Please enable JavaScript.
Coggle requires JavaScript to display documents.
EDTC 6101 Module 5: Digital Participation (Jisc (Document: "…
EDTC 6101 Module 5:
Digital Participation
SPU OER Guide
:
SPU OER Guide
open textbooks
Research showing improved learning as a result of using OERs
why use? affordability and customization/flexibility
OER repositories such as OER Commons and Canvas Commons
library ebooks: unlimited simultaneous uers
textbooks, quizzes, modules, other learning materials
adopting & evaluating
evaluate using criteria
modify if license permits
locate
recommended resources
overview
"7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI)
can retain, reuse, revise, remix, redistribute
Creative Commons
choose license on spectrum of openness
mark
work
:
SPU Copyright Guide
:
faculty concerns
At SPU or in general, when are recorded lectures considered copyrightable?
How about an online course or course components?
created for hire vs on own initiative and copyrightable
copyright basics
mode and duration
researching tools
meaning
uses
know when and how to get permission to use copyrighted items
manage own copyrights
understand and apply Fair Use
in-class exceptions
face to face, but not online
obtain student permission for recorded class sessions
use copyright.gov
student work is copyrighted to the student
Fair Use
Four factors
nature
. disfavored: creative, unpublished, and consumable
amount
and
substantiability
1.
purpose and character
of use: education and" transformation"
effect
of use. Seems tricky
allows limited use of copyrighted material without permission for purposes such as criticism, parody, news reporting, research and scholarship, and teaching
TEACH Act exceptions for online
main content, not suppliemental
only for enrolled students
seems to only apply to performances, not texts?
getting permission
id copyright owner (may require US Copyright records
Coursepack Services cover online; databses; music and film agenices
not needed
in public domain, f2f class, permission given or open source, existing institutional license and direct link
sample letters
document
citing images
At minimum, do your best to:
Link to back to the original work
Give credit to the image creator
Follow attribution instructions provided by the source
Generic Image Credit Format:
Title by A. Creator, via source (CC License Type).
useable if: public domain, creative commons, fair use, permission given
copyright holders can negotiate, transfer
Rheingold
Ch 2: CRAP detection
searching
anatomy of search page results (72)
hashtags
tterms that write answer
RSS" Really Simple Syndication
#
lack of editing/gatekeeping leads to new need for verification
citizen reporting
Gillmor:
We the Media
,
Meiactive
and five principles of media consumption
"echo chamber effect" counterbalance: GlobalVoices (blog aggregator)
velocity of info
newstrust.net
triangulation:
evaluate author: easywhois
front groups: source watch.org
"social factors in credibility testing" (69): PageRank algorithm: manipulate opinion of search engines
rumors: snopes.com
traffic volume: alexa.com
author response to comments? Network-tools.com
factchecked.org, factcheck.org
Faculty Scholarly Productivity Index; Publish or Perish free software for citation frequency
several points of crap detection (authority, accuracy, credibility, etc.)
research reports: ScienceDirect
Agency for Healthcare Research and Quality Web: guidebooks. More on health: 75-76
"Infotention": find what's useful
Dashboard: choice and knowledge of tools to use
persistent searches and combine search with RSS (84) or hashtags
engagement filtering services (83)
RSS
Google Reader, Bloglines,
Netvibes
, Apple's Mail ap
:content curation" tools such as paper.li: compiles tweeted URLs; aggregate.com
filtering
WikiTrust add on
algorithmic authority (85)
Twitter client
Truth
Sociability: PLN
Intention
make skepticism default
Ch 3: Participation
participatory culture
redefinition of resistance/participation with social media literacies as tools/weapons
new mode of learning: many to many network instead of teacher to students
friendship-driven vs interest-driven digital genres and participatory knowledge-producing patterns: hanging out vs geeking out. Media production the form of social currency.
participation skills: low to high engagement spectrum p120
blogging as participation
voice/rhetorical genres: filter, connector, critic, advocate
Agre: public voice as between private and commercial
audience/target public
connective blogging as a pedagogical tool and rhetorical/genre skill set
can
be politically effective in aggregate
digital participation literacy
persuasion
curation
discussion
self-presentation
crap detection and working in imperfect, hackable environment
participatory skills
curation
def: make choices that influence what others pay attention to
linking and popularity rankings (info = over, p127)
find a niche to curate/filter
Scoble (Also see Good)
bundle: e.g. curated.by
reorder
distribute/ bundle
editorialize (historiography in both the choice and the explanation)
update: RSS feeds or tags
invite participation
track: Google Analytics TweetMeme.com
social bookmarking
Schachter: Delicious.com: curate links with tagging/search instead of folders
folksonomy more characteristic of info than taxonomy
list of lists: listorious.com
tagging = form of metadata
Intro to Web 2.0
O'Reilly: Architecture of Participation column
culture of participation
make public tags/bookmarks
online discussion
entire "cultural ecology" (113)
network as platform computing
Jenkins et al, "Participatory Culture
Knowing how to create leads to "political, cultural, and economic value" (111) and power
informed consent: know how play is being used;
connects connection and crap detection (internal, individual literacies) with external collaboration and network smarts literacies
footprints and profiles
Twitter
build PLN, info radar
mix of types of messages
Jisc
JISC's 4 element def of media literacy and 6 elements of data capability
digital
creation
, problem solving, and innovation
digital
communication, collaboration, and participation
information, data, and media
literacies
digital
learning and development
:
Hub
:
ICT proficiency
: hard infrastructure
:
:
:
Perimeter
: digital identity and wellbeing
:
:
:
1 more item...
Document: "Developing organsational approaches to digital capability"
infrastructure
building digital professionalism: supporting building capabilities of staff and students
("recurring theme")
specific roles and responsibilities within each sector or "core area of activity"
best practices, examples, and case studies
defining the structures of digital capabilities
strategic steps; "four practical steps"
Goals
career prep
developing learners who can thrive in a digital evironment
Document: "Developing Students' Digital Literacy"
link tech priorities with student outcomes or other goals
assess and connect digital learning practice types within institution
secure vendor support for "
design curricula that engage students' digital capabilities: See document
with suggestions for different disciplines' incorporation of digital capabilities
engage students as change agents
define student digital literacy
About
sector-wide deals with IT vendors
Does the US have a similar membership organization?
provide UK universities shared digital infrastructure and services
Document: "Supporting Staff"
provide timely info, guidance and support
develop partnerships, networks, and communities of practice
create visual models of digital literacy
continuing ed for faculty
Each discipline has unique digital literacies: How to educate older faculty and empower younger
digital identity and reputation
many models and resources
:
I think this is an incredible resources not just in terms of
tools
but in terms of
philosophy
of strategic thinking and empowerment of staff, students, and faculty. Maybe better resource than ISTE admiin standards for initial admin thinking
However, I feel isolated from opportunities to put this learning into practice or to be mentored in developing and implementing approaches
Dreyfus: Anonymity versus Commitment: The Dangers of Education on the Internet
Real world, or Kierkegaard's "ethical sphere"
outcome matters and therefore risk involved
therefore Internet, as "not real world," cannot lead to mastery or ethical existence
commitments are imposed
this also involves accepting the pain, loss, and grief that come from failure
we find ourselves "drawn into a world-defining lifetime commitment" (645)
Becoming an expert/ skill acquisition/ mastery depends on this condition
activities matter
Me: is this why students don't persist?
this commitment is what results in transfer of "knowledge"
stable identity and involved action
information is directed to larger end/use
Internet
Virtual world (press, then net): information without qualitative distinction or commitment
involves no stable identity and involved action (643)
commitments are freely chosen and unchosen
involves no risk or commitment (643)
unlimited "choice" leads to nihilism
fully "free will" to determine what's important makes life meaningless
"the ethical breaks down" (644)
all information of infinite/equal novelty/interest and infinite/equal boredom (643)
accuracy irrelevant, info anonymous, "public" has no identity, interest groups no responsibility, no rooted real world situation (642)
Conclusion
"If educators who teach in the world of hyper-information and hyper-connectivity want to impart knowledge and skills they will not only have to encourage their student to plunge in and swim in deep and dangerous waters, as Kierekgaard proposed, they will also have to encourage them to swim upstream. That is, they will have to foster the unconditioned commitment and strong identities necessary for turning information into meaningful knowledge and the involvement necessary for developing the skills to use it." (646)
not just simulation but fundamentally
real world
apprenticeship