digital learning collaborative research

"Moving to the Cloud and Collaborative Environments:" Cross-Platform Integration, Vendor Collaboration and the Rise of the Marketplace: The Explosion of All Things Mobile: An Emphasis on Adaptive Learning: Gamification:

In a world of information overload, it is vital for students to not only find information but also determine its validity and appropriateness. Our information literacy material demystifies the process of finding and validating online information. These vital skills are needed as students prepare for our global economy.

Although student frustrations have a minimal impact on course satisfaction, the major frustration for students is the imbalance in the level of commitment, responsibility and effort between fellow students. However, instructor involvement in online collaboration through the provision of feedback and appropriate interventions can make a major difference.

"Jenkins (2009) lists eleven digital literacies which he argues are needed to be part of what he terms today's participatory culture. They are: play, collective intelligence, judgment, transmedia navigation, networking, negotiation, distributed intelligence, multitasking, appropriation, simulation and performance. I would add a twelfth, creativity."

12 dig literacies

Contains an exclusive video interview with cultural anthropologist Michael Wesh in which he discusses the tools today's students need to be good digital citizens.

""One of the challenges and important priorities for K-12 today has to be broadening our understanding of what it means to be a digital citizen," says Joseph Kahne, Davidson professor of education at Mills College in Oakland, CA, and chairman of the MacArthur Network on Youth and Participatory Politics, "so that we're talking about young people as producers and managers of information and perspectives, and not simply as people we need to keep safe and civil.""

Schools have always been charged with the task of producing good citizens. But how has our definition of a "good citizen" changed over the ages?

"Key findings from this survey highlight variability in ICT and Computing education internationally, as well as some areas of common ground. They are potentially useful in informing discussions about how to motivate students to pursue their ICT and Computing education. They may also be useful in considering what works or might usefully be developed in the curricula in the UK. Some key findings are presented below. Others are included in the report, along with more information about the survey. Key findings In some educational systems, the subject areas of ICT and Computing are not represented in the curriculum. In some they are optional and in others mandatory. The use of ICT is included in the curriculum more commonly than the technical aspects of Computing, such as programming. The age at which the teaching of ICT is expected by the curriculum varies, from introduction at or before age 6 in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 in Italy. There is evidence, however, that many students use ICT earlier than the curriculum implies. The introduction of more technical Computing skills occurs later, typically from the ages of 12-14 upwards. In terms of basic technical Computing skills, students are generally expected to know common terminology, to understand concepts such as 'hardware' and 'software' and to be able to name parts of a computer system, among other elements. Programming is covered in most Computing curricula investigated. In some, specific languages are identified, while in others, there is flexibility (e.g. Ontario simply specifies that programming languages should be 'industry standard'). Only the older students are exposed to the technicalities of networking and systems management, and then not in all countries/regions. Curriculum design varies. Most courses are linear, while Ontario offers a menu of Computing courses at the higher levels, from which students can select cours

'The Essential Elements of Digital Literacies' on Slideshare: 3949 views, 24 favs, 23 embeds http://j.mp/qKSr9x :-)

Mario Raich's explorations advocates paradagim of learn / understand / apply. Should Reflection also be included?

1. Computer labs are a bad idea 2. ICT literacy classes are a bad idea 3. Don't expect test scores to improve 4. What students do outside the classroom with technology is more important than what they do inside it 5. Digital citizenship and child safety will become an important part of what schools teach 6. Most kids aren't 'digital natives' 7. You will never 'catch up' (technological innovations will always outpace your ability to innovate on the policy side) 8. 'Cheating' may well increase 9. Like it or not, mobile phones (and other mobile devices like tablets) are coming (fast) 10. _____

Cultural [Cu] Cognitive [Cg] Constructive [Cn] Communication [Co] Confidence [Cf] Creative [Cr] Critical [Ct] Civic [Ci]"

"Psychology paper finds Facebook and other social media offer platform for obsessions with self-image and shallow friendships"

Need to find the right balance with any social media

"How can schools build a climate that takes students beyond mere engagement and into ownership of their learning? Here are four roles for students."

Have you asked your students about their perceptions of the learning environment in your class? It may be time, suggests ASCD author Muriel Rand in a recent ASCD EDge blog post. Reflecting on a recent conference on assessment, Rand shares ideas from keynote speaker Ronald Ferguson's research on the seven Cs that make a difference in the learning environment -- "caring" and "challenging" among them. Rand also points to findings about the reliability of surveying students on teacher effectiveness

1. Asking questions. 2. Solving problems. 3. Tackling projects. 4. Finding passion. 5. Independence. 6. Being happy on their own. 7. Compassion. 8. Tolerance. 9. Dealing with change."

Students who have participated in 1:1 computing report higher achievement and increased engagement, according to findings of studies published in a special issue of the Journal of Technology, Learning and Assessment, published by Boston College's Lynch School of Education.

The TED-Ed channel launched with about a dozen videos and the promise that more will be added weekly. Educators from anywhere in the world can upload lesson proposals at education.ted.com.

"So the truth of the matter is that research studies that show positive effects of technology hardly matter. Occasional studies that do show promising results for new technologies are dragged in to cover the near nakedness of research, much like a fig leaf, to justify the high costs of these new devices in the face of little evidence. The fact remains that no one knows for sure whether the new hardware and software appearing in schools works. They are all beta versions with glitches that teachers and students end up discovering."

important perspective looking backwards and at the bureaucracy

"In order for teachers to better guide themselves in their learning, they need to know what it is that they need to know. They need relevant questions about relevant changes. Being connected to other educators, who are practicing these changes already, is a great first step. Using technology to do that is the best way to develop these Professional Learning Networks. Connected educators are relevant educators. That is how we can begin to change the culture and move forward to real education reform."

why ed research need new perspectives