[January 21] Internet Skills and Wikipedia's Gender Inequality January 21, 2014 at 12:30pm ETBerkman Center for Internet & Society, 23 Everett St, 2nd Floor Although women are just as likely as men to read Wikipedia, they only represent an estimated 16% of global Wikipedia editors and 23% of U.S. adult Wikipedia editors. Previous research has focused on analyzing aspects of current contributors and aspects of the existing Wikipedia community to explain this gender gap in contributions. Instead, we analyze data about both Wikipedia contributors and non-contributors. We also focus on a previously ignored factor: people’s Internet skills. Our data set includes a diverse group of American young adults with detailed information about their background attributes, Internet experiences and skills. About Eszter Eszter Hargittai is Delaney Family Professor in the Communication Studies Department and Faculty Associate of the Institute for Policy Research at Northwestern University where she heads the Web Use Project. About Aaron
Who Controls the Children (Schools Deliberately Dumb Down Children) This is an old video that synchronuosly crossed my path right after a discussion about the dumbing down of American education. I went to high school in Pennsylvania, and this videotaped meeting from 1992 may explain some of the reasons that I feel so grateful to have benefited from an elementary, middle school and high school education that emphasized individuality, critical thinking, soul-based decisions about right or wrong, intuitive and intellectual gifts, and actual instruction about how propaganda works and how to see through it. I’ve always realized that I had an unusual education, and I did watch my siblings’ curricula gradually get watered down as the years went by. Still, when I look at some of the (now retired) teachers that my siblings and I had, in contrast to the standardized test happy current education system I hear about from clients, I feel a mixture of gratitude and, “Wow! “Locus of control: are you internally or externally motivated?
Why Eton, Britain's 574-Year-Old High School, Is Embracing Ed Tech - Leo Mirani "It would be very foolish of us to bury our heads in the sand and assume that education in schools will carry on in the traditional way,” says Eton's head of IT. What does a nearly six-century-old private school that charges $54,000 a year in tuition do when confronted with start-ups with bright ideas about how education should work? If you’re Eton College, alma mater to much of the British establishment including the serving prime minister and the mayor of London, you work with them. Along with Oxford University’s Said Business School, Eton College—a high school for boys between the ages of 13 and 18—has partnered with Emerge Venture Lab, a London-based accelerator, to support educational technology, or “edetch,” start-ups. Behind this ancient institution’s embrace of the modern is an intense awareness that things are about to change, and dramatically. Two trends are driving the change.
Brain Research: Three Principles for the 21st Century Classroom By Margaret Glick, for the Partnership for 21st Century Skills (P21) “We are teaching kids to live on a planet we’ve never seen.” - Mary Catherine Bateson This quote is as true now as it has ever been, but how are we to do this? Brain research has given us a few solid principles in the past decade. So how do we get there in classrooms? Connection: Just about every decision we make is based, in part, on emotion. We promote connections in the classroom by getting to know students through surveys, journals, or conversations, encouraging and facilitating ways of communicating, like class meetings, teaching methods like improvisation, storytelling, and humor. Purpose: When work is seen as purposeful and relevant and when associations made with the work are meaningful and cognitively challenging, our engagement peaks. We can promote purposeful work by delving into the world of our students and finding out what they find relevant. Mastery:
Developing digitally literate institutions This resource set is for: strategic leaders in HE and FE institutions, governors, leaders of professional service teams This resource set will: support better strategic planningenable organisational efficiencies enhance the benefits of technology investments help educational organisations to maintain or enhance competitive advantagehelp educational organisations to meet the changing needs of students Contents (links to)*: Evidence of organisational impacts of projects (see evaluation reports, including interventions that were more and less successful!) * These will eventually all be live links. -> Developing digital literacies home page
Exploring Curation as a core competency in digital and media literacy education | Mihailidis Abstract: In today's hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use. Communication educators, armed with a host of free, easy-to-use online tools, have the ability to create dynamic approaches to teaching and learning about information and communication flow online. In this paper we explore the concept of curation as a student- and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform Storify to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes. Keywords: Media Literacy, Curation, Civic Engagement, Digital Learning
Consumer Electronics Daily News: Texting While Studying: New Study from McGraw-Hill Education Reveals That Technology Can Be Students' Best Friend and Worst Enemy From Facebook newsfeeds and text messages to frat parties and other extracurriculars, the number of study distractions today is unlimited, so how do college students focus on their studies to enhance their performance in class? New survey results illustrate how technology is improving the study process for many students but warn that students aren't always using mobile devices to their advantage. The third party study ("The Impact of Technology on College Student Study Habits") commissioned by McGraw-Hill Education reveals that online activities and the use of mobile devices can either help, or in some instances, hurt the study process. But the good news is that students who take advantage of the latest study technologies, such as adaptive learning programs, report feeling more productive and less stressed. More than 500 college students participated in the survey, which sought to better understand students' study habits and the influence of learning technologies on studying.
Editorial: Scholarship and literacies in a digital age | Friesen Abstract There is growing interest in the impact of digital technologies on meaning-making practices and identity in education, which has been explored via the related concepts of ‘digital scholarship’ and ‘digital literacies’. However, to date, much published work in this area has been descriptive, identifying possibilities or promoting specific kinds of intervention. Far rarer is work that develops concepts, links to research outside of the field of learning technology or work that uses new data to challenge existing orthodoxies. (Published: 31 January 2014) Citation: Research in Learning Technology 2014, 21: 23834 - Article Metrics HTML Views 154This journal PDF Downloads 8This journal Metrics powered by PLOS ALM Refbacks There are currently no refbacks.
‘The only idiot in this room is me’ – Fisher makes red faced apology | The Tab Nottingham For the University’s response, click here. An English lecturer has publicly confessed and apologised after he was accused of insulting students on Facebook. Tony Fisher, a linguistics lecturer at the University of Nottingham, slammed students as ‘semi-literate’ and ‘idiots’ on his Facebook page, as well as posting excerpts from work he deemed to be substandard, according to Impact. Today, Fisher admitted he was an “idiot” in a second year Disclosure and Society lecture. Fisher said he was “shaking like a leaf”… Fisher is alleged to be leaving Nottingham at the end of March to take up a teaching post at University of York St. He dubbed the UoN HR Department ‘absolute arseholes’ after they refused to let him out of his contract a month early. Fisher addressed the packed lecture hall and personally condemned his actions. He said: “I was sitting here shaking like a leaf [waiting for the lecture to start].” He went on to reference one status in which he called a student an ‘idiot’.
Recent issues Designing and researching technology-enhanced learning for the zone of proximal implementationby Susan McKenney Sustaining learning design and pedagogical planning in CSCLby Francesca Pozzi and Donatella Persico In medias res: reframing design for learningby Peter Goodyear and Yannis Dimitriadis Forward-oriented design for learning: illustrating the approachby Yannis Dimitriadis and Peter Goodyear Designing and evaluating representations to model pedagogyby Elizabeth Masterman and Brock Craft Orchestrating learning activities using the CADMOS learning design toolby Mary Katsamani and Symeon Retalis Learning design Rashomon I - supporting the design of one lesson through different approachesDonatella Persico, Francesca Pozzi, Stamatina Anastopoulou, Gráinne Conole, Brock Craft, Yannis Dimitriadis, Davinia Hernández-Leo, Yael Kali, Yishay Mor, Mar Pérez-Sanagustín and Helen Walmsley Learning design Rashomon II: exploring one lesson through multiple toolsby Luis P. Volume 21, Issue 3 (2013)
Developing digital literacies 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 Further resources
9 Characteristics Of 21st Century Learning The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: –weighing the magic of technology with its incredible cost and complexity –underscoring the potential for well thought-out instructional design –considering the considerable potential of social media platforms against its apparent divergence from academic learning Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century. At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first. The size of the circles on the map are intended to convey priority. 1. 2. 3. 4. 5. 6. 7. 8. 9.
UCISA 2014 Survey of Digital capabilities: embedding and support Introduction The UCISA User Skills Group are pleased to launch the first of what we plan to be a biennial survey of the UK HE sector, focusing on what have variously been called digital capabilities, digital literacies or digital competencies. This survey, and those to come, will start to describe how institutions are developing people to perform efficiently and effectively in a digital environment. It will complement the technology enhanced learning (TEL) survey that the UCISA Academic Skills Group runs, but will look at broader digital capabilities instead of TEL software and approaches. Early August 2014 The survey will be launched early August, with a response deadline of 29 August. Digital capabilities In this survey, we shall use the term digital capabilities, reflecting that digital capabilities are more a condition to attain than a threshold to cross, are role specific, ever changing and require embedding into the curriculum or role. Survey outputs Resources