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Digital Literacy | Why it matters

Digital Literacy | Why it matters from Paul Treadwell

ICT’s: emancipation, elearning and reflection. A reference collection.

This is a collection of references to articles I have engaged with, or am reading now, that can be easily folded into the category of “ICT’s: emancipation, elearning and reflection.” Motivation for building this collection was drawn from my reading of Grove (2012) this morning. […]

Extension Learning Exchange | Nicaragua September 2012 | Summary

In September of 2012 a diverse group of extension workers from the U.S. visited communities in Nicaragua during a nine day exploratory trip.  Enfolded in a larger cross-cultural learning initiative originating at Cornell Cooperative Extension, this initial “learning exchange” to Nicaragua was intended to build a foundation for future growth and collaboration. Trip participants were drawn from the fields of community development, agriculture and youth development. This diversity in participants created a fertile cross-discipline team that engaged with participants in Nicaragua across disciplinary boundaries. Learning together, sharing meals and miseries, the connections built during this trip have the potential to endure and (hopefully) lead to future collaboration.

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Badges,learning units and pathways

This entry is part 1 of 5 in the seriesBadges

This morning I was talking to a colleague about badges and the ‘why’ question arose. What is the point of issuing badges and is it worth the effort to go through whatever processes would be necessary to make them meaningful ? My answer, of course, […]

More on badges – Tuesday morning whiteboard

This entry is part 2 of 5 in the seriesBadges

Yesterday we had a small google hangout to discuss badges and informal learning. It was great to get to know Tim Riches (@triches) a bit and learn from his experiences and thoughts. We rambled some, raised issues and decided we need to do it again, […]

Badges, hackerspaces and freedom to learn

Yesterday I gave a small presentation on badges for education. One of the reasons for my current fascination with badges is that they offer a possibility to expand what is viewed as valid and valued learning. Last night, as I was reflecting on the days events, I began to think about how we get from where we are to that place where hybrid learning was valued as equal to time in a chair “formal” learning. Which, of course, leads to the question of how much of what happens in schools is actual learning. This question depends on your view of what learning as actually for. And we know that the current state of primary and secondary school education is very successful at teaching learning for obedience. Others have articulated this more effectively so I’ll leave the point here for now.

But, what if badges carried weight and authority as indicators of learning? And what if this could be integrated into formal educational systems? (Yes, yes, two very but what if’s…but to build the new world we have to dream it first) Imagine a school day for a high school student in that case – she might check in a school (the physical building), attend a calculus class, meet with friends to collaborate on a project for literature class and then head off campus to visit the public library – which is also home to the neighborhood hackerspace – to spend an hour or two in an amateur radio technicians class before connecting online with some students in Chile to teach and learn English and Spanish. During the course of her day she is awarded a badge for her skillful leadership of the collaborative literature project group, reaches a milestone in the radio technicians class and is awarded a mini badge, both of which are added to her academic portfolio. During weekly meetings with her advisor they review her e-portfolio and reflect on the learning that has occurred, plan next steps and identify upcoming challenges. At the end of the term she might receive a B+ in Calculus, an A in her lit collab, an amateur radio technicians badge and an advanced Spanish badge for her work with the English/Spanish co-tutoring project.

And it’s easy enough to transpose elements of this scenario to a multitude of contexts to begin to see the power of surfacing learning and then being able to validate it. The question is, how do we get from where we are now to there? As a colleague just said – look at times when things actually shifted, usually times of crisis. It’s not hard to look around and see crisis emerging. So how do we prepare and lay the groundwork for a systemic change that would lead to more freedom to learn? Are we where we should be to play mid-wife(s) to the emergence of a new way?

Not discussed but needing connection to this post: mentors, apprenticeship, crafts, center for media studies(buffalo), george s. counts

http://americanlibrariesmagazine.org/columns/outsidein/create-library-tech-shop – Create a Library “Tech Shop”

Show me your badges – an introduction to badges for education

This entry is part 4 of 5 in the seriesBadges

This is a recording of a short webinar I gave on November 20, 2012 for colleagues with no real knowledge of badges or their use. A small audience (7 or 8 people, I think) but interested and a good opportunity for me to test drive […]

My intial thoughts on badges.

This entry is part 5 of 5 in the seriesBadges

I, like many others it seems, have developed an interest in badges as a method for valuing learning that might otherwise go unrecognized (or unvalidated). I was spurred to look at badges as I began structuring a learning program around issues of digital literacy. I […]

Presentation proposal – “Re-presenting” the world through technology. Digital literacy practices in cross-cultural contexts

Drawn from projects involving youth working in the United States and Latin America, three case studies will focus on technology as mediator for the “re-presentation” of the world by learner-teachers, and the facilitation of that process by the teacher-learner. Project work with digital photography and video as tools for digital literacy development will be highlighted.

Using a method of digital literacy development that is grounded in the lived situation of the learners shifts the focus from technology as subject to that of technology as a means of expression and communication. Embedding technical learning in a larger social context provides an approach to digital literacy learning that places the instructor in a position of peer – with each participant engaging in teaching and learning. The instructor holds the concrete practices that will enable learners to fully utilize technology for dialog and creation. The learners hold the as yet articulated “re-presentation” of subject that will flow through the tools.  In this way the disequilibrium present in traditional teacher learner relationships can be unseated and new ways of working and learning become possible.

Each of the three presented case studies will expand on this vision and illustrate effective practices for approaching digital literacy training in this way. By exploring a variety of learning contexts and a diversity of participants the underlying principles will be illustrated.  The range of technologies employed as tools for the organized, systematized and developed “re-presentation” of topics and materials rising from the learners will be discussed.

Technology and Participation – Harnessing the emerging power of broadband for civic engagement.

Technology and participation – Harnessing the emerging power of broadband for civic engagement. -clerks2012 View more presentations from Paul Treadwell. Links to resources/videos included in the presentation: http://www.broadband.gov/ – National Broadband Plan http://srdc.msstate.edu/ecommerce/curricula/egovernment/index.html – eStrategies for Local Governments http://www.connectcommunity.org/ – Connect Your Community http://www.squeaky.org/ – Squeaky Wheel Buffalo Media Resources […]