One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
Group items tagged
Teachers' Domain: Search: reading workshop - 0 views
-
I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
Reasons to Read | OER Commons - 0 views
-
I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
AASL_Learning_Standards_2007.pdf (application/pdf Object) - 0 views
-
Standards for the 21st century learner for librarians. This pamphlet discusses information literacy and standards that apply to all content areas.
Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views
-
-
Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
-
Addresses various uses of scaffolding in online instruction.
-
This article provides examples of online instructional scaffolding.
Truth be told: How college students evaluate and use information in the digital age - 0 views
-
A great study from Project Information Literacy on how college students evaluate and use information on the web.
Techy Lincoln Middle School teachers reaching students' brains through their smartphone... - 0 views
-
Another benefit of Edmodo is that students are encouraged to collaborate in order to solve problems, while the teachers can stand back and observe.
-
"It's almost like I had stepped out of the equation and they were problem solving themselves,"
-
The students' fingers got busy typing on their cell phone keyboards, and anonymous responses started showing up almost instantly on the discussion webpage for the question: "It could make learning more fun." "We can get our grades quicker." "It makes learning easier for everybody." "It's a lot more hands on and everyone has a voice." "Makes us pay attention and focus more."
- ...2 more annotations...
-
Learn to embrace and be a part of their world and they will become more of an active learner.
-
I found this article as I was researching as to what I wanted to do for my course. I was really debating whether I wanted to do a course for adults or if I wanted to do one at the middle school level. This article was definitely one of my deciding factors.
Social Networking - Create Online Identity - 0 views
-
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.
-
Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Making Boys at Home.pdf (application/pdf Object) - 0 views
-
The importance of engaging boys in literacy at school.
Curation as a core competency in digital and media literacy education | Mihailidis | Jo... - 1 views
-
Why is the Diigo activity important? Ah, now I see it!
http://www.neisd.net/roan/docs/literacy%20circle%20roles.pdf - 0 views
-
Group Work Roles
-
Group Work Roles
Five Priniciples of New Media: Or, Playing Lev Manovich - 0 views
-
Madeleine Sorapure's presentation explains and demonstrates the five principles of new media discussed by Lev Manovich in The Language of New Media. The article also provides examples of student work, produced the author's Winter 2003 "Writing in New Media" course, that illustrates these principles.
Critical literacy - 0 views
Folksonomies: Tidying up Tags? - 0 views
-
Methods for improving tags
-
section of this article on improving tagging.
-
-
To succeed, attempting to improve tag literacy (or tag etiquette) in the folksonomy world involves two processes. Firstly, the community needs to be ready to set rules and agree upon a set of standards for tags. Secondly, users need to be made aware of and agree to follow these rules. At the moment, although there are no standard guidelines on good tag selection practices, those in the folksonomy community have offered many ideas. Ways in which tags may be improved are presented frequently on blogs and folksonomy discussion sites. In his article on tag literacy, Ulises Ali Mejias suggests a number of tag selection "best practices" [14]. These include: using plurals rather than singulars using lower case, grouping words using an underscore, following tag conventions started by others and adding synonyms.
-
suggestions for improving tagging.
-
-
section in this article on improving tags.
Tagging in diigo for ETAP640 - 56 views
Part of learning to use this tool involves understanding how to tag. I would like you to tag anything you bookmark in diigo, and consider the following from http://www.dlib.org/dlib/january06/guy...
started by alexandra m. pickett on 09 Jul 08
2 follow-ups, last by alexandra m. pickett on 04 Jun 09
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
-
30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
-
Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
-
Web 2.0,
-
? -
Web 1.0 was individuals accessing information. Web 2.0 is the "social web." Users focusing on social interaction rather than just getting conent.
-
- ...26 more annotations...
-
Social View of Learning
Researchers Say the Social Web Improves Kids' Literacy (Geeks Say 'Duh') - 0 views
-
Writing/reading, including texting, blogging, and social networking, contributes to literacy.
Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views
-
gaming literacy, meeting students where they are, the debate, the research
Transliteracy | Librarian by Day - 0 views
« First
‹ Previous
41 - 60 of 113
Next ›
Last »
Showing 20▼ items per page