Information and digital literacy in education via the digital path

From what works best to clues about the model's future viability, what have massive open online courses taught us?

Academic Skills - Teaching Ideas Based on New York Times Content.

Wikipedia is meant to be a starting point, not a final source of knowledge. It is permanently incomplete and evolving, with continuous formal and informal review. Delving into that process, learners can explore critical reading, digital literacy and deep questions of knowledge. From Wikipedia's blog, a discussion of how educators can use wikipedia.

Robert Gagne's nine events of instruction

Covers:

Navigating the web

Internet safety

Posting content

Co-creation

Composing a webpage using code

50 Activities To Promote Digital Media Literacy In Students

Literacy is changing–not at its core necessarily, but certainly at its edges as it expands to include new kinds of “reading.”

Digital media is quickly replacing traditional media forms as those most accessible to most 21st century learners. The impact of this change is extraordinarily broad, but for now we’ll narrow it down to changes in how learners respond to the media they consume.

The most fundamental pattern of formal academia is to read something and then write about it. Sometimes this writing comes in the form of responding to questions, while other time it’s in the form of an essay. And sometimes the reading is watching, playing with, or otherwise interacting with a digital media. So I thought it might make sense to compile a list of “things” learners can do as the result of “consuming” a digital media.

Whether you are considering gamifying a single lesson, an entire curriculum, or a whole school, it can be a daunting and confusing process. Those who try their hand at integrating game mechanics into the classroom setting may meet with less than stellar results and give up after just one attempt.

But effective gamification is a complex undertaking that requires both the motivation to work harder at making learning engaging for students and the dedication to experience, accept, and learn from failures when doing so. I have spent the past year gamifying my college-level composition courses and, while I am still by no means an expert at gamifying education, I have, in the process, learned a few things from my own failures. In reviewing these lessons while preparing the next iterations of two of my classes, I realized that they can be categorized into five distinct processes that will make the task of gamifying learning less daunting and will lead to more effective results.