Group items tagged

Educators have long cautioned students about posting damaging information online, but now it's also becoming important to build a positive digital footprint. When should students start building their online persona? The earlier, the better.

a scaffolded list of skills to help them understand the embedded skills in blogging - the kind of skills that a blogger would take for granted, but a non-blogger might not think about. They feel that they understand the more traditional skills already (obviously) but don't really know what needs to be taught for digital literacy.

Academics have a long history of claiming and defending the superiority of verbal over visual for representing knowledge. By dismissing imagery as mere decoration, they have upheld the sanctity of print for academic discourse. However, in the last decade, digital technologies have broken down the barriers between words and pictures, and many of these same academics are now willing to acknowledge that melding text with image constructs new meaning, and some may even go so far as to admit that images, as communication devices, can stand on their own.

This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address "new problems" facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This "hybrid" course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.

By combining writing with online technology, teachers can provide opportunities for students and future educators to develop their digital fluency while also strengthening their traditional literacy skills.

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.

May use as a guideline in the web2.0 classroom

Maintaining that learning theories should be reflective of underlying social environments, Siemens (2004) describes the limitations of behaviorism, cognitivism, and constructivism (and the epistemological traditions which underpin them - objectivism, pragmatism and interpetivism - and their representations of what is reality and knowledge) to introduce connectivism as 'a learning theory for the digital age.'

Connectivism, "a learning theory for the digital age," has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviourism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn.

Google has made a mammoth database culled from nearly 5.2 million digitized books available to the public for free downloads and online searches, opening a new landscape of possibilities for research and education in the humanities.

The use of models and other abstract forms in literary study has recently seen a revival in a digital age that puts data and sophisticated data management systems in the hands of the literary scholar, teacher, and student. Pedagogical applications of these abstract models are rich with possibility for the literary classroom, and offer exciting opportunities for engaging non-English majors and non-traditional learners in the advanced study of literature, as well as challenging students to verbally articulate visual and spatial knowledge.

It's not enough to simply write about data any longer; the world wants visuals. While there are many professional information designers making a name for themselves, such as Nicholas Felton of Feltron.com, the majority of these digital artists are up to their eyeballs in high-paying work. Where does this leave you? Well, if you want to spruce up your documents, blog posts, and presentations, there are some free tools online that can help.

A brief selection of DH-related syllabi. Readers, let us know if you have syllabus, curriculum, or program information that you'd like to share here.

My daughter just shared this with me. I hope our group is seeing these!

New Vocabulary! "Lecture Capture"