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Trevor Haddock

Taylor & Francis Online :: Literacy, literacies and the digital in higher education - T... - 1 views

www.tandfonline.com.ezproxy.usq.edu.au/...13562517.2011.544125

digital literacy

shared by Trevor Haddock on 05 Oct 12 - No Cached
  • Trevor Haddock on 05 Oct 12
     
    Abstract This paper is a critical review of some recent literature around the 'literacies of the digital' in schools and higher education. It discusses the question: 'what does the conjoining of the terms "digital" and "literacy" add to our understanding of teaching and learning in higher education'? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.
debliriges

http://www.acode.edu.au/pluginfile.php/572/mod_resource/content/1/ACODE%2064%20digital%... - 1 views

www.acode.edu.au/...acies%20workshop%20summary.pdf

digital literacies universities highered

shared by debliriges on 26 Oct 14 - No Cached
  • debliriges on 26 Oct 14
     
    ACODE64: Workshop (2014) on Developing staff digital literacies: Concepts, policies and practices Workshop summary: Digital Literacy - what is it and how is it achieved?
Charmian LORD

Critical Theories on Education and Technology - PhD Wiki - 0 views

sites.google.com/...es-on-education-and-technology

education technology critics

shared by Charmian LORD on 30 Aug 14 - No Cached
  • Feenberg and other critical theorists such as Ellul, Ihde and Irrgang maintain that technology is neither neutral nor autonomous but ambivalent. Ambivalent technology is distinguished from neutrality by the role it attributes to social values in the use and the development of technical systems.
  • technology is not a thing in itself but is inherently a process of social, historical and political cultures.
  • technology mediates experience, and through this mediation, it alters the experience of the phenomena.
  • ...12 more annotations...
  • Arisaka (2001)
  • The future development of educational technology will not be determined by the technology itself, states Feenberg, but rather the politics within the educational community and national political trends. In taking a dialogic approach, he stresses educational technology of an advanced society should be shaped by educational dialogue rather than the production-oriented logic of automation.
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      If this is the case, I may be "won over" by Feenberg's dialogic approach.  Let's see :)
  • According to Feenberg (1991), critical theory explains how technology is embedded in society through ‘technological code’ that is dialectical, contextual, aesthetic, and humanly, socially, and ecologically responsible.
  • In summary, Feenberg (2002; 5) calls for a profound democratic transformation of technologies, asking “can we conceive an industrial society based on democratic participation in which individual freedom is not market freedom and in which social responsibility is not exercised through coercive regulation?” He argues a good society should support the personal freedom of its members enabling them to participate effectively in a range of public activities. This can be manifest in democratizing technological design; pursuing a ‘democratic rationalization’ where actors participate in the technological design processes. For Illich (1973), ‘tools of conviviality’ produce a democratic and convivial society in which individuals communicate, debate, participate in social and political life, and help make decisions. Convivial tools free individuals from dependency and cultivate autonomy and sociality.
  • Don Ihde (1990)
    • Charmian LORD
      Charmian LORD on 07 Sep 15
       
      I think he missed the idea that some people like to learn online.  It may have come about for (mostly) financial reasons but has been put to good use by many.
  • E-learning literature increasingly perceives the role of the tutor as facilitator (Salmon, 2004), whilst in a connectivist learning environment, it may become further marginalised or even obsolesced (Siemens, 2004). This emphasis on informal and autonomous learning and student engagement with experts outside their formal educational institutions also recalls Illich’s (1970) community webs. Critical educators such as Freire and Feenberg are critical of the diminishing of critical engagement by the tutor and believe it is essential that teachers continue to have a directive role.
  • Friesen (2008) explores three myths pertinent to current e-learning literature: Knowledge Economy Anyone, Anywhere, Anytime Learning Technology drives Educational Change
  • Kellner stresses that multiple literacies, such as media, computer, and information literacies are required in response to emergent technologies and cultural conditions to empower students to participate in the expanding high-tech culture and networked society.
  • Karlsson (2002) however, suggests so called web literacies should be recognised and studied merely as print literacies that appear on the web. Feenberg (2002) reminds us arguments emerging around new educational technologies are nothing new. He suggests writing was one of the first (narrow bandwidth) educational technologies, and describes how Plato denounced writing as destructive to the dialogic relationship between teacher and student evident in spoken discourse. (Noble (1997) points out the irony in Plato using written text to critique writing, suggesting that similarly, the majority of current attacks on web-based media circulate online.)
  • What originated as a hastily-conceived title for a conference presentation has since become a catch-all term for a range of ‘ontologically non–compatible’ elements (Allen, 2008). In an attempt to conceptualize the meaning of Web 2.0, Allen identifies four key components: Technological implementations that prioritise the manipulation and presentation of data through the interaction of both human and computer agents. An Economic model. Using the Web to put people and data together in meaningful exchanges for financial gain. Users are perceived as active participants, engaged in creating, maintaining and expanding Web content. The politics of Web 2.0 are expressed in traditional democratic terms, which emphasises freedom of choice and the empowerment of individuals.
  • Under a critical perspective, the democratic forms of media consumption and production of Web 2.0 are challenged by the underlying “dictates of a neo-liberal socio–political hegemony” (Jarrett, 2008), as evidenced in the exploitation of user–generated content by major corporations (Petersen, 2008). As Silver (2008) reminds us, “when corporations say community they mean commerce, and when they say aggregation they mean advertising.” Scholz (2008) contends the Web remains largely the domain of “professional elites that define what enters the public discourse,” In addition, social conditions inherent in Web 2.0 practices such as personalization (Zimmer, 2008) and participatory surveillance (Albrechtslund, 2008) require a rethinking of traditional notions of identity, privacy and social hierarchies. As educationalists demonstrate an increasing determination to tap into the apparent technological and sociological affordances of Web 2.0, these are issues that cannot be ignored.
  • djplaner on 30 Aug 14
     
    PhD students article summarising critical theories.
djplaner

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 7 views

www.ascilite.org.au/...drexler.html

ltngl

shared by djplaner on 24 Aug 14 - No Cached
  • Students engaging in networked learning research must be more self-directed
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Raises the question - what about those students who do not possess these skills?
    • paul_size
      paul_size on 27 Aug 14
       
      I agree, if they do not possess these skills then what?  And is that necessarily a bad thing?  How do we support those with the skills at the same time as those without the skills?
  • balance between structure and learner autonomy
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Recognises that particular skills are require and may need to explicitly taught.
  • take an active role in the learning process by making decisions
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Active participation = decision making
  • ...39 more annotations...
  • If the learner has primary control, the teacher must consider alternative assessments (Pedersen & Liu, 2003)
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006)
  • The students in this study are in effect, networked learners in training.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Love this view of students working to acquire NGL skills - "networked learners in training"
  • A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Just as well we are all taking this course! :)
  • Figure 2: The Networked Student
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A model of the networked student.  Like how it incorporates all aspects of a students life, not just online!
  • He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003)
  • He asserts that learning and knowledge rest in diversity of opinions, and learning is a process of connecting nodes or information sources (Siemens, 2004).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Constructivism influences.
    • paul_size
      paul_size on 27 Aug 14
       
      This is a really nice line.  I like the idea that through collaboration we can leverage off diversity.  
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003). Each of these components is present in the
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Technology SUPPORTS the learning.
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom, especially if the learner chooses to activate it. Yet even in the situation where one learner abandons the personal learning environment, if created as an open resource, it becomes a strong node from which others can learn.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      A nice example of how constructivism works in students construction of knowledge both inside and outside the confines of the classroom.
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      To achieve depth of understanding, students still require teacher assistance and guidance. 
    • paul_size
      paul_size on 27 Aug 14
       
      I guess this links in nicely with assignment 1 and our posts on how NGL can inform our roles as teachers.
  • Teacher beliefs about the value of technology as a teaching tool may determine effective integration more than traditional forms of professional development (Mueller et al., 2008).
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Teacher beliefs about the value of technology = successful integration.
    • paul_size
      paul_size on 27 Aug 14
       
      I agree.  The teacher plays such an important role in all of this.
  • Table 1: Patterns for networked learning (Goodyear, 2005, p. 1
  • The personal learning environment can take the place of a traditional textbook
    • Anne Trethewey
      Anne Trethewey on 24 Aug 14
       
      Interesting concept given Brendon's current textbook debate!
    • paul_size
      paul_size on 27 Aug 14
       
      I like the idea of empowering networked students and by enabling them to transcend the traditional concept of the classroom by user friendly web applications.  What about the implications for the work environment?  As David talked about earlier in once of his posts about his experience and finding, I think it was, USQs tools not as useful as the ones outside of work.  How do we empower ourselves in a limited environment?
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I liked this line - for me it really sums up my work environment at present. It's a passive, top down culture where you are lucky if you are the recipient of knowledge rather than a partaker in the journey.
    • paul_size
      paul_size on 27 Aug 14
       
      I think that using Diigo for me is a great example of were learning moves beyond the passive to an integrated environment.  
  • "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
  • scaffold the learning process
  • Examples of emerging web applications for each of these categories are highlighted. The Networked Student Model establishes a baseline that begins to address what level of structure is needed to facilitate networked learning while providing a foundation for greater student control over the personal learning environment.
    • paul_size
      paul_size on 27 Aug 14
       
      scaffold the learning process... what level of structure is needed to facilitate networked learning while providing a foundation of learner control. For me this is the reality at the moment with NGL. What structure do I need to support my knowledge development? It's about my PKM as well and already that has changed since my initial blog.
  • Networked learning, constructivism, and principles of connectivism inform the instructional design and provide a foundation on which future studies can explore the impact of networked learning on K-12 students and teachers.
  • It is the combination of these connections, especially in concert with human to human contact, that provide the most powerful learning potential (Goodyear, 2005).
  • The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • The networked student follows a constructivist approach to learning.
  • The Networked Student Model of constructing personal learning environments is reflected in many connectivist principles.
  • Conversely, in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own. They are taught to discern between fact and opinion and appreciate the value of both.
    • paul_size
      paul_size on 27 Aug 14
       
      I think the key here is being able to discern between fact and opinion.  How is this taught to kids today?  I am not a teacher, on the ground with students so any thoughts on this would be great. 
  • The networked student constructs knowledge that can be built upon in other contexts. That knowledge resides within the network to be activated by the learner at any time in the future. There is always the capacity to add nodes to the network (Siemens, 2009).
    • paul_size
      paul_size on 27 Aug 14
       
      I think this links in nicely with Communities of Practice the construction of knowledge.  The knowledge is held within the community and it is by participation that one moves towards mastery (Wenger, 1988).
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
    • paul_size
      paul_size on 27 Aug 14
       
      So meaningful learning comes through knowledge construction.  Not cutting and pasting.  It's about getting out there and into the real world and feeling the experience.
  • Learning potential exists in what the student does with the compilation of content and how it is synthesised.
  • exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169)
  • The networked student test case follows a single iteration, design based research process (Ma & Harmon, 2009) for analysing a problem, developing a solution, testing a prototype, and reflecting on the results.
  • The students had never participated in networked learning, so a significant amount of time was allotted at the beginning of the project to address digital literacy as well as task and organisational skills that would be required in the online environment.
  • The process and tools are overwhelming to students if presented all at once.
    • paul_size
      paul_size on 27 Aug 14
       
      Here here!
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning
  • While the Networked Student Model affords the learner more control and responsibility, the teacher must continually balance this freedom with enough structure to keep students on task and engaged in the learning process.
  • Adopting a networked learning approach would require considerable teacher professional development and a philosophy different from that of most current educators. The implications of the latter on the potential of networked learning are far reaching. They extend to school policy, hiring practice, and pre-service teacher education.
    • paul_size
      paul_size on 27 Aug 14
       
      Makes you think about the future of NGL and implications.
  • cognitive apprenticeship model
  • The Networked Student Model is a work in progress. As web technologies evolve and personal learning management becomes easier, students will gain even greater access to knowledge and more learning control. The construction of personal learning environments has potential; however, extensive research is needed to document best practices, explore the changing role of teacher and student, apply evolving innovations, refine instructional design, and consider pedagogical implications. Social networking and sharing of personal learning environments between students holds further promise as more students participate in networked learning and post their results in an open forum.
  • djplaner on 28 Aug 14
     
    Journal paper from author also involved in the "networked student" video that appears in this list. "Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process. "
djplaner

The challenges to connectivist learning on open online networks: Learning experiences d... - 2 views

www.irrodl.org/...1689

issues connectivism

shared by djplaner on 01 Sep 15 - No Cached
  • This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
  • In e-learning, two major traditions have been prevalent: one where connections are made with people and the other where they are made with resources (Weller, 2007)
  • since the emergence and proliferation of information and communication technologies (ICTs) and their increasing encroachment on everyday life, boundaries between settings in which people learn and in which they use technology for other activities have blurred, and perspectives such as connectivism have emerged
  • ...2 more annotations...
  • From observations on PLENK it seems that for networked learning to be successful, people need to have the ability to direct their own learning and to have a level of critical literacies that will ensure they are confident at negotiating the Web in order to engage, participate, and get involved with learning activities.
  • People also have to be confident and competent in using the different tools in order to engage in meaningful interaction. It takes time for people to feel competent and comfortable to learn in an autonomous fashion, and there are critical literacies, such as collaboration, creativity, and a flexible mindset, that are prerequisites for active learning in a changing and complex learning environment without the provision of too much organized guidance by facilitators
  • djplaner on 01 Sep 15
     
    A journal article that gives a more formal treatment of issues in a connectivist context.
djplaner

Seeing Like a Network - The Message - Medium - 3 views

medium.com/...ng-like-a-network-114c5a13fe0d

literacy security network

shared by djplaner on 07 Sep 14 - No Cached
  • djplaner on 07 Sep 14
     
    Article that gives some insights into all of the networks that contribute to modern life and then moves onto to talking about security/threats and some of the digital literacy required to work in computer-based networks
djplaner

NASA ADS: Developing 21st century skills through the use of student personal learning n... - 1 views

adsabs.harvard.edu/...2009PhDT.......170M

ltngl

shared by djplaner on 28 Aug 14 - No Cached
  • djplaner on 28 Aug 14
     
    Another PhD thesis that "supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills" within a high school setting
thaleia66

The 10 Most Important Work Skills in 2020 - 0 views

www.top10onlinecolleges.org/work-skills-2020

shared by thaleia66 on 19 Sep 15 - No Cached
  • thaleia66 on 19 Sep 15
     
    Followed this link from Jarche's Seek, Sense, Share site and thought it might be pertinent to the digital literacy discussions on the blogs.
debliriges

The Design Studio / Developing digital literacies - 2 views

jiscdesignstudio.pbworks.com/...eloping%20digital%20literacies

JISC design digital literacies developing

shared by debliriges on 26 Oct 14 - No Cached
  • debliriges on 26 Oct 14
     
    JISC funded programme (2011-2013) to promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. Links to infoKit and case studies.
ggdines

Reducing the digital literacy divide through disruptive innovation | Simon McIntyre - A... - 0 views

www.academia.edu/..._through_disruptive_innovation

digital literacy connectivism global highered

shared by ggdines on 09 Sep 14 - No Cached
  • ggdines on 09 Sep 14
     
    This article suggests that educators in HE can generate systemic change by engaging in open and informal professional development outside and beyond their own institutions. An interesting read for anyone in a support role in Higher Education.
djplaner

Mindful or mindless? - Cognitive Edge - 1 views

cognitive-edge.com/...mindful-or-mindless

ngl

shared by djplaner on 23 Oct 15 - No Cached
Charmian LORD liked it
  • A second problem is an over focus on the individual and insufficient focus on their interactions and the need to engage in those interactions
  • Focusing on the individual in isolation from the community is a form of neo-liberal disenfranchisement
  • djplaner on 23 Oct 15
     
    The topic of this post is not directly related to NGL. What I think is relevant/important is the quote an over focus on the individual and insufficient focus on their interactions and the need to engage in those interactions Which I think is a perspective/problem that resonates with NGL. NGL at some level is about encouraging, enabling, and thinking about the interactions - the connections. As you are thinking about your DBR projects, consider how, if, and what your project is doing about the interactions between the people and objects within your particular context. For a concrete example, I'll turn to a particular bandwagon of mine. A couple of people have "as teacher" roles that involve helping teachers use digital technologies effectively. Often the problem here is framed as digital literacy. The individual teacher doesn't know enough about technology to fix the problem. The common solution is to do some form of Professional Development so that the individual can develop the knowledge. Which for me, brings back the quote. - "focus on the individual and insufficient focus on their interactions" A NGL solution to this problem would - I think - focus more (but not entirely) on the interactions.
djplaner

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice -... - 0 views

www.hybridpedagogy.com/...-understanding-the-mooc-novice

issues literacy novice autodidact

shared by djplaner on 01 Sep 15 - No Cached
  • I’m not a Constructivist, Behaviourist, Cognitivist, or Connectivist. This is not a call for a return to an older theory. I’m a pragmatist, like many educators. I flirt outrageously with every theory that will have me. I’m ideologically promiscuous.
    • djplaner
      djplaner on 01 Sep 15
       
      "All models are wrong, but some are useful"
  • djplaner on 01 Sep 15
     
    An article sharing problems facing a novice (technology novice and unconfident learners) in a connectivist setting and the implications that has for learning
ggdines

Week 3 Diigo activity: Where has NGL come from? | GG's Blog - 0 views

ggdines.wordpress.com/...where-has-ngl-come-from

spta teacher learner student acceptable

shared by ggdines on 18 Aug 14 - No Cached
  • Greater scaffolding to allow people to get familiar with the setup process and tools being used – simpler and fewer tasks in the first couple of weeks. I think this would have helped and allowed time for participants to allocate greater time to connecting with each other. I feel overwhelmed by the number of tasks and readings and tool setup – that I haven’t really been able to concentrate on making meaningful connections. Goodyear talks about access barriers on page 34 in relation to better user interfaces – for me the barrier isn’t about the interfaces but about getting used to “how things work” in this course.
    • ggdines
      ggdines on 18 Aug 14
       
      Uses NGL principles to understand participation and explain what happened. AND Draws on a range of NGL ideas that are linked together as part of the explanation.
  • I think what I am saying also ties in a little with Anne’s post for this activity – but I think that the lack of connection might be because there is too much to be done and not enough time to get to know our environment.
    • ggdines
      ggdines on 18 Aug 14
       
      Something about building on work of other participants
  • Homophily phenomenon
  • ...3 more annotations...
  • mergence of Web 2.0
  • The e
  • It also confirms that to get the most out of them you need to develop “literacies” to navigate them effectively.
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