text and sound, it can also offer dynamic or moving pictures. Thus while it can offer all the affordances of audio, and some of text, it also has unique pedagogical characteristics of its own. Once again, there has been considerable research on the use of video in education, and again I will be drawing on research from the Open University (Bates, 1984; 2005; Koumi, 2006) as well as from Mayer (2009). Click on the links to see examples for many of the characteristics listed below. 8.4.2 Presentational features References 1.