The Digital Essay « timhodson.com If you haven’t seen it already, you should have a look at this Digital Essay by Will Self. Not because you are a fan of Will Self or necessarily interested in Kafka’s Wound, but because you are interested in the way the essay can be brought to life through embedded references. I spent a good portion of a very interesting hackday at the National Archives in March, Talking to Helen Jeffrey from the London Review of Books. We talked about Linked Data and how these concepts when applied to something like an essay might make it a different experience. In the outcome of the hackday, I used a graph to illustrate the connections between letter writers in the ancient correspondence of Henry III (and others) between 1175-1538. In the digital essay a graph is used to illustrate connections between references to external sources. My one criticism is that I cannot seem to work out why things in the table of contents are connected.
Technology and Teaching Writing Is it a given that technology enhances the acts of writing, as it does the arts and sciences of film-making, design, engineering, data collection and analyses, and so forth? What about the teaching and learning of writing? In a flurry of recent exchanges (subject “Writing horse-shoe-of-horse-heading-east Technology”) on the Writing Program Administration (WPA) listserv, scholars in writing studies have argued these points in some theoretical and practical depth. Maja Wilson, from the University of Maine, sums up the argument nicely: "Steve [Krause, of Eastern Michigan University], and others were arguing that to teach writing, you need to teach the tools available now and not teach or allow the tools on their way out (pen, pencil), because if you aren't teaching the tools, you aren't teaching writing. I was recently named Southern Connecticut State University, New Haven’s 2011 Outstanding Technological Teacher. The Ups Potential Downs (and Ways to Avoid Them)
A report on the Re-use and Adaptation of Open Educational Resources (OER): An Exploration of Technologies Available Description Executive Summary Open Educational Resources (OER) are a relatively new phenomenon which is fast gaining academic credibility as well as the attention of policy makers on a global scale. With increased funding by governmental and non-governmental organisations paired with generous philanthropy, the volume of rich OER available freely to the masses has grown exponentially. The whole philosophy of OER rests on a foundation consisting of two fundamental concepts which are (i) free and open access to knowledge; and (ii) the ability to freely adapt and re-use existing pieces of knowledge. The objectives of this report are to (i) explore the current technology landscape with respect to both proprietary as well as Free and Open-source Software (FOSS) technologies; (ii) identify techniques, actual and in development, for re-use of OER materials; and (iii) discuss the implementation in the context of a typical ODL agency. Table of Contents Table of Contents1. Reader Comments
Digital Literacy Home Welcome to the Microsoft Digital Literacy curriculum. Whether you are new to computing or have some experience, Digital Literacy will help you develop a fundamental understanding of computers. The courses help you learn the essential skills to begin computing with confidence, be more productive at home and at work, stay safe online, use technology to complement your lifestyle, and consider careers where you can put your skills to work. Use the menu below to see the Digital Literacy curricula and courses available in your preferred language. The Microsoft Digital Literacy curriculum has three levels. The Basic curriculum features a course called A First Course Toward Digital Literacy. The Standard curriculum is available in four versions. Version 4 uses examples and simulations from Windows 8 and Microsoft Office 2013. Version 3 uses examples and simulations from Windows 7 and Microsoft Office 2010. Version 2 uses examples and simulations from Windows Vista and Microsoft Office 2007.
Springing Into Digital Research Projects Over the last 18 months in Media 21, students have created a variety of learning products: traditional research papers, collaboratively written research papers, digital learning portfolios (which included multigenre elements), and information dashboards (Netvibes). In thinking about this spring’s research project on veterans’ issues and how to meet our students are their point of need while pushing their thinking, Susan Lester (my co-teacher) and I decided to go focus on students creating a digital research project (see details above in the embedded project document). After engaging in presearch for three days this week, students will choose a topic and then be grouped by common research interests. Like last semester, these teams of students will collaboratively investigate a common list of of research questions developed by Susan and to create a digital research project that reflects the findings of their research. Like this: Like Loading...
The 35 Best Web 2.0 Classroom Tools Chosen By You 100 Web 2.0 Tools Every Teacher Should Know About 44.24K Views 0 Likes We're always trying to figure out the best tools for teachers, trends in the education technology industry, and generally doing our darnedest to bring you new and exciting ways to enhance the classroom. But I wanted t... 20 Free and Fun Ways To Curate Web Content 23.98K Views 0 Likes What's the best way to organize it all into at least some reasonable manner? It’s Time To Crowdsource Your School’s Social Media Policy 12.53K Views 0 Likes Every school has a different policy when it comes to social media. The Economics of Open | Paul Stacey The Economics of Open March 4, 2012, 1:00 pm Filed under: Digital Economy, Open Educational Resources (OER) | Tags: advertising, business case, business models, direct and indirect sales, donations, economic driver, economics, innovation, market, memberships, open educational resources, openeducationwk, services, subscriptions Written for Open Education Week March 5-10, 2012 Open Educational Resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared by anyone. OER include full courses, course materials, modules, textbooks, research articles, videos, and other materials used to support education. Every time I present the OER work I do at BCcampus I face questions from the audience: “Why would a creator who holds copyright and intellectual property license it for others to freely access, reuse and modify for their own purpose?” The question we got asked there that stuck out for me is: “What is the business case for OER?” Advertising
4 Sets of Introductory Computer and Internet Technology Interactives A collection of web based interactive activities to introduce students to computers and the Internet. It was my pleasure to deliver presentations on “Using Popular Social Networks Tools in Course Work” and “Flipping The Classroom: Succeeding with Reverse Instruction” for our faculty here at The College of Westchester on Monday. While discussing the use of interactives and simulations as one way to supplement online digital materials for reverse instruction, an instructor asked if I had come across any interactives geared towards an introductory computer and Internet course. I searched the web a bit and while I did not find a lot of materials specific to this subject area, I did find some. First, we have two sets of interactives from the Utah Education Network. Computer & Internet Interactives for grades 3 to 6.Computer & Internet Interactives for grades 7 to 12. Next is this set of Internet Safety Interactives from GCF LearnFree.org. About Kelly Walsh Print This Post
Writing History in the Digital Age