Teaching Digital Fluency for an Internet-Enabled Society

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<p>Twt ideas</p> <div><p>Teaching Digital Fluency for an</p><p>Internet-Enabled Society</p></div> <div><p>Learning Opportunity</p></div> <div><p>Why?</p><p>67% </p><p>April 2015 https://www.thinkwithgoogle.com</p></div> <div><p>67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.</p><p>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.</p><p>5</p></div> <div><p>Why?</p><p>67% </p><p>91% </p><p>April 2015 https://www.thinkwithgoogle.com</p></div> <div><p>67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.</p><p>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.</p><p>6</p></div> <div><p>Why?</p><p>67% </p><p>91% </p><p>90% </p><p>April 2015 https://www.thinkwithgoogle.com</p></div> <div><p>67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.</p><p>Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task. </p><p>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.</p><p>7</p></div> <div><p>Why?</p><p>67% </p><p>91% </p><p>62% </p><p>90% </p><p>April 2015 https://www.thinkwithgoogle.com</p></div> <div><p>67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.</p><p>Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task. </p><p>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.</p><p>8</p></div> <div><p>Why?</p><p>67% </p><p>91% </p><p>62% </p><p>90% </p><p>April 2015 https://www.thinkwithgoogle.com</p></div> <div><p>67% of 18-34 year olds agree that they can find a YouTube video on anything they want to learn.</p><p>Further, 91% of smartphone users turn to their smartphone for ideas while doing a given task. </p><p>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.</p><p>9</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Topic 5: Power of Participation</p></div> <div><p>10</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Topic 5: Power of Participation</p></div> <div><p>11</p></div> <div><p>Topic 5: Power of Participation</p><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>Topic 5: Power of Participation</p></div> <div><p>37 enrolled students</p><p>13</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Lexicon (Wiki)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Lexicon (Wiki)</p><p>Mindmapping Team</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Lexicon (Wiki)</p><p>Mindmapping Team</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Lexicon (Wiki)</p><p>Mindmapping Team</p><p>Learner Lecture</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p><p>Group or Class Discussion (influenced by key question assignment &amp; blog posts)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p><p>Group or Class Discussion (influenced by key question assignment &amp; blog posts)</p><p>Learning Activity (continues as homework)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p><p>Group or Class Discussion (influenced by key question assignment &amp; blog posts)</p><p>Learning Activity (continues as homework)</p><p>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)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p><p>Group or Class Discussion (influenced by key question assignment &amp; blog posts)</p><p>Learning Activity (continues as homework)</p><p>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)</p><p>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)</p></div> <div><p>Before Class</p><p>During Class</p><p>After Class</p><p>Read required texts.</p><p>Ask a key question about the readings, and share it on Slido.</p><p>One original post (or response) to course WordPress site. (avg. 60 posts)</p><p>(Occasional) Prepare co-learner presentation.</p><p>Topic 5: Power of Participation</p><p>Topic Warm-Up Question</p><p>Lexicon, Mindmap, &amp; Learner Lecture Presentations (7-10 minutes each)</p><p>Group or Class Discussion (influenced by key question assignment &amp; blog posts)</p><p>Learning Activity (continues as homework)</p><p>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)</p><p>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)</p></div> <div><p>Topic 5</p><p>Topic 6</p><p>Topic 4</p><p>Before</p><p>During</p><p>After</p><p>Before</p><p>During</p><p>After</p><p>Before</p><p>During</p><p>After</p><p>Topic 3</p><p>Topic 7</p><p>After</p><p>Before</p><p>During</p></div> <div><p>In a Time magazine article, Zachary F. Meisel, an emergency physician and clinical scholar, describes the situation:</p><p>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?</p></div> <div><p>http://www.time.com/time/health/article/0,8599,2043125,00.html</p><p>31</p></div>