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Ingen diastitel

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Create, design, discover... Sharing of knowledge and ideas enriches knowledge base ... Unfolding a new Learning Landscape. Ubiquitous learning. Learning portfolios ... – PowerPoint PPT presentation

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Title: Ingen diastitel


1
Bridge over Troubled Water - Digital Literacy
Revisited
Hanne Shapiro JANUS Workshop 2004
Cheb, Czech Republic, 0100. Change money on
the corner. The mist becomes colder, bigger,
eats light, is snow. Now and then something out
there talks to you.
Saul Shapiro
2
More to it than accessMore information does not
mean being more and better informed
  • What does it help that my students are on-line,
    if they are off-line with reality
  • Policies relating to skills/ICT and education
  • Information society - infrastructure
  • Knowledge Society - Digital content
  • Learning Society???

3
Current challenges
  • Under developed work organisation practices
  • Challenges in reforming educational systems and
    lifelong learning practices to make innovative
    and efficient use of ICT
  • Literacy, numeracy gap
  • Interest, purpose and confidence gap

4
Computer as a a data and information machine
  • Education information
  • Computers information access
  • representation
  • transmission
  • manipulation
  • A partnership on a troublesome track?

5
Purposes of Digital Literacy
I've been in many gardens before, but none of
the flowers could talk. In most gardens,
the Tiger Lily said, they make the beds too soft
- so that the flowers are always asleep.
6
Per cent of all persons aged 15 and over who did
not participate in learning during the previous
year because of lack of interest, 2003
Source CEDEFOP (2003), Lifelong learning
Citizens Views, Luxembourg, Office for Official
Publications of the European Communities, Figure
8.
7
Computer literacy digital literacy digital
fluency?
  • Abilities action-oriented competencies
  • To know skills
  • Identity to be - participation and interaction
    in relation to a context

8
Digital Literacy
  • Interconnection between own identity and
    purposes, abilities and skills
  • What type of relations and roles do we have via
    the use of ICT- what roles are we set in?
  • What kind of self-understanding is furthered?

9
Dealing with e-skills
  • Operational- input/output understanding of
    ICT/PC - PC-driver license, library metaphor
  • Or
  • ICT as finger paint- design, construction -
    discovery, interaction
  • Consequences on definitions and measuring of
    e-skills?

10
From IT skills to e-skills
  • Installation and selection of tools
  • Find and use help functions
  • Problem identification, problem solving.
  • Search, structure, interpret, store, assess
    (broader literacy and numeracy skills)
  • Create, design, discover.
  • Participate in dialogues - interact/debate,
    decide (peer to peer/use of experts)

11
Digital Bildung
  • Connectivity and context consciousness
  • Net morality
  • Analysis and reflection
  • Learning to learn

12
E-action plan- e-learning agenda
  • Sharing of knowledge and ideas enriches knowledge
    base
  • To be challenged as to who I am and what I know
  • Creativity
  • Cultural sensitivity
  • Global/local in the learning environment

We can talk, said the Tiger Lily, if theres
anyone worth talking to
13
Institutional literacy
  • Levels and debates
  • 1) Operational PC net skills
  • 2) Can integrate ICT in curriculum (materials,
    learning processes and managerial processes in
    existing context
  • 3) Can use ICT to innovate curriculum, pedagogy
    and institutional frameworks
  • 4) Epistemological level - knowledge about how
    ICT may affect learning and knowledge processes
  • Adapted from Päivi Häkkinen

14
Digital fluency
Concurrent innovation within existing
institutional frameworks
Crop Rotation
The Plantation
Measurement, Standards- and outcomes
Community - E-inclusion
The Tropical Hothouse
The Rain Forest
De-institutionalisation
15
Digital Fluency- Summary
  • Much of what children learn in school today is
    still connected to what we could do by means of
    print media, pen and paper
  • Opportunity to work with complex systems and sets
    of values so that it becomes comprehensible and
    exciting at a much later stage in life- social
    literacy
  • Opportunity to extend where and how we learn

16
Unfolding a new Learning Landscape
Ubiquitous learning Learning portfolios De-institu
tionalisation Experimental, creative -
multi-disciplinary projects working on real-life
problems Multi-site - multinational cooperative
learning teams Floating facilitators and
partnerships
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