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Learning/WebLiteracyStandard

Learning/WebLiteracyStandard
Important note: Mozilla's Web Literacy Map was co-created with the community. It describes the skills and competencies required to read, write and participate on the web. It can be found at webmaker.org/literacy. Please use this URL when citing. A graphical representation of the competency layer can be found below and at webmaker.org/resources. Get involved in the community calls to help us build v1.5 of the Web Literacy Map! Introduction Where do you go if you want to get better at your web skills? Strands The Web Literacy Map is made up of three strands. Getting involved There are several ways to get involved and give feedback on the Web Literacy Map: Join us for our regular Teach The Web community calls Discuss the Web Literacy Map on the Mozilla Webmaker list or #TeachTheWeb forum Tweet @mozteach and/or use the #webliteracy hashtag Translate the map into other languages Media Blog posts, videos and slidedecks relating to Mozilla's Web Literacy Map project can be found on this wiki page. Related:  dig.citDigital teaching resources

In 20 Years, We’re All Going To Realize This Apple Ad Is Nuts “This is it. This is what matters. The experience of a product.” These are the opening words of Apple’s heartstring-tugging "Designed In California" commercial. “This is it. Watch the ad closely for me. A woman closes her eyes on the subway to soak in electronic music. In what should be a warm, humanizing montage, people are constantly directing their attention away from one another and the real, panoramic world to soak in pixels. This is a crazy world. Now I’m not saying the ad isn’t representative of real human behavior. My fundamental problem with the ad--why it’s begun to make my shoulders tense and stomach churn every time it comes on TV--is not that it’s lying about how we use technology, but Apple’s consecrating the behavior, and even going on to say that their products, not the lives they serve, are “what matters.“ That outlook is so different from Apple’s other recent, non-advertised piece on design.

The 2016 Dean's List: EdTech’s 50 Must-Read Higher Ed IT Blogs In the ever-changing field of education technology, it’s important to stay up-to-date on industry happenings, and it’s even more important to understand current news in context. That’s where the Dean’s List comes in handy: It reintroduces higher ed stakeholders to a group of education technology thought leaders who share not-to-be-missed analyses of higher ed technology trends, challenges and opportunities. While there are a few familiar names from the 2015 blogger roundup, this year’s list features plenty of new blood — bloggers who were either chosen by the EdTech editorial staff or nominated by readers. Did your blog make our list? Bryan Alexander Leading workshops and speaking at education events across the country, Bryan Alexander is a true authority on the higher ed technology landscape. Code Acts in Education Professor Josh Iterating Toward Openness Dr. The Theoryblog High Ed Webtech Stephen's Web Digital Bodies EmergingEdTech Back to top CAT FooD e-Literate Hybrid Pedagogy Gross, Point-Blank

4 MOOCs : compétences numériques et C2i Ce MOOC fait partie de la collection de MOOC « Compétences numériques et C2i ». Les 4 premiers MOOCs de cette collection ouvrent en 2014 et permettent de se former aux compétences du C2i niveau 1. De nombreux services en ligne permettent d’entrer en contact avec d’autres, que ce soit via leur profil ou via les contenus qu’ils diffusent ou re-diffusent. Quelle place occuper dans cet espace vaste et divers que constitue le web social ? Le travail en équipe restreinte, ou en réseau plus large, conduit à des échanges et des productions communes. Sur le web, on met en ligne régulièrement des données personnelles et des informations privées, que ce soit pour remplir un formulaire d’inscription à un service en ligne, ou en échangeant des messages, des photos avec ses contacts. Les ressources qu’on trouve en ligne sont généralement libres d’accès. Ce qu’on trouve en ligne est généralement libre d’accès. Format : ce MOOC est planifié sur 8 semaines, et propose :

Toward an Internet Bill of Rights Given the recent events surrounding rights, freedoms, and literacy on the Internet, I would like to begin to reach out to interested parties to develop an Internet Bill of Rights. I believe this needs to be a grassroots effort that is collaboratively developed and promoted globally. To that end, I started up a document that can be used to initially start the discussion and bring consensus to the field. First, in Section A of the document, please indicate the rights and freedoms that you believe are inherent to the Internet.Second, in Section B, we will begin to synthesize and develop the Internet Bill of Rights.Third, in Section C, we’ll share and synthesize prior work and initiative in this area. You can also support this initiative by sharing this post and the included collaborative document widely online. Image CC by opensourceway This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

Attempting to Teach Digital Citizens about PLNs, Teaching the (non)Controversy part III This was originally going to be a blog about how kids communicate based on my reflections of the last two weeks of the #BYOTchat (Thursdays 9pm...where all the cool educators hangout). I was going to talk about the increase in students using twitter over facebook. How a huge factor in this seems to be the adoption of facebook by the students' parents. This will not be that blog. Teaching the (non)Controversy, Revisited Note: this is part three, but can be read without the other two. In part one of Teaching the Controversy, I discussed the big picture idea of how our modern system with infowhelm and a dissolution of the forces that shape the Marketplace of Ideas is making it more difficult to determine truth and accurate information. In part two, we analyzed how this impacts today's students and how creating assignments which embrace controversy might help us build the tools of critical analysis and discernment in students that a) they lack and b) desperately need. [Interlude One] Indeed.

Introduction to Archives: home page Using primary sources can be highly rewarding and offers exciting opportunities for research but it requires a different set of skills to using secondary sources. The aims of this website are: to teach young people the fundamentals of archival research, and to enable them to carry out such research independently. The website is a series of sections, in two parts: Introduction to archives: What archives are, the key principles of archival research and how to access primary sources (sections 1-6). Although sections can be carried out individually, if students progress through the sections in order they will gain a deeper understanding of the importance of context when using archives. There are activities and points for discussion throughout. If you have any questions or comments on this website please feel free to email archivist@kings.cam.ac.uk. Start Introduction to archives »

Privacy I need to start checking myself when this question comes up during presentations and trainings. At some point someone always asks about privacy. In many cases they don’t even know…..I think anyway…..that they are asking a privacy question. The questions usually are posed as: “If I put something in Google Drive is it safe?” “If I put something in Google Drive can anyone see it?” “Is it secure?” “Can someone hack in and get my stuff?” I’m finding the more I’m asked questions like this, the harder time I’m having keeping my frustrations in check….to the point I had to apologize to teachers a few weeks ago for getting a little too passionate about the topic. So here’s what I believe…it’s my belief so take it as that. “If I put something in Google Drive is it safe?” As safe as anything you are probably going to put on the Internet! Can someone hack in? “If I put something in Google Drive can anyone see it?” Well….no…not anyone……but yes…..Google can see it. Our Love Hate Relationship With Technology

The Zimmerman Verdict: Be Careful What You Wish For My first day as a federal prosecutor was October 3, 1995, the day O.J. Simpson was acquitted. The federal courthouse is across the street from the Criminal Courts Building, and thunderous cheers from camp O.J. interrupted our orientation session. It did not seem to bode well for a career as a prosecutor. I'm far less inclined to do so now. There's no question that acquittals, as surely as convictions, can reflect entrenched injustice and oppression. But experience has made me very cautious to conclude that a not guilty verdict is a result of anything but failure of evidence and the presence of doubt. First, experience has taught me not to trust the news media, and therefore not to form confident opinions about the merits of a case based on what the media chooses to emphasize. Second, I've been a criminal defense attorney for 13 years now, and it's changed the way I view trials. Can due process produce a result that is, in some sense, unjust? I didn't watch much of the Zimmerman trial.

Freedom on the Move | Cornell University (You can either watch & chat LIVE here on Google Plus, or watch at … (You can either watch & chat LIVE here on Google Plus, or watch at and chat on Twitter using the #connectedlearning hashtag) How are Hive Learning networks around the world encouraging young people to balance knowing, making, and playing in pursuit of much-needed digital literacies and skills? On Wednesday, August 6 from 9-10m PT (12-1pm ET), join us as we chat with members of Hive India, Hive Berlin, and Hive Toronto about best practices when it comes to encouraging "entrepreneurial learning" in out-of-school environments. Our guest speakers will gladly address your questions in realtime via this Event Page or #connectedlearning on Twitter. This webinar is part of an August series called "Cultivating Global, Entrepreneurial Learners in the Networked Age."

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