Embed quizzes, prompts, and asynchronous discussions in the middle of a video.

Ask students to prepare a very short, two to three sentence reflection or to make a one-minute video explaining what they learned.

The author provides several terms to describe how an instructor might prepare a student to view a video. * Technical paratext: Instructors might include title, length, linked source, and a summary of other activities. * Video hooks: An anticipatory set--an advance organizer or hook that helps to get student attention, activate prior knowledge, and prepare them. * Video framing: Similar to video hook; advise students to watch for certain themes. * Clear expectations: Make sure that you set expectations for what students are expected to do during the viewing.

Video paratext as a term to categorize the many ways that we design activities related to educational video. As the author notes, paratext precedes, follows, and often interrupts a poem. The same could be true of video.

https://web.archive.org/web/20221202202544/https://www.edsurge.com/news/2022-11-25-press-play-isn-t-a-teaching-strategy-why-educators-need-new-methods-for-video

Reicht die Verfügbarkeit des Internet für das Bildungsrecht? Ich bezweifle das mindestens im Bezug auf die aktuelle kommerzielle Geschlossenheit des Internets in großen Teilen. Es braucht Mündigkeit im Digitalen - es braucht digital literacies.

Und da virtuelle Realität so anspruchsvoll ist, gilt es, den Umgang mit ihr zu erlernen, damit die Wahrscheinlichkeit dafür, Fiktion für virtuelle Realität zu halten sinkt. Das ist also auch eine Frage der literacy

Howard Rheingold spricht bei digital literacies in Unterscheidung zu skills von der Abhängigkeit des Individuums von den anderen, von der Gruppe. Im Gegensatz zum Radfahren oder Schwimmen, helfen einem digitale Kompetenzen auf atomisiert individueller Ebene nicht weiter. Während das Radfahren ein Individuum durchaus schneller gemessen an seinem eigenen Zufußgehen fortbewegen lässt, hilft das Verlinken usw. vllt der individuellen Ordnung von Inhalten, jedoch stößt sich allein die Sinnhaftigkeit dieses Ordnens bereits an der Unmöglichkeit des atomisierten Individuums, Bedeutung und Sinn zu erzeugen. (Rheingolds Argument geht anders, ich erinnere es nicht mehr - sicherlich ist in seinen erklärenden Videos (runterscrollen) etwas zu finden)

Well, I think there is a lot has changed since this article (2009) and the question is not "Why?" anymore. The real hard question is "How"? How are we going to keep up with the speed of changing technology and new digital literacies? How can we make sure that every child gets the opportunity to spend ample time on the computer, creating, building, constructing and not only consuming? How can we scaffold teachers so they are skilled and capable of using new digital literacies?

[...] [...] Lo que esta formulación quiere transmitir es que la reflexión no es sólo sobre la experiencia; la reflexión es una forma de la experiencia [...] Cuando la reflexión se hace de esa manera puede cortar la cadena de patrones y percepciones habituales de pensamiento para que pueda ser una reflexión abierta a posibilidades distintas de las contenidas en la representación actual que tenemos del espacio de la vida

Quizás se requieren materialidades nuevas para romper estas lógicas que hacen academia crítica desde los logos, métricas y formas de la academia clásica. En ese sentido la experiencia, que está en el centro de lo hacker, artítistico y activista es clave, pues enactua en discursos no siempre logocéntricos. Es decir, esas reflexiones (usualmente escritas) que son también una experiencia, atravesadas por otras materialidades que dan cuenta de ellas pueden ayudar a deconstruir su expresión logocéntrica.

This is a pretty useful example of a paragraph with subtext, don’t you think? Could easily imagine future readers and annotators coming to this passage and scratching their heads for a minute while looking at the date. What happened nine months before June 2017? Living outside the US, it took me a few seconds to guess it (and my guess may be wrong). Of course, Martha was “playing for the audience” (though DoOO is having an impact outside the US). There’s indeed a shared understanding that events in the political arena may be relevant in our work on digital literacies.

competences digital literacies

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

+1 Insightful

Another useful (and cool) definition

The ability to fluently read/react with a text at a given level of address be treated as a literacy.