V1 learning with digital media bringing 21st century skills to the natives
Today’s learners are often referred to as “digital natives” because of the ease with which they interact with digital media and tools. Yet most of them are not digitally “literate” and do not have the necessary critical thinking, visual and information literacy skills necessary to prepare them for today’s media rich environment. This presentation will focus on innovative uses of digital media in different courses at AUC. Special attention will be given to the multimedia essay, in which image and video annotations are incorporated into a “critical essay” providing the necessary evidence to support an argument. We use “Mediathread”, an innovative open source platform developed by Columbia University which allows the “exploration, analysis, and organization of web-based multimedia” while offering the collaborative features of social media. Other collaborative tools that foster media literacy skills will be discussed in the context of a multi-disciplinary team taught course on “Creative Thinking”. These include blogs, “Tumblr” and “Edcanvas”, an innovative sharing platform. The institutional support needed for faculty to develop, implement and assess such learning activities will also be addressed.
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V1 learning with digital media bringing 21st century skills to the natives
- 1. Dr. Aziza Ellozy, Center for Learning and Teaching Founding Director, Associate Dean for Learning Technologies, American University in Cairo (AUC) Dr Hoda Mostafa Associate Professor of Practice, Center for Learning and Teaching/School of Sciences and Engineering AUC “Learning with Digital Media: bringing 21st century skills to the natives”
- 2. Education and the Digital World • WHAT DOES IT MEAN TO BE LITERATE AND EDUCATED IN A DIGITAL, GLOBAL SOCIETY ? • WHO ARE THE DIGITAL NATIVES? Report of the 21st Century Literacy Summit
- 3. Report of the 21st Century Literacy Summit
- 5. Some 21ST Century skills Digital age literacy • Basic, Scientific and Technological literacies • Visual and information literacy • Cultural and global awareness • Higher Order Thinking and Sound Reasoning • Interactive Communication • Teaming and Collaboration Learning with Digital Media
- 6. WHO ARE THE DIGITAL NATIVES?
- 7. 2012
- 8. 2013
- 10. Teaching and Learning through Digital Media a) VIDEO & b) IMAGE annotations
- 11. Objectives • Improve students’ cognitive abilities to learn from videos/pictures or through videos/pictures Last year our “Digital narratives” presentation – example of deeply engaging students with a text through video rendering of the text “Digital narratives”
- 12. Objectives • Achieve deeper and more critical exploration of video-based materials (or pictures) • Use videos as primary sources and encourage careful analysis • Model rigorous scholarly practices
- 13. Examples of learning activities with video and image annotations – Looking for logical fallacies in visual media * – The “digital multimedia critical essay”: new form of composition * – Annotating images for key details or creative assignments – Choosing images from curated collections and using them to formulate an argument about a specific social issue – Reflecting/evaluating a performance (pre-service teachers, doctors, etc.)
- 14. Two examples of learning with digital media Course: “Scientific Thinking” • Introduces the “tools” of scientific thinking to students of all majors and educational backgrounds • Provides multi-disciplinary framework in which to apply the tools of scientific thinking
- 15. We used Mediathread - • Innovative open source platform developed by Columbia University • Allows for research and collection of media, for composition and assessment
- 16. 1. Logical fallacies in visual media
- 18. Strongly agree Strongly agree Agree Agree Disagree Disagree Strongly agree Strongly agree Agree Agree Neutral Neutral Disagree Disagree Strongly disagree Strongly disagree It was difficult for me to find relevant images/videos for my assignment I found it easier to detect logical fallacies in images/videos than if I were to detect them in a written text
- 19. 2. Digital Multimedia Critical Essay • Use video as an object of analysis • Require students to view a video repeatedly, and in depth, reviewing and annotating it and selecting and clipping segments as evidence to support their thinking/argument
- 20. 2. Digital Multimedia Critical Essay Synthesis of 2 main learning outcomes of a “Scientific Thinking” course, using the tools of scientific thinking , distinguish between Science and Pseudoscience
- 21. TRADITIONAL CRITICAL ESSAY (this example was 3121 WORDS) DISSECTING TECHNOLOGIES OF THE GODS: PSEUDOSCIENCE AND ITS IMPLICATIONS FOR SCIENCE EDUCATION
- 22. DIGITAL MULTIMEDIA CRITICAL ESSAY
- 23. DISSECTING TECHNOLOGIES OF THE GODS: PSEUDOSCIENCE AND ITS IMPLICATIONS FOR SCIENCE EDUCATION
- 25. THE STUDENT BLOG
- 26. Creative space: • Student Blogs • Media Prompts • Final E-portfolio
- 27. Learning Activity Student blogs • Example 1 • Example 2 • Example 3 • Example 4
- 28. How do we assess? • Clearly define objectives of learning activity • Clearly defined target • Guidelines/rubrics • Student Portfolios
- 30. Student multimedia portfolios • Example 1 • Example 2
- 31. HOW DO WE ASSESS…
- 34. THANK YOU ! Contact Information aellozy@aucegypt.edu CLT website: http://www.aucegypt.edu Questions?
Notas del editor
- from teacher centered to student centered2. Web 2.0, From a global “information” space to a more social, participatory and collaborative spaceUsers have taken over and are “creating” content, collaborating, communicating and forming professional and social networks like never before3. Requires new digital age proficiencies