Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08.2011

Teaching and Learning in the Digital Age-Melb Uni Graduate School of Ed 01.08.2011

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  teaching and learning in the digital age Melbourne University Graduate School of Education Master of Teaching Sylvia Guidara 01.08.2011
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  why english matters “It's hard to imagine what other department is better suited to helping us prepare, in practical and profound ways, for our future, for the highly unpredictable changes in how we read, write, and communicate that are reshaping school and work in the Information Age.” Cathy Davidson, Duke University https://www.hastac.org/
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  essential questions • What does literacy look like in the digital age? • How would you define digital age learning? • What are the implications for what and how we teach / engage students? • If digital age students were asked to define essential literacies for a teacher, what would they include?
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  the internet landscape| key concepts media social mobile real time convergence
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  Buzzwords SocialMedia gather, communicate, share, collaborate Web 2.0 social media tools
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  What would educationlook like if it resembled the culture?
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  The death of‘they’
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  the internet landscapematters in education what’s important: the properties and dynamics of the internet landscape – not the tools – and how to evolve with them
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  Interacting effectively withonline information: Shifts in Learning find | sort | navigate | synthesise | critically analyse | create | participate | interact safely & ethically
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  pedagogy | shiftsin learning
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  21st Century Education Rethinking the who, what, where & when of learning. From prescriptive to connective practices. The delivery & distribution of learning. Who participates in the learning process. 21st Century Education Diverse learning spaces.
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  pedagogy | learningnetworks Beyond the institutionalised logic of the school towards the network logic of the learning community. Learning institutions rethinking the possibilities around what can be learnt, where learning can happen and who is involved in the learning process.
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  reflect • Arestudents equipped with competencies to communicate effectively in digital spaces? • Can students argue, inform, instruct, analyse etc for digital spaces? • How would you teach students to write for (and with!) mobile devices?
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  Responding to opportunities& challenges Trying to protect students and instructional time by banning Web 2.0 or setting policies to keep it “safe.” Preserving existing programmes and practices by using technology in a way that ‘fits’ into what is already in place. Taking a progressive approach by allowing technology to transform the organisation rather than moving it faster and further on its existing path.
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  Current technology demandsa totally different approach to instructional design and also teaching methodology. It requires new skills from both teacher and student.
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  Teachers are thelearning professionals and catalysts. When you put them in the mix with new technology, you get powerful outcomes.
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  Sylvia Guidara www.digimuve.com twitter.com/digimuve [email protected]