Skip to main content

Home/ eme6414/ Group items tagged Digital

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
msoichot

The Seven Deadly Sins Of Digital Badging In Education - 7 views

www.forbes.com/...making-badges-student-centered

digital bagdes education badging

shared by msoichot on 11 Jun 23 - No Cached
  • An academic institution’s digital badging initiative is getting off the ground and students are “earning” badges, or micro-credentials, but are they actually providing value to the student toward his or her future career?
  • There is a fundamental disconnect with what is being taught in the classroom and what one really needs to know to be a contributing member of the modern workforce--especially in the tech industry.
  • The Seven Deadly Sins Of Digital Badging In Education
  • msoichot on 11 Jun 23
     
    I included some notes in the document; I'll be happy to have your thoughts!
  • brettfeller on 11 Jun 23
     
    How do we see the notes in the document?
  • msoichot on 14 Jun 23
     
    Hi Brett, I think since you're a member of the group and you click on the resource from the group page, you should see the annotations and the sticky notes. I annotated the title and the beginning of the document, and I added 2 notes, one on the title and one one Parth Detroja's quote. Let me know if you can see them!
Vanessa

Digital gap between rural and nonrural America persists | Pew Research Center - 4 views

www.pewresearch.org/...-and-nonrural-america-persists

digital divide

shared by Vanessa on 05 Jun 19 - No Cached
  • Vanessa on 05 Jun 19
     
    Check out this report on how rural America is less connected than urban America. Any surprises?
  • croig2 on 05 Jun 19
     
    Surprised with how prevalent some of this tech is in my life and those I know that a large segment is doing without it. I wonder if there are other demographic correlations besides rural/nonrural that might inform why there is such a gap. Are there age/occupation/environmental factors that might also be at play?
  • brandyofthelake on 05 Jun 19
     
    Honestly, not really any huge surprises for me. I lived in a very rural area for about 3 years, and it was hard getting cell phone service!
hckent

Foundation of Digital Badges and Micro-Credentials - 2 views

link-springer-com.proxy.lib.fsu.edu/...10.1007%2F978-3-319-15425-1

Digital Badge learning

shared by hckent on 07 Jun 19 - No Cached
  • hckent on 07 Jun 19
     
    An e-book about using digital badges for learning. Includes sections on the theoretical and technical frameworks as well as implications for instructional design for both education and professional development. Also includes several case studies.
ryantaylor56781

2018 Q2 Global Digital Statshot - 0 views

www.slideshare.net/...obal-digital-statshot-94084375

2.0 social web

shared by ryantaylor56781 on 12 Jul 18 - No Cached
  • ryantaylor56781 on 12 Jul 18
     
    Hi there, I posted this on my blog, but also wanted to have a try of Diigo
  • Vanessa on 13 Jul 18
     
    And what do you think of Diigo?
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
nutraware79

The Promotion of Eating Behaviour Change through Digital Interventions - 0 views

www.ncbi.nlm.nih.gov/...PMC7602497

eating behavior change technology

shared by nutraware79 on 23 Jul 21 - No Cached
    • nutraware79
      nutraware79 on 23 Jul 21
       
      How to use technology to affect/ modify eating behavior
  • s. The efficiency of all the interventions increased when coupled with tailored feedback and counselling. It was established that the scalable and sustainable properties of digital interventions have the potential to bring about adequate changes in the eating behaviour of individuals. Further research should concentrate on the appropriate personalisation of the interventions, according to the requirements of the individuals, and proper integration of behaviour change techniques to motivate long-term adherence.
  • Mediating variables, which can be personal, physical, environmental, behavioural, or familial, are important in the formation of dietary behaviours [13]. The most effective way to install changes in dietary behaviour is to alter one or more of the mediating variables [13]. For example, most children readily eat fruits and vegetables that they are familiar with [14], which may limit the variety of choices available to them. By exposing children to a greater variety of fruits and vegetables by increasing availability at home
    • nutraware79
      nutraware79 on 23 Jul 21
       
      Availability at home variable
  • ...2 more annotations...
  • Designing interventions to change dietary behaviour is a complex process, which includes identifying and prioritising all mediating variables, defining the types of change that are needed, and then implementing appropriate policies
  • Most strategies are currently based on intuition and the social, cultural, and economic characteristics of the target population rather than evidence-based interventions. Because different individuals may respond differently to the same message, additional research in the area of behavioural science is needed to develop strategic policies that will be effective for the majority of people in the community.
    • nutraware79
      nutraware79 on 23 Jul 21
       
      different people respond to different messages.
disceverum

McGlynn (2021) IT Carlow launches Ireland's first ever online influencer course. Irish ... - 0 views

www.irishexaminer.com/...arid-40313762.html

shared by disceverum on 25 Jul 21 - No Cached
  • disceverum on 25 Jul 21
     
    "As well as learning from those who have made their name online, students will gain valuable insight into what it means to have a digital identity and how to market ideas to your target audience. Among the topics included in the programme are the psychology of memes, brand building and how to tell your story online....The teaching panel includes award winning teacher and expert in pop culture, Dr Eleanor O'Leary; Marketing Lecturer of the Year, Dorothy Keane; and brand planning professional Ciaran O'Loan."
Henry Xu

Chapter 7 Political Freedom Part 2: Emergence of the Networked Public Sphere. The Wealt... - 3 views

www.congo-education.net/...ch-07.htm

shared by Henry Xu on 12 Jul 12 - Cached
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is quite a good way to categorize the change. 
  • crystallized and synthesized,
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      Can it be crystallized? Other readings suggestion it a process rather than a product, which is always on its way to the ultimate, but never reach there. 
  • ...38 more annotations...
  • first
  • anyone, anywhere
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      The so-called "Ubiquitous"? 
  • second, and more fundamenta
  • it allows one, or a few, or even a limited large group to communicate to a large but limited group, where the limit is self-selection as being interested or even immersed in a subject.
  • ddition to the owner, readers/users could write to the blog.
  • weighted conversation
  • cultural practice has emerged to reference through links for easy transition from your own page or post to the one you are referring to
  • his culture is fundamentally different from the mass-media culture
  • other dimension
  • is mobility
  • change their relationship to the events that surround them
  • social production practices that these tools enable
  • the excessive power it g
  • its tendency, when owners do
  • ives its owners, and
  • to foster an inert polity
  • ublic sphere allows individuals to monitor and disrupt the use of mass-media power, as well as organize for political action.
  • first story
  • second
  • how the networked public sphere allows individuals and groups of intense political engagement to report, comment, and generally play the role traditionally assigned to the press in observing, analyzing, and creating political salience for matters of public interest.
  • third lesso
  • Second,
  • first l
  • each individual and group can - and, indeed, most likely will - focus precisely on what is most intensely interesting to its participants.
  • fully grown like Athena from the forehead of Zeus.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      It's too culture-based to understand. 
  • Information overload.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is definitely true! Overwhelmed! 
  • Polarization
  • Fragmentation of attention and discourse.
  • Money will end up dominating anyway.
  • Centralization of the Internet.
  • Centrality of commercial mass media to the Fourth Estate function.
  • Fourth Estate
  • Authoritarian countries can use filtering and monitoring to squelch Internet use
  • Digital divide.
  • Babel objection
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      What is it anyway? It appears quite a lot. 
  • I suggest that neither is the case.
Shuang Hao

Mixable - connected classroom developed by Purdue University - 0 views

www.itap.purdue.edu/...mixable

Internet learning Web social teaching

shared by Shuang Hao on 16 Jul 12 - No Cached
  • Shuang Hao on 16 Jul 12
     
    Purdue has developed and deployed a large suite of digital technologies designed to improve student success. They developed this tool - Mixable, that enables informaiton to be delivered though a mobile device, Facebook application, or web browser. All these technologies are designed to connect the classroom with the class using the connections and devices common to students such as dropbox, video/image sharing tool, etc.
lsibbitt

A Global Dialogue on Peace: Creating an International Learning Community through Social... - 1 views

eric-ed-gov.proxy.lib.fsu.edu/?id=EJ1060834

shared by lsibbitt on 19 Jul 18 - No Cached
  • lsibbitt on 19 Jul 18
     
    Download full PDF from FSU Library database. Students from American College of Norway, the University of North Dakota, and Nelson Mandela Metropolitan University in Port Elizabeth, South Africa came together through technology with the objective to have engage in a dialogue on topics such as like world peace, sustainable peace and global citizenship. Students were using this as an opportunity to connect to one another. Students were excited for the opportunity to engage, they had exposure to great speakers (digitally) and materials. They were connected to one another via online channels. Students answered questions on a blog and on Facebook, and although at first the answers may have been surface level, eventually student answers became more sophisticated. The study concludes by acknowledging the value of studying abroad, but recognizing that not all students have the opportunity to do so. Some of the value of study abroad is the exposure to culture and enhanced desire to learn, with technology it is possible to help students develop a passion for learning and create a sense of understanding for global issues.
tsandaal

#Twitter: A Pedagogical Tool in the High School Classroom: Articles, Books, Journals an... - 3 views

eds.b.ebscohost.com.proxy.lib.fsu.edu/...detail

education teaching Twitter

shared by tsandaal on 20 Jul 18 - No Cached
  • tsandaal on 20 Jul 18
     
    This article describes a high school teacher's yearslong journey in introducing and managing Twitter in her classroom. She begins with this observation, "Students participated more readily when the tools they already used outside school were acceptable in the classroom," and then goes on to describe how she made school constituents comfortable with her adoption of the platform. This is followed by the actual ways in which she used it (announcements - sharing articles blogs - classtags - extension of class discussion- digital citizenship - Tweetdeck). She addressed one of my questions about her choice to use Twitter, sharing that it was the unreliability of the LMS that led her to use Twitter from sharing information at first, but over time, she observed many benefits such as clarity in writing through the mandatory economy. Even after the expansion to 280 characters, only 5% of tweets were longer than 140 words! One powerful takeaway was the experience of a long haired male student who had the experience of being listened to without judgment. Twitter in her experience allowed for marginalized voices to be heard.
Vanessa

Thing 8: Digital Curation Tools - Cool Tools for School - 6 views

cooltoolsforschool.net/curation-tools

curation lessonplans

shared by Vanessa on 09 Jun 23 - No Cached
  • christinewise23 on 11 Jun 23
     
    I like the section on "curating vs dumping". In a previous course, we used Zotero to store our sources for annotated bibliographies and for classmates to have access to. I did not fully utilize this resources by tagging, sorting, etc. In this case, I just used this site to 'dump' all of my sources and then didn't do anything else with them.
  • msoichot on 11 Jun 23
     
    This is a useful resource! It makes me realize that I subconsciously used a curation tool in one of my courses (one I am a very minor instructor actually). During the session, I was presenting some tips to help healthcare professionals to see how useful mastering English could be for their job (I'm the French classmate, remember. ;-) ). I decided to combine all the resources I provided about the TOEFL test, Visas, universities, and so on, in a shared Padlet everybody could implement. Though I thought the comment feature could be helpful, I relied on colors to categorize the various topics. I think including tags would be super helpful to provide multiple ways to classify resources.
msoichot

When I say … microlearning - PMC - 5 views

www.ncbi.nlm.nih.gov/...PMC9542948

microlearning definition review

shared by msoichot on 26 Jun 23 - No Cached
  • One of the barriers to the application of microlearning has been the lack of a consistent clear operational definition to guide instructors
  • Microlearning is short.
  • Microlearning focuses on a single learning objective.
  • ...4 more annotations...
  • Microlearning resources are most commonly and effectively delivered via digital technology (but microlearning is not defined by technology).
  • Microlearning can be achieved on the go when the learner wants it or needs it.
  • The Internet‐connected smartphone is a major driver of microlearning because it provides access to learning on the go (i.e. mobile learning) and is nearly always accessible to most people.
  • Microlearning on Web 2.0 applications also offers the benefit of a collaborative learning space.
  • jorannb on 05 Jun 25
     
    This is an interesting concept, I had not heard of microlearning before today. It sounds like there is some merit to it, based on this article, but I do wonder how easy it could be to use ineffectively in terms of corporate trainings. I worry it could be easy to see low cost numbers and embrace the concept without ensuring learning gains are still taking place.
1 - 16 of 16
Showing 20▼ items per page