Group items tagged

Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.

important characteristic of heutagogy is that of reflective practice, “a critical learning skill associated with knowing how to learn” (Hase, 2009, p. 49). According to Schön (1983), reflective practice supports learners in becoming lifelong learners, as “when a practitioner becomes a researcher into his own practice, he engages in a continuing process of self-education” (p. 299).

primarily by placing value on learner self-direction of the learning process

the system has great difficulty overcoming its own internal structure and adapting to the change.

Complex systems of this type, that are too loosely structurally coupled, maximize their openness to innovation but do so entirely at the cost of being able to exploit those innovations when they are useful

a panarchy

The bow-tie structure manages these tensions by occupying an “edge of chaos” zone in between too much rigidity and too much flexibility, between too little diversity, and too much.

There is a need to capitalize on potential efficiencies in one’s current environment while at the same time remaining flexible enough to adapt if the environment changes

confusing the necessary cluster of evolving core elements with a “standard

Future networks operate on multiple standards in the core — optimal levels of infrastructure arrived at by open innovation in the periphery that makes its way into the core as adoption and usage increase.

widely agreed upon cultural understandings and practices.

Supporting or learners and staff to use collaborative digital environments and tools in safe, critical and innovative ways should be on the top of all our digital literacy wish lists and informing local and national policy and practice.

We need to be mindful that a great deal of current research highlights correlations between socio economic status and access.

But supporting all of our children and young people’s ability to have meaningful, useful and safe online interactions means that we don’t further disadvantage some of our most vulnerable populations.

It turns out what people most want to know about their friends isn't how they imagine themselves to be, but what it is they are actually getting up to and thinking about

Recent research has clearly underlined the need to address children’s and young people’s use of the internet, mobile and games technologies in the context of digital literacy.

The report points up young people’s largely pedestrian use of technology, and highlights the role that educators could and should be playing in supporting young peoples engagement as producers, creators, curators rather than primarily as consumers:

There are many definitions of digital literacy. In one of the earliest (2006), Allan Martin defined Digital Literacy as “…the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” 

The characteristics across many of the available definitions are that digital literacy are that: it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices it's about skills and competencies, and critical reflection on how these skills and competencies are applied it's about social engagement – collaboration, communication, and creation within social contexts

As a teacher, my job is to help students learn, not create artificial barriers to learning in the name of equitable grading. Nice people do not put others in difficult ethical dilemmas. Grading should be a strategy for making learning more satisfying by demonstrating accomplishment.