CfE Broad General Education Conference - What digital skills do learners need to access the curriculum?
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Ollie Bray's workshop presentation on Digital Skills required for learners to access a broad general education. Presentation made on the 21sy June 2011.
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CfE Broad General Education Conference - What digital skills do learners need to access the curriculum?
- 1. Accessing a Broad General Education Ollie Bray Learning and Teaching Scotland 21st June 2011 www.ltscotland.org.uk
- 4. broad [brawd] adjective, -er, -est, adverb, noun – adjective 1. of great breadth: The river was too broad to swim across. 2. measured from side to side: The desk was three feet broad. 3. of great extent; large: the broad expanse of ocean.
- 5. broad [brawd] adjective, -er, -est, adverb, noun – adjective 1. of great breadth: The river was too broad to swim across. 2. measured from side to side: The desk was three feet broad. 3. of great extent; large: the broad expanse of ocean.
- 6. Ocean…
- 8. gen·er·al [jen-er-uhl] – adjective 1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees. 2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people. 3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.
- 9. gen·er·al [jen-er-uhl] – adjective 1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees. 2. of, pertaining to, or true of such persons or things in the main, with possible exceptions; common to most; prevalent; usual: the general mood of the people. 3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.
- 10. Common?
- 11. right handed, earns less than $12, 000 a year, has a mobile phone, does not have a bank account, is male, 28 and Han Chinese.
- 12. 5-14
- 13. Relevance 2011
- 14. Privacy
- 27. Physical Wellbeing “ I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. ” Health and Wellbeing Level Early - 4
- 29. definition
- 30. The CfE Challenge “ “Our challenge is trying to make sure that we cater for the needs of the child, within the needs of the community to contribute towards the needs of Scotland” ”
- 31. Cluster Working
- 34. Broad General Progression Depth
- 35. The vision of everyone in the learning community must be to get learners to the end point.
- 41. Productivity Source: Jeff Brenman
- 42. Professor Sugata Mitra Newcastle University
- 44. Professor Sugata Mitra Newcastle University Three Things
- 45. Professor Sugata Mitra Newcastle University 1. “Reading Comprehension”
- 46. Professor Sugata Mitra Newcastle University 2. “Information Search & Retrieval Skills”
- 47. Professor Sugata Mitra Newcastle University 3. “A rational system of belief”
- 48. Tools to Access Learning
- 49. Online learning
- 53. Online learning is hard
- 55. “Getting Information off the Internet is like taking a drink from a fire hydrant” Mitchell Kapor Digital Literacy
- 56. Critical Literacy in the Digital Age “ To help me develop an informed view, I am exploring the techniques used to influence my opinion. I can recognise persuasion and assess the reliability of information and credibility and value of my resources. ” Literacy Level 3
- 59. Search
- 62. Copyright
- 66. “ Intellectual Property will be the oil of the 21st Century”
- 71. Thinking Skills
- 74. “Is a broken down car parked?” Ian Gilbert
- 75. “In a world so rich in information and answers the most important skill for the learner is the ability to frame the question” Susan Greenfield, Neuroscientist
- 78. LIFELONG
- 79. Motivation Gulucan village in West China
- 80. Motivation Gulucan village in West China
- 81. Motivation
- 82. Ollie Bray Learning & Teaching Scotland o.bray@ltscotland.org.uk @olliebray www.olliebray.com
Notas do Editor
- By turning on the web cam layer and clicking on camera…
- I can see what is happening, what the weather is like, what the people are like all over the globe.This ‘real time’ interaction is so important for teaching young people about global citizenship, society and other cultures. One of my new technologies staff was in a school recently as he asked a student if they had used Google Earth. They told him ‘I use it recreationally, but never in school’. When the learning potential of such technology is so obvious, when the software is free – when do we have to start to question why is it not being used?