Digital Literacy

Tim Unwin’s ICT4D conference teaser

Last month we made a break in the publication of the videos recorded during our Fifth International Seminar, but we had another good video instead: Jack Dorsey talked with us about possible educational uses of the tool Twitter. Now we have some more material to show. It’s an honour to present you Tim Unwin’s ICT4D conference (which is just a short way to express a larger tittle: Partnerships and post-constructivism education in development practive).

Unwin, who holds an UNESCO Chair in ICT4D in the University of London, came deep on the mainlines of collaboration with underprivileged countries and how ICT’s can help development but always keeping a very strong sense of critics on the mistakes done, the problems found and how to improve it all.

On this teaser, that announces the incoming of the conference video for Monday 8th June, Unwin gives us a key sentence: “I’m a passionate addict of technology, but in the back of my mind I think we may be causing a huge damage”:http://unescochair.blogs.uoc.edu/wp-content/uploads/2009/06/teaserunwin.flv

You can embed the video on your web site using this code.

Related posts

Digital Divide
Digital Literacy
Education & e-Learning
ICT4D
uocunescoseminar2008

Comments (0)

Permalink

Twitter Literacy: what makes the tool valuable?

Critic and writer Howard Rheingold has just coined a very interesting concept. The Twitter Literacy theory (”I refuse to make up a Twittery name for it”, says Rheingold) is motivated by the fact that Nielsen recently noted that 60% of new Twitter users fail to return on the following month. The author argues a series of issues that can help users to avoid the spam and find their own way to the real conversation:

Picture by Luc Legay on Flickr.

  • Openness – anyone can join, and anyone can follow anyone else
  • Immediacy – You won’t get the sense of Twitter if you just check in once a week
  • Variety – political or technical argument, gossip, scientific info, news flashes, poetry, social arrangements, classrooms, …
  • Reciprocity – people give and ask freely for information they need
  • A channel to multiple publics – I’m a communicator and have a following that I want to grow and feed. I can get the word out about a new book or vlog post in second…
  • A way to meet new people – Connecting with people who share interests has been the most powerful social driver of the Internet since day one.
  • Community-forming – Twitter is not a community, but it’s an ecology in which communities can emerge.
  • A platform for mass collaborationTwestival (online charity event) has raised over a quarter of a million dollars via Twitter, funding 55 clean water projects for 17,000 people in Ethiopia, Uganda, and India.
  • Searchability – the ability to follow searches for phrases like “swine flu” or “Howard Rheingold” in real time provides a kind of ambient information radar on topics that interest me.

Please, read the whole Rheingold’s article at SFgate.com for a complete vision of the story.

Related posts

Digital Literacy
Education & e-Learning
Edupunk
Resources

Comments (0)

Permalink

Horizon report 2009 conclusions

The New Media Consortium (NMC) and the Educause Association recently reported the results of the Horizon Project, “a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within learning-focused organizations”. The document (PDF, 368KB) analyses the context of new education and its relationship with technologies like mobiles, cloud computing, geo-localization, the semantic web applications or smart objects and describes key trends like:

  • Increasing globalization continues to affect the way we work, collaborate, and communicate.
  • The notion of collective intelligence is redefining how we think about ambiguity and imprecision
  • Experience with and affinity for games as learning tools is an increasingly universal characteristic among those entering higher education and the workforce
  • Visualization tools are making information more meaningful and insights more intuitive
  • As more than one billion phones are produced each year, mobile phones are benefiting from unprecedented innovation, driven by global competition.

This issue of Horizon report, which is the sixth annual report in the series, also alerts about critical challenges like:

  • There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy
  • Students are different, but a lot of educational material is not
  • Significant shifts are taking place in the ways scholarship and research are conducted, and there is a need for innovation and leadership at all levels of the academy
  • We are expected, especially in public education, to measure and prove through formal assessment that our students are learning
  • Higher education is facing a growing expectation to make use of and to deliver services, content, and media to mobile devices

Iphone educational apps as shown on the Apple Stores. Photo by Wesley Fryer on Flickr.

In addition, the Universitat Oberta de Catalunya has been collaborating with the New Media Consortium on the translation of the report onto Spanish (PDF, 401KB) and Catalan (PDF, 396KB) languages.

The New Media Consortium, an foundation world wide respected due to its expertise on education and innovation fields, include some names on its council that might be familiar tu us. I’m talking about Susan Metros, whose “Digital literacy in the age on the big picture” intervention at UOC UNESCO Chair in e-Learning Fifth International Seminar video summary we published on this blog some weeks ago.

What seems to be a bit worrying is that, after reading the report challenges and conclusions, the Spanish Government plan (addresses to an article written in Spanish) of stablishing partnerships with editorial, technology and telecommunication services companies (links to a blogpost written in Spanish) in order to digitalize its teaching materials doesn’t seem to fit very much with the main ideas of the Horizon plan.

Related posts

Digital Literacy
Education
Education & e-Learning
Prospective
Research
Resources
Tools

Comments (0)

Permalink

A digital literacy proposal in online Higher Education: the UOC scenario

Note from the editor: This post is a summary of the paper originally published by Montse Guitart and Teresa Romeu at elearningeuropa.info (download PDF, 222kb). For further information about the authors, please click on the “read more” link at the end of the post.

Picture by DavidSilver on Flickr.

A brief summary:

Universities have a key role in providing students with strategies and competences to allow them to form part of the current information society and, hence, to be able to have a productive career.

In the scenario in which the Universitat Oberta de Catalunya (Open University of Catalonia, UOC) is making strategic decisions about the implementation of the new degrees within the framework of the EHEA, one UOC-specific competence is defined as follows: use and application of ICTs in academic and professional settings. This includes working with ICT competences already developed. This institutional option is based on the historical decision made by the University from the start to create a specific subject and the decision of the Catalan government to create a qualification in ICT skills. Data on levels of satisfaction and the results at the end of each semester have been positive.

On the basis of the UOC’s experience, we are in a position to single out the key transferable elements for designing a proposal for achieving digital literacy in any educational context: the definition of the ICT competence, the gradual acquisition of ICT skills through project-based work, teamwork in using and applying the new tools and the role of the tutors.

Relevant publications related to this article:

  • GUITERT, M.; ROMEU, T.; PÉREZ-MATEO, M. (2007) Competencias TIC y trabajo en equipo en entornos virtuales. Revista de Universidad y Sociedad del Conocimiento, Vol. 4, No. 1, ISSN: 1658-580X.
  • GUITERT, M.; ROMEU, T (2008) A digital literacy proposal in the UOC scenario. Proceedings of the European Distance and E-Learning Network (EDEN). Lisbon, Portugal, 11-14 June, p. 87, ISBN: 978-963-06-5132-5.
  • GUITERT, M.; ROMEU, T. (2008) Digital literacy proposal from higher education: the UOC case. International Conference on Digital Literacy. Brunel University, UK, 17-18 November.
  • GUITERT, M.; ROMEU, T. ; GUERRERO, A.; PADROS, A. (2008) ICT competences for net-generation students. Advanced Learning Technologies, 2008. ICALT ‘08. Eighth IEEE International Conference, Santander, Spain, 1-5 July, pp. 480-481, ISBN: 978-0-7695-3167-0.
  • GUITERT, M.; GUERRERO, A. E.; ORNELLAS, A.; ROMEU, T.; ROMERO, M. (2008). Implementación de la competencia propia “Uso y aplicación de las TIC en el ámbito académico y profesional” en el contexto universitario de la UOC. Revista latinoamericana de Tecnología Educativa, No. 2, pp. 81- 89, ISSN: 1695-288X.
  • GUITERT, M.; ROMEU, T. (2009) ICT competences for online university students. Proceedings of the IADIS International Conference e-Society, Barcelona, Spain, 25-28 February.
  • ORNELLAS, A.; GUITERT, M.; ROMEU, T. (2009) Teaching strategies using social software for developing ICT competences in university students. 5th International Conferenceon Multimedia and ICT in Education, Lisbon, Portugal, 22-24 April.

Continue reading »

Related posts

Digital Literacy
Education & e-Learning
Research
Resources

Comments (0)

Permalink

Welcome World Digital Library

The UNESCO and the U.S. Library of Congress, in collaboration with another 26 institutions from 19 countries, have launched today the World Digital Library, a content repository that allows users around the world to consult search and browse features in seven languages: Arabic, Chinese, English, French, Portuguese, Russian and Spanish.

The idea of storing a wide number of historical documents (such as books, audio files, maps, pictures and videos) has been an aspiration for many people since the Internet was born. On my opinion that there were two important requirements on the development of this project:

  • Technology: some years ago it would have been impossible to compile an store such a big amount of information and serve it to a big audience. The born of new formats and the lower cost of technologies made this project feasible.
  • Authority: not everyone has the moral and legal authority to compile and offer all this information to the users. UNESCO is the most indicated institution for this purpose, followed by a very respected library like U.S Congress, which is the main contributor to the project.

Next steps on this way, says UNESCO, will be targeted to involve more institutions from all UNESCO member countries, increase the quantity and diversity of content on the WDL, forging mutually beneficial cooperation with other digital library projects and soliciting feedback from relevant user groups.

Despite of the fact that the content indexed on the WDL is copyright protected, its legal announcement recommends to consult copytight questions to each contributor partner. WDL is obviosuly an open educational resources project, but as long as it allows us the access to key and historical documents easy and freely, it’s importance and utility is not debatable.

Related posts

Digital Literacy
Education and culture
Intelectual Property
Open Access
Open educational Resources (OER)
Resources

Comments (0)

Permalink

Network society: management and monitoring

Guest author: Cristóbal Zamora
Strategic Marketing – Universitat Oberta de Catalunya

Cristóbal is a graduate in Journalism (Autonomous University of Barcelona 1997) and Audiovisual Communication (University of Barcelona, 2001) and has completed postgraduate studies in Digital Technologies and in Information Management. 

In his professional life, he has been a journalist and has worked at Universitat Oberta de Catalunya (UOC) since 2000, where he has specialised in communication strategies for digital environments. He is presently working on the development of UOC’s brand image and its presence and awareness strategies on the Internet.

_____________________

“An institution’s internet presence is the sum of all of the actions that the different players carry out on different parts of the web. Internet strategy does not end with the design of the official website. The digital environment needs to be managed.” This concludes and sums up the Network society: management and monitoring presentation that Genís Roca offered in March to nearly a hundred professionals from the Universitat Oberta de Catalunya (Open University of Catalonia, UOC), as part of the working sessions with the Student Services Area and the Student Incorporation and Monitoring Area.

It was made clear in the session that brand presence on the internet can only be managed if there is a strategy in place that takes into account an organisation’s own activity on the web and its digital environment: other institutions and individuals who maintain and share web presence linked to our own.

There is now the possibility for anyone’s opinion about a brand to appear on the first page of Google’s search results when we look for information. This means we have to reflect on the fact that an organisation’s digital identity is not based on the messages it sends out. Instead, its web presence is the sum of its own activities and those generated in relation to it on the internet by other institutions and individuals in a range of settings and formats.

An organisation’s digital identity is built by what is said about it on the web, in the digital press, in blogs and on social networks. Thus, organisations need a web presence model and strategy that encompasses what they do, but also what the other players on the internet do in this respect.

Managing digital identity means managing complexity. It requires the designing of a web presence model that takes into account a range of possible scenarios. Specifically, according to Genís Roca’s model, we need to pay attention to the nine variables resulting from the intersection of the sources of activities on the internet (own, other and shared) and the owner of the platform where this activity takes place (which again can be own, other or shared).

presenceonthenet

This web presence paradigm involves both what is taking place in our domain and that taking place beyond this. It highlights the complex combination of our own and others’ actions taking place in each of these settings. Management of all this is what is involved in managing our identity on the web and this is why organisations have People, Information and Technology.

Managing an organisation’s web presence means managing People, Information and Technology and what happens when these intersect: attitudes, tools and skills.

strategyonthenet

With respect to attitudes, organisations have to be able to adapt and balance the way businesses and technologies are understood by pre-1970s generations (a minority with great decision-making powers and most of the positions of responsibility) and the way businesses and technologies are understood by the new generations (a growing majority that is skilled and knowledgeable in the web, but underrepresented in the organisation’s power structure).

In terms of tools, the web is rich in open environments, collaborative sites, platforms for communication and discussion, solutions for sharing documents or jointly managing projects. An organisation has to know what tools can provide value and make the most of their being available, flexible and free.

Finally, as far as skills are concerned, an organisation has to focus on knowing how to find, read and listen on the web. These monitoring tasks require the prioritising of what needs to be found on the internet so as to ensure that the most appropriate search methods and environments are used in each case to retrieve relevant results.

To read on the internet, an organisation has to take advantage of the features offered by RSS and be able to order, or even customise, the diverse range of sources of information offered by the web so as to retrieve the most pertinent and up-to-date information in their areas of interest.

To listen to the web, an organisation has to be aware of what is being said about it globally. It needs to track its appearances in the headlines and know which blogs are talking about it and which sites aren’t. It has to monitor trends and search habits on the web, links and any mentions in the blogosphere, the web conversations that are most closely linked to its aims, and its position (and that of the competition) in the internet’s benchmark rankings.

In short, an organisation’s web presence management is the result of managing people’s attitudes in terms of the potential offered by social information systems and technology, exploiting certain online tools to help meet objectives and the skills needed to listen and develop appropriately on the web.

Related posts

Digital Literacy
Education and culture
Events
Meetings
Participation, Engagement, Use, Activism
Private Sector
Technological Innovation and Corporate Training
Uncategorized

Comments (0)

Permalink

Brian Lamb: the emergency of an open education

Disclaimer: this post is an exercise of liveblogging. Even when the content remains forever, must be understood as juncture, with some imprecisions.

Brian Lamb’s dynamic conference @Zemos98, picture by Julio Albarran

Disclaimer: before starting the talk, Brian shared all the material of his talk.

Brian’s beginning is amazing, he hasn’t started with a speech, he just asked everyone to show him their worst hate during 10 seconds so that he can record it on video and put on youtube. A teacher starts with a performance. Next step: watching a short documentary about copyright breaker DJ Girl Talk. Taking this as a beginning point, he talks about his three lines of speech:

In addition to the obvious issues of copyright, and we determine the ‘originality’ of an idea, let’s think about other ways that “the past” is asserting control over “the future”… and ways in which the essential properties of digital media are not understood by those who are making key decisions.

As shown above, the representation of the English language tags on the wikipedia makes obvious that all the wikipedia anonymous contributers, who are not paid or promoted, form the perfect example of what a well done collaborative work is.

Next step: he is mentioning the Murder, Madness and Mayhem course that inspired Jim Groom to create the term edupunk. Jon Beasely-Murray asked his students to write entries in the wikipedia about latinamerican literature “speaking” about dictators because the English articles about the topics were very poor: the result is that the topic became a huge success on the wikipedia, and some of the work groups where featured on the main page due to the quality of his work. All right, that’s edupunk.

Some other adventures in wikipedia:

The creators of these wikipedia articles are creating a very important source of knowledge. Quoting the original source:

Why does this work appeal so much?

* fast, cheap, and out of control…
* augments traditional literacy with new media literacy
* results in genuinely useful public knowledge resources (perhaps the essence of open education resources)
* students will respond to tasks that are authentic

About the work with weblogs, it is very important for students to have their own platform. More examples, by chance held by the same professor running the wikipedia experiment:

After talking about the work of the students, comes the time about the cost of this educational model. The topic is simple: the cost is zero (personally, I’d say tending to zero): there is no cost on making blogs or creating wikipedia content.

This topics drive us to the concept of Open Education. Most people is working in Open Educational Resources (OER) search engines and lists. Again, the cost of sharing knowledge (educational content, in this case) is Zero. A very interesting thing in here are Mobile Course Discussions, that allows us learning anywhere and anytime with no cost. This technologies, combined with the use of RSS are the perfect fift for expanded education.

Quoting Cory Doctorow (Science Fiction Writer and one of the most famous Creative Commons supporter):

“If you blow your works into the net like a dandelion clock on the breeze, the net itself will take care of the copying costs.” — Cory Doctorow, Think Like a Dandelion

A simple explanation of what RSS is might be found (as usual) in one of the Commoncraft Videos:

Brian’s speech about edupunk is too well documented and authentic to be reproduced here, and even when it might be an abuse of the quotation rights, here it comes all his code related on the presentation:

What’s the deal with EduPunk?

11111hx2.jpg

My only cred on this issue is I was there when EduPunk was born. We talked about writing a punk-themed zine along the lines of Hackety Hack on how to run an ed tech operation for no money. (Later we did do something like that with a different theme, the survivalist-tinged Radical Reuse).

To me, and perhaps me alone, the great enduring value was in three posts Jim wrote right after that discussion.

Edupunknytimes.jpg

It generated an ungodly number of blog posts, and garnered a surprising amount of attention outside the world of education.

The South by Southwest Panel

3366621623_7edc86b970.jpg

L-R: Jim Groom, Stephen Downes, Barbara Ganley, Gardner Campbell

  • Audio here – revealed some strong divergences on the panel, some withering critiques from the audience backchannel…

Update 30/03/09

You can hear Brian Lamb’s talk in English here. Introduction was made in Spanish. No English version, sorry.

Related posts

Digital Literacy
Education
Edupunk
Events

Comments (0)

Permalink

Jesus Martín-Barbero: the educational city

Disclaimer: this post is an exercise of liveblogging. Even when the content remains forever, must be understood as juncture, with some imprecisions.

Jesús Martín-Barbero, on the left, talks about a holistic crisis

Martín-Barbero talks about a very strategic topic for the all the societies in the world, which are living a process of expanded education. Two ideas on this way: a mention to “Las ideas fuera de lugar” (Ideas out of place), a text from Roberto Schwarz, Brazilian thinker, that talks about how strange is the mix that makes our society: how European ideas emerging from the French revolution work differently in Latin American. Those ideas where out of place, as education is much out of the institutions. The other idea he wants to mention is this popular sentence: “everything we know is something we know collaboratively”.

Once the concept of collective intelligence has been introduced, we must ask ourselves:

What changes are affecting the school?

Most of the institutions have yet to understand that the educational communication model has nothing to do with the social communication model: the scholar model is still based on the book (left-right, top-down) and is very old fashioned if we look on how the society has based its communication model.

To understand that change, the difference between both models is not related with a crisis of the educational institution, but with a crisis that affects the whole society, including the family structure and all the social institutions.

Not even the Internet seems to be strong enough to attack the “dictatorial” line model of communication of the school, says Martín-Barbero. This scholarship system has not its own vitality, and it will only have one the day that education becomes the strategic place of interaction between languages, cultures and writings we can see in the society.

We can’t be citizens without being active in our role, without our own voice: how can we ask for citizens voices when the most part of the time we spend on the school we are repeating the teacher’s words? We need both to read and to write: we need to learn how to write our own history.

A definition of expanded education: the one that, assuming the knowledge society (including all its risks), also assumes that the are other ways of knowing. If we don’t benefit of this crisis of the old-school values we are going to continue using knowledge to exclude, dominate… and what is pending on the scholarship system is training citizens: we have to be educated to live with the different, with our opposites…

Related posts

Digital Literacy
Education
Edupunk
Events

Comments (0)

Permalink

Expanded education symposium: everything is yet to be done

Disclaimer: this post is an exercise of liveblogging. Even when the content remains forever, must be understood as juncture, with some imprecisions.

Image of the symposium room just before it gets filled of audience

I’m writing from Sevilla, where the Expanded Education Symposium (which is part of the Zemos98 festival on its 11th Edition) is about to start. As one of the festival slogans says: “everything is left to do”.

Being honest, the event has already started. Right now we are listening to Gonzalo Frasca’s speech about how video games can help us on the learning process and in creating our own critical opinion, but the symposium opening is going to happen in some minutes.

Jesús Martín Barbero, academic communicator and counsellor of Cultural Policies for UNESCO, is going to open the seminar with a very interesting topic: “The educational city: from a society with an educational system to a knowledge and learning society”.

As Ruben Díaz, one of the organizers of the event, announced some days ago on this blog, there are three big conferences/lines of discussion on Expanded Education Symposium.

After Martín Barbero’s intervention, Brian Lamb will speak on Tuesday about the need of an open education (he will presumably answer to such interesting questions like: “How many copyright violations can we make on a public presentation?”, “What is data literacy?”, “Has the web 2.0 bubble already exploded?”). The UOC UNESCO Chair is actually collaborating on this conference (I will myself introduce the speaker to the audience and moderate the post-intervention discussion).

On Wednesday Ronaldo Lemos will speak about social and economic changes that will be influencing the future of education.

This conferences and some more content will be liveblogged until Thursday. Stay tuned, Martín Barbero in some minutes…

Useful links about the Expanded education symposium:

Related posts

Digital Literacy
Education
Edupunk
Events

Comments (0)

Permalink

Susan Metros: Visual Literacy conference video

http://unescochair.blogs.uoc.edu/video/smetroslarge.flv

Susan Metros presented at UOC UNESCO Chair in e-Learning Fifth International Seminar her particular point of view of how Visual Literacy should be done in what she calls “the age of the Big Picture”. Now that images (of any kind: still, motion, print, digital, etc.) are running the world of communication, it’s sad to check how the youngest are used to decode visual messages but barely know how to create them. Susan Metros conference, now summarized on this video, is a great guide to visual literacy. Don’t miss it.

Related posts

Digital Literacy
Education
Events
Resources

Comments (0)

Permalink