- Nov 2023
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www.laurahilliger.com www.laurahilliger.com
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Laura Hilliger<br /> https://www.laurahilliger.com/
👋 Hi! I’m an expert in open principles, community building, technology for a better world and some other things.
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- Jun 2022
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hybridpedagogy.org hybridpedagogy.org
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For Jerome Bruner, the place to begin is clear: “One starts somewhere—where the learner is.”
One starts education with where the student is. But mustn't we also inventory what tools and attitudes the student brings? What tools beyond basic literacy do they have? (Usually we presume literacy, but rarely go beyond this and the lack of literacy is too often viewed as failure, particularly as students get older.) Do they have motion, orality, song, visualization, memory? How can we focus on also utilizing these tools and modalities for learning.
Link to the idea that Donald Trump, a person who managed to function as a business owner and president of the United States, was less than literate, yet still managed to function in modern life as an example. In fact, perhaps his focus on oral modes of communication, and the blurrable lines in oral communicative meaning (see [[technobabble]]) was a major strength in his communication style as a means of rising to power?
Just as the populace has lost non-literacy based learning and teaching techniques so that we now consider the illiterate dumb, stupid, or lesser than, Western culture has done this en masse for entire populations and cultures.
Even well-meaning educators in the edtech space that are trying to now center care and well-being are completely missing this piece of the picture. There are much older and specifically non-literate teaching methods that we have lost in our educational toolbelts that would seem wholly odd and out of place in a modern college classroom. How can we center these "missing tools" as educational technology in a modern age? How might we frame Indigenous pedagogical methods as part of the emerging third archive?
Link to: - educational article by Tyson Yunkaporta about medical school songlines - Scott Young article "You should pay for Tutors"
aside on serendipity
As I was writing this note I had a toaster pop up notification in my email client with the arrival of an email by Scott Young with the title "You should pay for Tutors" which prompted me to add a link to this note. It reminds me of a related idea that Indigenous cultures likely used information and knowledge transfer as a means of payment (Lynne Kelly, Knowledge and Power). I have commented previously on the serendipity of things like auto correct or sparks of ideas while reading as a means of interlinking knowledge, but I don't recall experiencing this sort of serendipity leading to combinatorial creativity as a means of linking ideas,
Tags
- linguistics
- orality vs. literacy
- technobabble
- toaster notifications
- literacy isn't everything
- inventories
- educational tools
- educational substrates
- Donald J. Trump
- attitudes
- idea links
- quotes
- where
- information as currency
- Jerome Bruner
- Tyson Yunkaporta
- orality
- third archive
- location
- combinatorial creativity
- Indigenous pedagogy
- arts in education
- Indigenous knowledge as educational technology
- modality shifts
- indigenous knowledge
- tutors
Annotators
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- Apr 2022
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Printing made books affordable to greater numbers than before, as various humanist observers noted, whether they felt this was for the better (Andrea de Bussi, Ludovico Carbone) or for the worse (e.g., Hieronymo Squarcia- fico).17
Example that every new technology will have its proponents and its detractors.
link to Plato/Socrates on the use of writing as a replacement for speaking and memory.
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- Jul 2020
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www.youtube.com www.youtube.com
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How do you ensure that students could still properly comprehend information under the SAMR model, particular in relation to literacy.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.
These six facets are crucial for students to learn not only the facts related to a subject, but how to properly using analysis when learning and writing about the subject. This is especially crucial as technology has become more integrated into the classroom as well as the real world.
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- Feb 2020
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www.edweek.org www.edweek.orguntitled1
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The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality.
The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.
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- Jan 2020
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www.edweek.org www.edweek.org
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"It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."
sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.
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- Nov 2019
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Using Technology to Enhance Teaching & Learning
This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10
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lincs.ed.gov lincs.ed.gov
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Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
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www.angelo.edu www.angelo.edu
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Section 1.5 Online Learner Characteristics, Technology and Skill Requirements
This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10
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ignitedlabs.education.asu.edu ignitedlabs.education.asu.edu
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Tech Literacy Resources
This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10
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- Mar 2019
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mozilla.github.io mozilla.github.io
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Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search
Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10
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- Feb 2019
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malleable
get the multiple and dynamic…but what does malleable mean here?
Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)
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among members of particular groups
Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.
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continued evolution
Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.
An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.
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- Jan 2019
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mozilla.github.io mozilla.github.io
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21st Century Skills (21C Skills)
A focus on 21st Century Skills.
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reach and meet the growing number of diverse audiences using the web
Important to focus on diverse audiences globally.
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- Nov 2018
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eric.ed.gov eric.ed.gov
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- instructional design systems
- etcnau
- constructivism
- distance education
- instructional methods
- instructiveness effectiveness
- instructional technology
- etc556
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- Instructional systems design; Distance education; Online courses; Adult education; Learning ability; Social integration
- online education growth
Annotators
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www.tandfonline.com www.tandfonline.com
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Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- education programs
- etcnau
- distance education
- imeem
- synchronous
- instacoll
- etc556
- asynchronous
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- writeboard
Annotators
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lincs.ed.gov lincs.ed.gov
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LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.
The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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- Sep 2017
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rapids.amazon.com rapids.amazon.com
Tags
Annotators
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- Jul 2017
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newliteracies.uconn.edu newliteracies.uconn.edu
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How can we develop adequate understanding when the very object that we seek to study continuously changes?
This can be seen as a problem or as an advantage, information is always changing, ideas are been created and developed. Students and teachers do not need to wait for books to print materials to be accessible, is right there.. one click away, now how we find and analyze information on the web is the tool our students need to become web literate .
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Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks
students using this sites need to have web-literacy skills to obtain accurate and relevant information.
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www.citejournal.org www.citejournal.org
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FITness goes beyond traditional notions of computer literacy to require that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, to recognize when information technology can assist or impede the achievement of a goal, and to continually adapt to changes in information technology. FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. Acquiring TK in this manner enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task. This conceptualization of TK does not posit an “end state,” but rather sees it developmentally, as evolving over a lifetime of generative, open-ended interaction with technology.
Fluency of Technology Literacy is fluid and must evolve over a person's lifetime, remaining flexible as technology changes. I would guess many of us stop growing in our FITness in our mid-20's as most people tend to stick with the tech tools and ways of doing things that they grew up with.
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- Oct 2016
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www.uv.es www.uv.es
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Develop proficiency and fluency with the tools of technology;
Every institution around the UE is trying to develop in a critical sense the main goals of the different subjects. In fact it doesn't makes too many differences between all this goals we have already read there: proficency and fluency, cross-cultural connections, managing information, etc. So the main point of this read is, in our opinion, to show the proper features to have as a complete citizen of the 21st century along literacy as a part of a common project.
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