digital learning collaborative research

Interesting in this 2006 essay on digital literacy that it assumes that all students are by definition digitally savvy as "digital natives". More recent insights such as reported in "Kids Closer Up: Playing, Learning, and Growing with Digital Media" by Lori Takeuchi, International Journal of Learning and Media, Spring 2011, Vol. 3, No. 2, Pages 37-59. point to more complex, multi-layed levels of student digital literacy.

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

There are many ways of providing useful feedback to students in association with their assessments and assignments. However, new ways of providing feedback that can be more relevant and timely have emerged using technology. The research article reviewed this week explores a range of possibilities for providing student feedback on assignments and assessments in ways, such as audio and adaptive feedback, that can be more efficient for course leaders and also improve student learning.

"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

"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

Learning principles * Interest-powered. * Peer-supported. * Academically oriented. Design principles * Shared purpose. * Production-centered. * Openly networked.

Connected Learning Principles

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?

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

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. _____

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

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

"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

"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

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.

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.

"Epistemic games are computer games that are essentially about learning to think in innovative ways. They're designed to be pedagogical tools for the digital age where the player learns to think like professionals by playing a simulated game of such professions as management, engineering, journalism or urban planning."

"active engagement is the key; Concordia study suggests technology helps students, but only moderately"

In a systemic and rigorous analysis of forty years of research into the use of technology and its impact on student achievement, researchers have reported that technology used to support instruction, on average, improves learning performance by 12%.

"This morning, Elon University and the Pew Internet and American Life Project released a report about the cognitive future of the millennial generation. Based on surveys with more than 1,000 thought leaders -- among them danah boyd, Clay Shirky, David Weinberger, and Alexandra Samuel -- the survey asked thinkers to consider how the Internet and its environment are changing, for better or worse, kids' cognitive capabilities. The survey found, overall, what many others already have: that neuroplasticity is, indeed, a thing; that multitasking is, indeed, the new norm; that hyperconnectivity may be leading to a lack of patience and concentration; and that an "always on" ethos may be encouraging a culture of expectation and instant gratification."