Teaching Digital Fluency for anInternet-Enabled Society
Learning Opportunity
Why?
67%
April 2015 https://www.thinkwithgoogle.com
Why?
67%
91% April 2015 https://www.thinkwithgoogle.com
Why?
67% 91%
90%
April 2015 https://www.thinkwithgoogle.com
Why?
67% 91%
62% 90% April 2015 https://www.thinkwithgoogle.com
Why?
67% 91%
62% 90% April 2015 https://www.thinkwithgoogle.com
Before Class
During Class
After Class
Topic 5: Power of Participation
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• Read required texts.
Topic 5: Power of Participation
Topic 5: Power of ParticipationB
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Du
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Aft
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• Read required texts.• Ask a key question about the readings, and share it on Slido.
Bef
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uri
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Cla
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Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
Topic 5: Power of Participation
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
Lexicon (Wiki)
Bef
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Cla
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Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
Lexicon (Wiki) Mindmapping Team
Bef
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Cla
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uri
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Cla
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Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
Lexicon (Wiki) Mindmapping Team
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
Lexicon (Wiki) Mindmapping Team Learner Lecture
Bef
ore
Cla
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uri
ng
Cla
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fter
Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
ss
• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
• Group or Class Discussion (influenced by key question assignment & blog posts)
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
ss
• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
• Group or Class Discussion (influenced by key question assignment & blog posts)
• Learning Activity (continues as homework)
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
ss
• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
• Group or Class Discussion (influenced by key question assignment & blog posts)
• Learning Activity (continues as homework)
• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
ss
• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
• Group or Class Discussion (influenced by key question assignment & blog posts)
• Learning Activity (continues as homework)
• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)
• Two Facebook Group Posts or Replies (in response to top ranked key questions) (avg. 81 posts or replies by the end of the given week)
Bef
ore
Cla
ssD
uri
ng
Cla
ssA
fter
Cla
ss
• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)
• (Occasional) Prepare co-learner presentation.
Topic 5: Power of Participation
• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)
• Group or Class Discussion (influenced by key question assignment & blog posts)
• Learning Activity (continues as homework)
• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)
• Two Facebook Group Posts or Replies (in response to top ranked key questions) (avg. 81 posts or replies by the end of the given week)
Topic 5
Topic 6
Topic 4 Before During After
Before During After
Before During After
Topic 3
Topic 7
After
Before During
In a Time magazine article, Zachary F. Meisel, an emergency physician and clinical scholar, describes the situation:
To debate whether patients should or should not Google their symptoms (which a surprising number of doctors seem to enjoy engaging in) is an absurd exercise. Patients already are doing it, it is now a fact of normal patient behavior, and it will only increase as Internet technology becomes ever more ubiquitous. The average Joe has more health information at his fingertips--both credible and charlatan--than all the medical libraries ever built put together. So the real question is, What can professionals do to translate this phenomenon into better health for their patients and the public?