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3 Reasons To Encourage Student-Generated Content Criticisms from adults about the quality of student-generated content are unfair, because up until now, all theories and assumptions are mostly drawn from youth engagement in entertainment and gaming contexts, and not from educational contexts. Generalizing that a set of raw behaviors in one context would automatically define another is hardly grounds to impede the momentum of user-generated content. It’s hard to talk to adults about high school peer learning and co-creation of content using social media without the dreaded question coming up: “Won’t the kids just upload pictures of ….”. It is truly unfair to assume some of the behavior of youth in entertainment social media settings would automatically transfer to educational settings. We would see technology used to enhance learning, and to improve learning outcomes, and both initiated by the student. Research is a wonderful thing, but sometimes it gets in the way of plain intuition. Reference

Dimensions of digital media literacy and the relationship to social exclusion | Sora Park as existing in many different types and varying on the basis of social contexts. Not only is it the skills to interpret social artifacts but it also involves the social context. A wider range of competencies is involved in using digital media compared with traditional mass media. While literacy skills of mass media focus on how people can critically understand mediated messages, digital media literacy skills expand beyond interpretation of content into the realm of controlling, filtering and appropriating content through various digital media channels (Livingstone, Couvering and Thumim, 2005). However, digital media literacy should not be regarded as replacing traditional media literacy; rather, it expands the literacy skills involved in reading, writing and understanding to encompass the new technologies. Internet literacy, internet or online skills, and digital media literacy concepts are used interchangeably.

Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons

Digital literacy can boost employability and improve student experience | Higher Education Network | The Guardian The nature of knowledge is changing and, in this digital age, our definition of basic literacy urgently needs expanding. With an estimated 90% of UK jobs requiring some level of IT competency, the notion of digital literacy – those capabilities that equip an individual for living, learning and working in a digital society – is one that needs to be taken seriously by colleges and universities. We live in an online world with the digital divide closing up both through government initiatives (Martha Lane Fox, the government's digital champion, recently took up the challenge of getting 10 million people in the UK online, saying that otherwise "they will be even more isolated and disadvantaged as government and industry expand ever faster into digital-only services") and technological advances – more than half the UK population now own a smartphone with internet capability. But it's not just about employability – increasingly digital literacy is vital for learning itself.

12 Ways To Integrate (Not Just Use) Technology In Education There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. So here’s a hypothetical to clear up my rhetorical questions even more: Situation 1 You’re a school principal and decide to make the Apple iPad a cornerstone of your school’s curriculum. Situation 2 You’re a school principal and decide to make the Apple iPad a cornerstone of your students’ learning. Weigh In Which principal would you want?

Developing digital literacies for employability This resource set is for: students and recent graduates; employers and employer bodies; staff concerned with employability issues in HE/FE institutions Digital literacy or capability is relevant to the employability of graduates in a number of ways. Employers increasingly expect graduates to have excellent digital capabilities, whatever the role they are recruiting forDigital networks are increasingly essential to job searching and to developing a professional identity, including showcasing achievements from higher educationMany graduate jobs are in the digital economy, and many graduates are managing portfolio careers using digital networks and media to do so Findings on employability from the final synthesis report Further findings and lessons from the final programme meeting Guardian HE Network article on employability and Developing Digital Literacies Resources See also: -> Developing digital literacies home page

Digital participation, digital literacy and schools This article is adapted from the British report Digital participation, digital literacy, and school subjects: a review of the policies, literature and evidence, published by Futurelab August 2009. Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning. It involves the functional skills of reading and writing digital texts, for example being able to 'read' a website by navigating through hyperlinks and 'writing' by uploading digital photos to a social networking site. Digital literacy also refers, however, to the knowledge of how particular communication technologies affect the meanings they convey, and the ability to analyse and evaluate the knowledge available on the web. Technology certainly creates challenges and opportunities for schools and educators as they seek to apply it to engage young people and assist their learning. Aspects of digital literacy Information literacy. Media literacy. Conclusion

Enhancing student employability through technology-supported assessment and feedback Effective use of technology across all aspects of assessment and feedback processes can help address these issues. Providing better management and analysis of course information Course information systems can help ensure appropriate linkage between work-related competences and assessment tasks. Manchester Metropolitan University has introduced an employability curriculum framework including a set of graduate outcomes which should be assessed in every programme and each unit (module) description at undergraduate level now indicates which of these outcomes is addressed in the unit. This is explained in a short video. Tying the outcomes recognisably into each assessment strengthens the concept of employability in the curriculum and improves transparency and consistency as well as offering the potential to include better information for the Higher Education Achievement Report without extra work on the part of staff. For more on this topic read our detailed guide on managing course information.

Man Tells University He's Broken In And Stolen Five MacBooks, The Autotweet Reply Is Not Really Suitable.. Autotweets can, on some occasions, be pretty useful. Not in this case though. When one man, Brian Shelf, tweeted saying he'd got into Sheffield Hallam University, the student union's president replied congratulation him, and offering her help if needed. You Might Also Like..Man Tweets Obviously Fake A-Level Results, Universities Get Excited And Offer Him PlacesA-Level Results In Nine Refreshingly Alternative PicturesJumping Boys Holding Exam Results Really DO Exist - Here's The Proof However, he hadn't really got in. Oh.