Skip to main content

Home/ ETAP640/ Group items tagged Digital

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kelly Gorcica

What you post can haunt you forever - YouTube - 0 views

www.youtube.com/watch

shared by Kelly Gorcica on 04 Jun 13 - No Cached
  • Kelly Gorcica on 04 Jun 13
     
    digital dossier
Hedy Lowenheim

Libraries Struggle to Close the 'Digital Divide' - Room for Debate - NYTimes.com - 0 views

www.nytimes.com/...le-to-close-the-digital-divide

libraries education Learning technology

shared by Hedy Lowenheim on 13 Jun 13 - No Cached
  • In the 21st century, high-speed Internet access is almost as essential as electricity. That libraries serve as the provider for millions of Americans isn't something to celebrate. It's a sign that we're in trouble. We're depriving people of basic information access that is central to every policy we care about – including health, education and national security – even though every American should be able to communicate reliably and access information at any time.
Maria Guadron

Lee Hamilton: Digital Disorder - 0 views

leehamilton.blogspot.com/...digital-disorder.html

knowledge miscellaneous student-centered learning disorder

shared by Maria Guadron on 14 Aug 12 - No Cached
  • Maria Guadron on 14 Aug 12
     
    "New Paradigm: The internet has radically altered the information paradigm by inverting the traditional "pyramid" model which generates, controls and leverages information; it is therefore fundamentally democratic. "
Maria Guadron

Everything Is Miscellaneous: The Power of the New Digital Disorder - David Weinberger -... - 1 views

books.google.com/books

miscellaneous knowledge order digital disorder

shared by Maria Guadron on 07 Jun 12 - No Cached
  • Maria Guadron on 07 Jun 12
     
    There is a new knowledge order where people receive information "miscellaneously" instead of in a hierarchical organization. In the physical world, things can be in only one place at a time; however, in the virtual world of the Internet, things can be sorted in any way a user wants to find them.
Fiona Grady

Project Information Literacy: A large-scale study about early adults and their research... - 0 views

www.diigo.com/...ttp%3A%2F%2Fprojectinfolit.org

information literacy study adults habits

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Project Information Literacy is a national study about early adults and their information-seeking behaviors, competencies, and the challenges they face when conducting research in the digital age. Based in University of Washington's iSchool, the large-scale research project investigates how early adults on different college campuses conduct research for course work and how they conduct "everyday research" for use in their daily lives..
Danielle Melia

Information Fluency | iTeach - 0 views

iteach.community.uaf.edu/...information-fluency

education learning teaching online technology

shared by Danielle Melia on 12 Jun 12 - No Cached
  • Danielle Melia on 12 Jun 12
     
    The Information Fluency Triad The terms for this model have been chosen carefully. It is information, not digital. Many parts of the information fluency model are analog, or comprised of characteristics for which the digital/analog terminology isn't germane. It is fluency, not literacy.
Amy M

More on trends in ebooks and libraries | Bibliographic Wilderness - 0 views

bibwild.wordpress.com/...books-libraries-and-the-future

shared by Amy M on 08 Jun 12 - No Cached
  • About articles rather than ebooks, but still relevant, rsinger alerts me to deepdyve. Described by some as a “netflix for scholarly articles”, it looks to me like they actually probably charge per-item fees rather than netflix’s flat rate for certain use limits model, but I’m not sure.
  • At one point, in the early days of digital online databases, libraries mostly paid per-use for online/digital fulltext. (And in some cases even per search). Then at some point  (around 15 years ago?) we started shifting to paying flat rate contracts for unlimited access to provider’s online collections.
  • Amy M on 08 Jun 12
     
    journal article subscription models
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Joy Quah Yien-ling

Curation as a core competency in digital and media literacy education | Mihailidis | Jo... - 1 views

www-jime.open.ac.uk/...html

curation digital literacy web2.0

shared by Joy Quah Yien-ling on 26 Sep 13 - No Cached
  • Joy Quah Yien-ling on 26 Sep 13
     
    Why is the Diigo activity important? Ah, now I see it!
sherrilattimer

Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views

www.techlearning.com/...44988

BloomsTaxonomy technology Bloom

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
  • Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Diigo!
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
  • ...4 more annotations...
  • Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
  • Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
    • sherrilattimer
      sherrilattimer on 12 Jun 14
       
      Interesting that responding to someone else's blog is more of a higher level thinking skill than writing one.
  • Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
  • Students frequently capture, create, mix and remix content to produce unique products.
  • sherrilattimer on 12 Jun 14
     
    Bloom's Taxonomy for technology!!
  • sherrilattimer on 12 Jun 14
     
    This may be a really nice tool for developing our courses!
sherrilattimer

21 Things 4 Students - 0 views

www.21things4students.net

21things4students technology

shared by sherrilattimer on 25 Jun 14 - No Cached
  • sherrilattimer on 25 Jun 14
     
    A website to provide the basics of technology. It is particularly great for "digital immigrants". There is even a section that acts as an orientation to Google Drive.
Jessica M

Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views

seaccr.files.wordpress.com/...digital-literaciesand-cccs.pdf

CCS Literacy Technology Online

shared by Jessica M on 12 Jun 14 - No Cached
  • Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
  • Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
  • (d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
  • ...3 more annotations...
  • Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
  • Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
  • Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
« First ‹ Previous 61 - 80 of 217 Next › Last »
Showing 20▼ items per page