from digital essays to the formal model, building the capability of digital natives
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- 1. From Digital essays to the formal model, building the capability of digital natives Show and Tell Presented byTapuai Faamalua Tipi andDr Joce Jesson.
2. toDaYs sEssioN.
- What I wont talk about today in detail.
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- Foundation Education Certificate. What is it?
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- Demographics of students enrolling since 2002.
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- Literature Review
- Big ideas for today's session. (3Ds)
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- D igital essays to formal model.
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- D EveLopInG links through learning process.
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- D emonstrate using examples.
- Its about learning codes. Understanding Codes (Bernstein, B)
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- Understanding Codes.
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- BURNSTEIN,B.,(1971)
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- Capoeira Fighter
VIDEO 4. Our Students in Foundation Certificate Education 5. What do you do with the changing demographics in foundation certificate education?
- Adaptation with the paper to suit the demographics.
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- Understand Digital Native capability.
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- Prensky 2001.
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- our digital immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.
Change learning outcome to suit the demographics of students coming through. 6. Grappling with tension.
- How do you mould and incorporate Net generation student capability to tertiary academic rigor?
- This new generation is portrayed as intrinsically different to the older in that their educational, social and cultural expectations and needs are profoundly shaped by digital technology. (Mollgaard, 2007)
- It can be argued that net generation or Digital native students will be more inclined to actively participate than to be in static contemplation when learning. (Prensky, 2001; Mollgaard, 2007)
7. Life as a student at the Faculty of Education. (Student example) VIDEO 8. Digital essay to formal model. Understanding terms of engagement in writing Essays.
- Foundation Students need to understand academic Rigor.
- Formal essay model.
- Constructing an argument for or against a particular issue.
- Collect the Supporting evidence.
- Literature Review using APA reference.
9. VIDEO 10. Transferable Processes: From Digital Essay back to Traditional Essay.
- Digital Essay
- Model
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- Brainstorm.
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- Story board.
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- Introduction
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- Scene 1-5 argument
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- Conclusion
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- Draft / Practice/ Reorder.
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- Submit.
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- Reflect.
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- Debrief.
- Traditional Essay
- Model
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- Brainstorm.
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- Pre-writing which involves researching the topic and planning your approach
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- Writing which involves completing the first full draft of the essay
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- Re-writing which involves re-drafting, revising and proofreading your work
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- Submit.
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- Reflect.
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- Debrief.
11. Teaching Pedagogy using technology.
- Technology is simply a tool.
- It is how one uses the tool in order to create learning and fully engage students thinking and understanding of a topic or subject.
How can you use ICT tools to create effective learning and engagement? 12. Developing Links through learning processes for Digital essay. Brainstorm 13. Digital Essay Perform/ Practice/ Reorder. 14. Understanding Theories. Student submissions. Submit. VIDEO 15. Individual submissions Digital Essays Submit. VIDEO 16. Understanding Digital Essay
- How does it meet the ideals of essay writing?
- How does it meet academic rigor at tertiary level?
- Assessment criteria given at the beginning.
Discussion 17.
- Foundation students get their digital essays back and read the comments and critically analyse what they could do better and what needs to be worked on.
- Summary
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- what was learnt,
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- what can be done better,
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- what I (we) know now.
- Basically looking back on experiences.
- Link
Reflection 18. Capability of digital application to todays classroom teaching.
- Other tools.
- University of Auckland
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- Cecil -eLearning
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- Moodle - Faculty of Education -eLearning
19. References:
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- Beacker, H., (2000). Pedagogical motivation for pupil computer use that lead to pupil engagement.Educational Technology ,40(5), pp.5-17
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- Bernstein, B.,(1971) Class, Codes and Control vol 1London; Paladin
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- Hirst, M. (2006). Broadcast to Narrowcast: how digital technology is reshaping the mass media. Paper presented at the Second Joint Journalism Education (JEA)/ Journalism Education Association of New Zealand (JEANZ) conference, Auckland, December 4-7.
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- Kennedy, G., Krause, K., Judd, T., Churchward, A., & Gray, K. (2006). First Year Students Experiences with Technology: Are They Really Digital Natives? Melbourne, Australia: University of Melbourne. Retrieved April 10, 2007, fromhttp://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.rtf
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- Kennedy, G., Krause, K.-L., Gray, K., Judd, T., Bennett, S., Maton, K., Dalgarno, B. & Bishop, A. (2006). Questioning the Net Generation: A collaborative project in Australian higher education. In L. Markauskaite, P. Goodyear & P. Reimann (Eds.),Whos learning? Whose technology? Proceedings of the 23rd Annual Conference of the Australiasian Society for Computers in Learning in Tertiary Education(pp. 413-417). Sydney: Sydney University Press.
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- Mollgaard, M. (2006). Radio journalism in the age of podcasting. Paper presented at the Second Joint Journalism Education (JEA)/Journalism Education Association of New Zealand (JEANZ) conference, Auckland, December 4-7.
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- Prensky, M. (2001).Digital natives, digital immigrants.On the Horizon9(5):
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- pp. 3-6.
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20. AcknowledgementsTapuaI Faamalua Tipi Dr Joce JessonVaiolesi Passells And of course our students.
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