Teaching Digital Fluency for an Internet-Enabled Society

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Teaching Digital Fluency for an

Internet-Enabled Society

Learning Opportunity

Why?

67%

April 2015 https://www.thinkwithgoogle.com

67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.

Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task. 90% of smartphone users have used their phone to make progress toward a long term goal or multi-step process while out and about. Digging deeper Google found that 62% of smartphone users are more likely to take action right away toward solving an unexpected problem or new task because they have a smartphone. Interesting to think about how these practices translate to the classroom.

5

Why?

67%

91%

April 2015 https://www.thinkwithgoogle.com

67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.

Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task. 90% of smartphone users have used their phone to make progress toward a long term goal or multi-step process while out and about. Digging deeper Google found that 62% of smartphone users are more likely to take action right away toward solving an unexpected problem or new task because they have a smartphone. Interesting to think about how these practices translate to the classroom.

6

Why?

67%

91%

90%

April 2015 https://www.thinkwithgoogle.com

67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.

Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task.

90% of smartphone users have used their phone to make progress toward a long term goal or multi-step process while out and about. Digging deeper Google found that 62% of smartphone users are more likely to take action right away toward solving an unexpected problem or new task because they have a smartphone. Interesting to think about how these practices translate to the classroom.

7

Why?

67%

91%

62%

90%

April 2015 https://www.thinkwithgoogle.com

67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.

Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task.

90% of smartphone users have used their phone to make progress toward a long term goal or multi-step process while out and about. Digging deeper Google found that 62% of smartphone users are more likely to take action right away toward solving an unexpected problem or new task because they have a smartphone. Interesting to think about how these practices translate to the classroom.

8

Why?

67%

91%

62%

90%

April 2015 https://www.thinkwithgoogle.com

67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.

Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task.

90% of smartphone users have used their phone to make progress toward a long term goal or multi-step process while out and about. Digging deeper Google found that 62% of smartphone users are more likely to take action right away toward solving an unexpected problem or new task because they have a smartphone. Interesting to think about how these practices translate to the classroom.

9

Before Class

During Class

After Class

Topic 5: Power of Participation

10

Before Class

During Class

After Class

Read required texts.

Topic 5: Power of Participation

11

Topic 5: Power of Participation

Before Class

During Class

After Class

Read required texts.

Ask a key question about the readings, and share it on Slido.

Before Class

During Class

After Class

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

37 enrolled students

13

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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

Before Class

During Class

After Class

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

Before Class

During Class

After Class

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

Before Class

During Class

After Class

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

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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)

Before Class

During Class

After Class

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?

http://www.time.com/time/health/article/0,8599,2043125,00.html

31

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