Jongeren nemen meer risico’s dan volwassenen. Hiervoor zijn er al veel verklaringen gepasseerd, het is een populair thema binnen de verschillende puberbreinboeken.
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The world around us is reshaped by emerging social settings and new behavioral patterns. Our daily language evolves in order for us to be able to understand and deliberate new social and cultural practices. Children need to be educated for entering and co-shaping this world.
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Paulo Moekotte
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Social Media masterclass bij MAVO geeft beeld over de jeugd en gebruik van social media.
Paulo Moekotte's insight:
Eindelijk weer eens een minder negatief en ongenuanceerd bericht over het social media gebruik van jongeren. Delete the scoop?
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Paulo Moekotte's insight:
A welcome wake up call for both the departments of Education and Economic Affairs from the Royal Netherlands Academy of Arts and Sciences (KNAW). "We must give digital literacy our ongoing attention, first offering pupils a sound common basis and then allowing for an individual and in-depth study."
The general call to Dutch politics:
"... that the relevant part of secondary education is redesigned from the ground up." is followed by five specific recommendations:
Recommendation 1 Introduce a new compulsory subject Information & communication in the lower years of havo and vwo. This should be a broad and compact introductory subject, covering the essential facets of digital literacy.
Recommendation 2 Completely overhaul the optional subject Informatics in the upper years of havo and vwo. By a flexible and modular design, the subject should remain up to date and appeal to pupils regardless of their focus area.
Recommendation 3 Encourage interaction between these subjects and other school subjects.
Recommendation 4 Make it a priority to raise a new generation of teachers with new skills and attitudes. Instruct the schools for higher professional education (hbo) and the universities to collaborate in this regard. The fifth recommendation is for the Minister of Economic Affairs:
Recommendation 5 Promote instruction in digital literacy, in coordination with the initiatives taken by the Minister of Education, Culture and Science. This will help in achieving the aims of your ICT policy (Digitale Agenda.nl).
Alas there is no specific attention to Vocational Education and Training.
De KNAW breekt met deze notitie een lans voor het de versteviging van de digitale geletterdheid van jongeren en geeft "een aanzet tot algehele herziening van het Nederlandse voortgezet onderwijs in de digitale informatie en communicatie, met als doel het helpen creëren van nieuwe generaties van capabele, ondernemende en verantwoordelijke burgers van de digitale wereld. (...) Er is behoefte aan voortdurende aandacht voor digitale geletterdheid, waarbij eerst een gemeenschappelijke en solide basis wordt gelegd en daarna de mogelijkheid wordt geboden tot een individuele oriëntatie en verdieping."
Een goede zaak dat ook dit instituut, in navolging van de Raad voor Maatschappelijke Ontwikkeling, de boodschap van de Europese Commissie en de signalen vanuit economie en maatschappij serieus neemt.
De KNAW laat haar oproep aan de politiek:
"... het voortgezet onderwijs van de grond af opnieuw te ontwerpen."
volgen door een vijftal aanbevelingen:
Aanbeveling 1 Voer een nieuw verplicht vak Informatie & communicatie voor de onderbouw van havo en vwo in. Dit dient een breed en compact inleidend vak te zijn, dat de essentiële aspecten van digitale geletterdheid tot onderwerp heeft.
Aanbeveling 2 Voer een grondige vernieuwing van het keuzevak Informatica voor de bovenbouw van havo en vwo door. Het vak dient door een flexibele en modulaire opzet actueel te blijven en leerlingen van alle profielen aan te spreken.
Aanbeveling 3 Stimuleer de interactie tussen deze vakken en de andere schoolvakken.
Aanbeveling 4 Geef prioriteit aan de opleiding van een nieuwe generatie docenten met nieuwe vaardigheden en attitudes. Draag het hbo en de universiteiten op hierbij samen te werken.
De vijfde aanbeveling is gericht aan de Minister van Economische Zaken: Aanbeveling 5 Bevorder het onderwijs in de digitale geletterdheid, in samenhang met de initiatieven die de Minister van OCW neemt. U brengt daarmee de realisatie van Uw Digitale Agenda.nl dichterbij.
Helaas is er geen aandacht voor het beroepsonderwijs (anders dan het vmbo)! Delete the scoop?
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Just a quick one to ensure the latest version of the Web Literacy standard competency grid is always here on my blog:
Click headline to access website and access to the interactive grid-- Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
Paulo Moekotte's insight:
The web literacy standards can be considered a part of general information literacy and digital literacy, focussing espescially on web based information. As Belshaw puts it himself: "A framework for Web Literacy is always going to be what I’d term a ‘convenient hypocrisy’. There’s so many different things we could include – and so many ways of learning it – that a truly comprehensive framework would be impossible to represent. We’re limited to two, or at best three, dimensions when representing a learning standard for Web Literacy!"
This argument is in line with his approach of digital literacy in his thesis "What is ‘digital literacy’?": "Whilst a definition of digital literacies should be produced by the above process it should (as befits the Pragmatic methodology of this thesis) be provisional and revisable. In other words, those looking to develop digital literacies should understand that the ground is currently shifting under their feet." Delete the scoop?
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UNESCO and its partners calls on all organisations working in the field of media and information Literacy (MIL) to express interest in the Global Forum for Par…
Paulo Moekotte's insight:
Become a partner of the GFPMIL. Several activities have already been launched to solidify the notion of MIL, as listed below:The production of the Media and Information Literacy Curriculum for Teachers.The articulation of a Global Framework on MIL Indicators.The setting up of the MIL and Intercultural Dialogue University Network.The establishment of an International Clearinghouse on MIL in cooperation with the United Nations Alliance of Civilizations.The delivery on International Online Courses on MIL and Intercultural Dialogue.The provision of Guidelines for Broadcasters on Promoting User-Generated Content and....The development of Guidelines for Preparing National MIL Policies and Strategies (This resource will be launched during the conference).Delete the scoop?
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A Journey to Media Literacy is a social network
Paulo Moekotte's insight:
This platform offers a space for collaboration to promote media literacy concepts as well as a learning tool to become media-wise. It is based on the adventures of Jack, EAVI's hero! Be media-wise! Delete the scoop?
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Why Scoopit Is Becoming An Indispensable Learning Tool
Paulo Moekotte's insight:
Content curation not only fits information searching skills like a glove. It also aids in developing critical thinking skills that come with evaluating and reflecting on information, But most important: curation itself can be seen as an indispensable skill in the contemporary information society. So content curation might be added to literacies that are demanded from every individual these days. Delete the scoop?
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Paulo Moekotte's insight:
"The use of e-readers and cell phones as a learning tool varies by the subject matter being taught." This should not be surprising as certain subject matters are more suited for this kind of approach and these kinds of devices. "Topping the list of activities students engage in via the internet and digital tools is “doing research or searching for information online” which 95% of teachers say their students do and which was the focus of the first report in this series" Knowing that the information searching skills of most youth are less developed than expected, raises questions about the quality and usefulness of these learner activities. Are students capable, literate or competent enough to find, evaluate and use information that is provided by the internet? Teachers should and do care about this problem. But the report goes on to find that that: "... the top two obstacles to incorporating digital technologies in the classroom are time constraints and pressure to teach to assessments."
A further interesting finding is the fact that "teachers of the lowest income students are most likely to say that pressure to teach to assessments, a lack of resources among students, and a lack of technical support are “major challenges” to incorporating more digital tools into their teaching." Once more it seems that students from lower income background are set back when it comes to helping them use modern technology in order to become more media or digital literate and equipped for future tasks. So still almost 40% of the interviewed teachers strongly agree that "today's digital technologies are leading to greater disparities between affluent and disadvantaged schools and school districts." Delete the scoop?
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Paulo Moekotte's insight:
Nice summary based on Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning. Center for Technology in Learning, U.S. Department of Education
Putting it even more concise regarding TEL: - blending works; - adapting instruction works; - self-directed online learning is not the best.
Although the last point might seem to work in favour of the research by Kirschner, Sweller and Clark, I believe that more research might be usefull with regard to so called concepts of 'dysfunctional learner autonomy' and 'destructive friction'. The first is about learner states (ranging from dependence and indepedence and concering mainly ability and willingness); the latter is about learner perceptions in relation to learning strategies and mainly concerns uncertainty or boredom. Delete the scoop?
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Quijada is the executive director of Media Literacy Project. With more than a decade of experience as a media literacy trainer, and 20 years as a community organizer, she has a deep passion for media justice. Quijada presents nationally and internationally on the impact of media on culture, politics, and technology. She has co-founded various organizations in Albuquerque, including Young Women United, a reproductive justice organization by and for young women of color.
Click headline to read more and watch video full screen-- Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
Paulo Moekotte's insight:
Media (messages) can be decoded. Kids should learn how to pose the right 'deconstruction' questions in order to 'see through' messages. Delete the scoop?
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Via Mashable vond ik deze infografiek. Voor alle duidelijkheid, vrienden worden met je kinderen op Facebook kan echt wel positief zijn (zie ook dit onderzoek). Delete the scoop?
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The 10 Most Common Social Media Personality Types – Which One Are You? [INFOGRAPHIC]
Paulo Moekotte's insight:
Who are we and more specifically, who are we according to our online social presence? Is it us? Are we, we? Both off line and online? Delete the scoop?
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Wie als docent in tablets in de klas wil gebruiken wordt met een uitdijend universum aan apps geconfronteerd. Eduapp brengt uitkomst: een overzichtelijke portal om educatieve apps voor school en thuis te vinden. Delete the scoop?
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http://connectedlearning.tv/mimi-ito-katie-salen-essence-connected-learning-environments Mimi Ito & Katie Salen - The Essence of Connected Learning Environme...
Paulo Moekotte's insight:
Mimi Ito over 'connected learning environments'; het verbinden van omgevingen waarin geleerd wordt.
In deze webinar wordt o.a. gewezen op het recent verschenen rapport van DML waarin de onderzoeksagenda ('an educational reform agenda') wordt besproken. De agenda is een reactie op veranderingen in de wereld om ons heen ('trends reshaping the landscape of learning'). Deze trends zijn niet per definitie allemaal positief. De onderzoekers richten zich vooral op de volgende trends in termen van problemen: - de verbinding tusssen onderwijs en kansen/mogelijkheden (broken pathways from education to opportunity); - de toenemende kloof tussen hoger en lager opgeleiden (growing learning divide/achievement gap); - de toenemende fragmentatie en commercialisering van het medialandschap (commercialized and fragmented media ecology).
De agenda richt zich vooral op de mogelijkheden om interesse- dan wel aandachtsgebeiden (spheres) die elkaar positief kunnen versterken te integreren. Bij die aandachtsgebieden gaat het in het bijzonder om jeugdcultuur, interesses en onderwijs ('peer culture, interests, and academic content').
De kansen dan wel mogelijkheden die de onderzoekers op het netvlies hebben, zijn:
- betrokkenheid en zelfexpressie (engagement and self-expression); - de toegang tot kennis en leerervaringen (accessibility to knowledge and learning experiences); - vormen van sociale ondersteuning/sociaal kapitaal (social supports for interests); - diversiteit en menselijke vermogens (diversity and building capacity).
Voor meer informatie over deze onderzoeksagenda kun je terecht bij de volgende link http://dmlhub.net/newsroom/media-releases/researchers-recommend-core-changes-education
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BENCHMARKING ACCESS, USE AND ATTITUDES TO TECHNOLOGY IN EUROPE’S SCHOOLS...
Via Gust MEES, Media&Learning 
Gust MEES's curator insight,
April 26, 10:19 AM
Learn more:
- http://www.scoop.it/t/luxembourg-europe?q=Education
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Group differences on the motivational sub-scales
Paulo Moekotte's insight:
What motivates learners (especially life long learners) to undertake web based courses? An insightful article with some interesting conclusions. The data consists of the respons of 1270 students, covering a wide range from generation “Y” to mature lifelong learners. The motivational factors that are further elaborated, are Format, Economic, Content and Curiosity.
The results showed that Format was regarded as the most important factor for choosing an Internet-based course, followed by Content, Curiosity and the Economic factor. Delete the scoop?
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Paulo Moekotte's insight:
The eLearning Guild’s Handbook on Synchronous e-Learning is intended for anyone who wants to produce, lead, or promote live, interactive learning events on the Web. Delete the scoop?
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A European mobilisation in defence of media freedom
Paulo Moekotte's insight:
Doe mee
Wil meewerken aan deze campagne? Dat kan al met een paar minuten van je tijd! Vind onze Facebookpagina leuk en deel onze berichtenVoeg deze badge toe aan je profielfoto op FacebookTweet over onze campagne #mediainitiative #ECI #EIMPEmail je hele adresboek en vraag of ze online willen tekenenVoeg een oproep toe aan de handtekening van je email: “Kom op voor persvrijheid in Europa en teken het Europese burgerinitiatief voor Media Pluriformiteit“Delete the scoop?
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The days when the Career Services of schools and universities were limited to CV Clinics and interview tips are long gone. With social media, university career advisors have all the necessary tools to give extra support to current students and alumni who are looking for placements in the competitive job market. This is heightened when you consider the following:
68% of recruiters have hired someone based on what they see online.90% of hiring managers and recruiters review candidates’ online information first.
Several universities have already implemented successful Career Services on social media. With the help of the careers team at the London School of Business & Finance (LSBF) and Finance Business Training (FBT), we list below the reasons why you should consider integrating 5 social media channels into your Career Services.
Click headline to read more-- Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc 
Dennis T OConnor's curator insight,
March 12, 1:44 PM
An essential element in using social networks to find jobs is to have your personal values and beliefs out there on the Internet. Project the best of yourself online as a way to open doors to opportunity. Delete the scoop?
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Paulo Moekotte's insight:
Here is the complete report on teachers' use of technology at home and in the classroom. Delete the scoop?
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Paulo Moekotte's insight:
Had to rescoop this publication because the original URL ended up being dead. Delete the scoop?
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I’ve been asked a few times now, isn’t ‘social business’ just ‘collaborative working’ re-badged in a way that needs a new set of technologies to be deployed. But actually no, they are two fundamentally different concepts. Via Ruud Zandbergen
Paulo Moekotte's insight:
Waarin verschillen 'collaborative teams' en 'social networks' volgens Sharon Richardson.
Het gaat vooral om het nastreven van een gezamenlijk doel en de wijze waarop technologie die onderneming optimaal ondersteunt.
Of zoals Richardson het verwoord:
collaborative teams: "Technology helps with communications. Communicating with each other and with the content. (...) it is all about ensuring the outcome is achieved in a fashion better than would occur without the technology."
social networks: "Technology can help by discovering new connections outside your political group – the strength in ‘weak ties’. And also in organising the conversations." Delete the scoop?
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Teachers rate their interest in today’s Educational Technology trends. With the coming launch of menco.io, you’ll be able to explore these trends and more, and discuss how they will shape the culture of learning around the globe. Via Nik Peachey
Paulo Moekotte's insight:
Are teachers interested in digital literacy? 
António Maneira's comment,
February 22, 5:23 AM
The info makes sense but, who made the study, where, how?
LingleOnline's comment,
February 22, 6:26 AM
It comes from a startup called Menco who conducted a survey asking over 100 European and North American teachers to rate their interest in today’s Educational Technology trends.
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Ana Cristina Pratas's comment,
February 10, 7:45 AM
I also thought it was very good and an important reference Alfredo; glad that you also thought so.
Mary Anne Weegar's comment,
February 19, 2:15 PM
I am designing an online course for pre-service teachers designed to prepare them for teaching in the digital classroom. Any suggestions would be greatly appreciated.
Paulo Moekotte's comment,
February 20, 6:53 AM
Dear Mary Anne, You might take a look at the two syllabi that were created by Howard Rheingold. He shared both documents on Google Docs (i.e. Gdrive).
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Ready to take the plunge and start using iTunes U in the classroom? It's not as scary as you think - and many aren't yet using the tool!
Paulo Moekotte's insight:
New didactics not only require certain literacies from students, but also presuppose certain literacies when it comes to teachers. Do the iPad and iTunes U pose new questions and challenges? Delete the scoop?
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