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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.

Publicado en: Educación
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CfE Broad General Education Conference - What digital skills do learners need to access the curriculum?

  1. 1. Accessing a Broad<br />General Education<br />Ollie Bray<br />Learning and Teaching Scotland<br />21st June 2011<br />www.ltscotland.org.uk<br />
  2. 2. www.olliebray.com<br />
  3. 3. Back to basics…<br />
  4. 4. broad   <br />[brawd]<br />adjective, -er, -est, adverb, noun<br />– adjective<br />1. of great breadth: The river was too broad to swim across.<br />2. measured from side to side: The desk was three feet broad.<br />3. of great extent; large: the broad expanse of ocean.<br />
  5. 5. broad   <br />[brawd]<br />adjective, -er, -est, adverb, noun<br />– adjective<br />1. of great breadth: The river was too broad to swim across.<br />2. measured from side to side: The desk was three feet broad.<br />3. of great extent; large: the broad expanse of ocean.<br />
  6. 6. Ocean…<br />
  7. 7.
  8. 8. gen·er·al   <br />[jen-er-uhl]<br />– adjective<br />1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.<br />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.<br />3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.<br />
  9. 9. gen·er·al   <br />[jen-er-uhl]<br />– adjective<br />1. of or pertaining to all persons or things belonging to a group or category: a general meeting of the employees.<br />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.<br />3. not limited to one class, field, product, service, etc.; miscellaneous: the general public; general science.<br />
  10. 10. Common?<br />
  11. 11. right handed, <br />earns less than $12, 000 a year, <br />has a mobile phone, <br />does not have a bank account, <br />is male, <br />28 and <br />Han Chinese.<br />
  12. 12. 5-14 <br />
  13. 13. Relevance<br />2011<br />
  14. 14. Privacy<br />
  15. 15.
  16. 16.
  17. 17.
  18. 18.
  19. 19.
  20. 20.
  21. 21.
  22. 22.
  23. 23.
  24. 24.
  25. 25.
  26. 26.
  27. 27. Physical Wellbeing<br />“<br />I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. <br />”<br />Health and Wellbeing Level Early - 4<br />
  28. 28.
  29. 29. definition<br />
  30. 30. The CfE Challenge<br />“<br />“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”<br />”<br />
  31. 31. Cluster Working<br />
  32. 32. Cluster Understanding<br />
  33. 33. Cluster Solutions<br />
  34. 34. Broad<br />General<br />Progression<br />Depth<br />
  35. 35. The vision of everyone in the learning community must be to get learners to the end point.<br />
  36. 36.
  37. 37.
  38. 38. Source: Jeff Brenman<br />
  39. 39. Source: Jeff Brenman<br />
  40. 40. Source: Jeff Brenman<br />
  41. 41. Productivity<br />Source: Jeff Brenman<br />
  42. 42. Professor Sugata Mitra<br />Newcastle University<br />
  43. 43.
  44. 44. Professor Sugata Mitra<br />Newcastle University<br />Three Things <br />
  45. 45. Professor Sugata Mitra<br />Newcastle University<br />1. <br />“Reading Comprehension”<br />
  46. 46. Professor Sugata Mitra<br />Newcastle University<br />2. <br />“Information Search & Retrieval Skills”<br />
  47. 47. Professor Sugata Mitra<br />Newcastle University<br />3. <br />“A rational system of belief”<br />
  48. 48. Tools to Access<br />Learning<br />
  49. 49. Online learning<br />
  50. 50.
  51. 51.
  52. 52.
  53. 53. Online learning is hard<br />
  54. 54.
  55. 55. “Getting Information off the Internet is like taking a drink from a fire hydrant”<br />Mitchell Kapor<br />Digital Literacy<br />
  56. 56. Critical Literacy in the Digital Age<br />“<br />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.<br />”<br />Literacy Level 3<br />
  57. 57.
  58. 58.
  59. 59. Search<br />
  60. 60.
  61. 61.
  62. 62. Copyright<br />
  63. 63.
  64. 64.
  65. 65.
  66. 66. “ Intellectual Property will be the<br />oil of the 21st Century”<br />
  67. 67. Digital Footprints<br />
  68. 68.
  69. 69.
  70. 70.
  71. 71. Thinking Skills<br />
  72. 72.
  73. 73.
  74. 74. “Is a broken down<br />car parked?”<br />Ian Gilbert<br />
  75. 75. “In a world so rich in information and answers the most important skill for the learner is the ability to frame the question”<br />Susan Greenfield, Neuroscientist<br />
  76. 76. Resilience and Agility<br />
  77. 77.
  78. 78. LIFELONG<br />
  79. 79. Motivation<br />Gulucan village in West China<br />
  80. 80. Motivation<br />Gulucan village in West China<br />
  81. 81. Motivation<br />
  82. 82. Ollie Bray<br />Learning & Teaching Scotland<br />o.bray@ltscotland.org.uk<br />@olliebray<br />www.olliebray.com<br />

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