Re: [WikiEducator] Abridged summary of wikieducator@googlegroups.com - 1 update in 1 topic

[Valerie Taylor]

DeAnza College funded the development of a course called Digital
Learning Literacties.
http://wikieducator.org/User:Vtaylor/Learning_literacies

The Digital Learning Literacies course not offered as a stand-alone
course. The activities and resources are used within other courses
with great results.

We have been surprised by the feedback. Our students live, work and
study in the heart of Silicon Valley, California, and yet, many have
little or no prior knowledge or experience with many of the concepts
and tools. For many, the notion of a Personal Learning Network (PLN)
is an abstract concept.

The course resources are update continuously - great app smashing
thanks to Jim Tittsler. As new resources are identified by the
instructors and students, they are bookmarked and tagged in diigo.
With the clever little one liner in WikiEducator, the most recent
items in the diigo rss feed get plopped into the resources page list!
Older, less appropriate resources are removed based on student
recommendations. Great critical thinking activities.

The proposed outline for the Learning in a Digital Age course
specifically addresses many of the same issues that we cover as
objectives. Looking forward to seeing this course develop as it will
provide the broader framework for taking more personal responsibility
for learning now and in the future.



On Fri, Apr 29, 2016 at 9:53 PM, <wikied...@googlegroups.com> wrote:
> wikied...@googlegroups.com Google Groups
> Crowdsourcing topics for new 1st year course: Learning in a Digital Age
> Wayne Mackintosh <mackinto...@gmail.com>: Apr 29 11:02PM +1200
>

[Wayne Mackintosh]

Thanks for sharing. That's a great course. Quick question - Do learners get formal academic credit for successful completion?

Wayne Mackintosh (Mobile)
OER Foundation / OERu

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[kirby urner]

This course looked like an interesting way of dividing through a huge
volume of material, providing a unifying heuristic, a set of categories,
from using it, to finding it, to sharing it (with more steps in between). 

Plug for my own site:  http://wikieducator.org/Digital_Math (up to 11K
views since inception), many blessings to Wikieducator for allowing
me to showcase my wares (curriculum writing  designs). 

I likewise attempt to break a huge volume down, into just four categories
in my Heuristics for Teachers: 

* futuristic math (martian math): murky future, bucky fuller influenced
* past math (neolithic math): murky past, astronomy, geological time

as one axis, and then in each time period: 

* sharing / distributing (supermarket math):  eCommerce, logistics
* taking risks (casino math): investing, probability, statistics

Lately, I've been teaching virtual classrooms of students mostly in the
Bay Area, Silicon Forest, those selecting from a menu of offerings
to pursue Python, the computer language. 

I'm actually not in California but in Portland, Oregon, with head-
phones and microphone, optical fiber, shared screen,

I'm able to host what amounts to a call-in radio show, or "text in" as

the case may be.  Check my LinkedIn profile for more clues.[1]

California proactively provides professional upgrade courses to its

already-employed, the goal being to improve the quality of their existing

jobs.  I've done 3x 40 hours teaching that material in recent months,

with a company called Saisoft (based in Irvine).

I bring this up as a segue to your "Protecting It" category, which
translates in my namespace to "cyber-security".  You're wise to
focus on protecting the integrity of one's own identity and insisting
on getting credit for one's original work (be that monetary, or in the
case of other reward systems, simply reputation points for having
made a difference in some field, the academic currency aside from
cash (it's not either/or)). 

To incentivize around the integrity of the individual makes for a
strong beginning, with protecting a company's perimeter, a team's,
a family's, a part of the follow-on logic.  The code schools are looking

for ways to share about cyber-security and Protecting It is all about

protecting identity theft.

You'll find I've been blogging for CERM Academy [2], one of several schools

aimed at training up "risk managers" per new ISO standards.  The role

such standards play in the business world is fascinating to study and not

without its detractors.  Bah humbug standards.

As someone who follows the story of JavaScript [tm] fairly closely
(an ECMA standard) I'm aware that standards committees have a
non-trivial role to play in some circles. 

CERM Academy is about training folk in "risk based thinking"
which is more than simply responding, reacting, to breaches of
security.  That's too behind the curve.

Sorry if I seem to ramble, just circling a domain I'm focused on, one

could summarize "optimal code school curriculum" where a "code
school" is a semi-new institution growing up to share IT skills with
those seeking to break in, sometimes in a hurry, with high hopes
of fulfilling dreams.

For more on Code Schools, I'll cite this blog post from today:
http://controlroom.blogspot.com/2016/04/code-school-gift-shop.html

Kirby

[1]  https://www.linkedin.com/in/4dsolutions

[2]  http://insights.cermacademy.com/tag/kirby-urner/

[kirby urner]

On Sat, Apr 30, 2016 at 3:07 PM, kirby urner <kirby...@gmail.com> wrote:

<< SNIP >>
 

To incentivize around the integrity of the individual makes for a
strong beginning, with protecting a company's perimeter, a team's,
a family's, a part of the follow-on logic.  The code schools are looking

for ways to share about cyber-security and Protecting It is all about

protecting identity theft.

Protecting *against* identity theft I should have said, hah hah.

Just to flesh out the picture a little more, here in the US we have

rising concern that the conventional education system is falling

short of aspirations, especially when it comes to "STEM" subjects.

The "code school" phenomenon is somewhat amorphous and is
typified by such as Codeacademy and FreeCodeCamp in cyberspace,
and by brick and mortar schools on the ground.

I've been working with a virtual school named O'Reilly School of

Technology which shut down earlier this year, leaving some traces

but not many. [1]

Since then, I've been checking out the more "brick and mortar"

implementations, where people actually show up for "boot camp"

or whatever courses.  Here's an album of photos giving some

impressions of what that's been like for me:

https://www.flickr.com/photos/kirbyurner/albums/72157664250599655

Since teaching Introduction to Programming (Accelerated), I've

switched to attending evening free-for-all meetups, and networking

through there.  I have another album giving a view of what that's

like:

https://www.flickr.com/photos/kirbyurner/albums/72157664766721643

The age range is very wide.  We get some high school aged

refugees, concerned their home school curriculum is denying them
access to the kinds of topics we teach.

Kirby

[1] http://archive.oreilly.com/oreillyschool/index.html

[Vtaylor]

We did offered it as a course with academic credit for one semester. The administrative logistics to getting beyond a special projects course, into the regular catalog and transcript systems ongoing. At this time, faculty are encouraged to include individual activities into their own courses, where the activities become part of the course work for that academic credit.

There are similar models for completing skills courses like this outside the main course for students who aren't proficient in some specialized skills that are important to student success. If students are required to take something like this "after hours" outside the academic course, completion counts 5% toward the grade for the course the student is enrolled in. This requires coordination between the course faculty and the "after hours" program. This has been very effective so far. There are plans to follow these students long term.

[jim kelly]

Thanks.

Appreciate the use of the WikiEducator portal to give some insight as to what is happening in the OER world.

Thank you.

 

 

Jim Kelly

www.k-12math.info

(Nominated for a 2016 WSIS award in the e-learning category)

[Vtaylor]

Yest another online course along the same lines. This one from Canvas.

Digitally Enhanced Learning & Teaching

May 9 - Jun 19, 2016

https://www.canvas.net/browse/londonsouthbank/courses/digitally-enhanced-learning

Everyone is talking ‘digital’ - digital curriculum, digital learning & teaching - but what do we really understand about taking higher education into the digital age? In this course we explore the what it means to be both a teacher and a student in the digital age, and how we can best deploy the new opportunities that digital technologies bring, both to online and on campus learning and teaching.The course is highly interactive, and uses a wide variety of online techniques and tools.

Topics covered include:

• Definitions of the digital curriculum and digitally enhanced learning & teaching
• The digital natives, digital immigrants, digital wisdom debate
• Constructivism and collaborative learning & teaching
• Constructing blended learning
• Digital learning & teaching tools
• Mentoring and facilitating in a digital environment

[kirby urner]

On Sat, Apr 30, 2016 at 3:07 PM, kirby urner <kirby...@gmail.com> wrote:

This course looked like an interesting way of dividing through a huge
volume of material, providing a unifying heuristic, a set of categories,
from using it, to finding it, to sharing it (with more steps in between). 

Plug for my own site:  http://wikieducator.org/Digital_Math (up to 11K
views since inception), many blessings to Wikieducator for allowing
me to showcase my wares (curriculum writing  designs). 

FYI, here's a recent post to the publicly archive MathFuture with an

appreciative citation back to Digital Learning Literacies:

http://wikieducator.org/User:Vtaylor/Learning_literacies

http://bit.ly/1ZoOr2u  <-- goes to Google Group public archive

(to Protect It in particular)

Kirby

Background about me, from CERM Academy blog:

Bio:

Kirby entered the world stage near the campus of the University of Chicago, where  his dad was getting a PhD in Urban Planning, and soon moved to Portland, Oregon,  a city known for its city planners.  However Jack wished a blanker canvas, a developing  country or region to work with, and the family soon moved to Rome, Italy from where  Jack could plan for Libya.  The family continued globe hopping, to the Philippines, Egypt,  Bangladesh, Bhutan, Lesotho and South Africa (where Jack died).  Kirby obtained his  BA from Princeton, under the tutelage of Richard Rorty and peers, and focusing on  the philosophy of Ludwig Wittgenstein (thesis topic).  He was always interested in  computers ]devoted many hours to their study.  Programming, along with teaching,  have been the pillars of his technical career.  He partnered with his wife to be in  1990 to form a consulting business, Dawn Wicca and Associates (DBA 4D Solutions)  which thrived until she died of invasive breast cancer (IBC) in 2007.  Kirby has two  daughters.  His mother Carol, is a world famous peace activist and his sister Julie lives in Whittier, Greater LA.  Kirby currently teaches computer programming for a variety of outfits (his resume is at Grunch.net).