teaching digital fluency for an internet-enabled society

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aching Digital Fluency for Internet-Enabled Society

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Page 1: Teaching Digital Fluency for an Internet-Enabled Society

Teaching Digital Fluency for anInternet-Enabled Society

Page 2: Teaching Digital Fluency for an Internet-Enabled Society
Page 3: Teaching Digital Fluency for an Internet-Enabled Society
Page 4: Teaching Digital Fluency for an Internet-Enabled Society

Learning Opportunity

Page 5: Teaching Digital Fluency for an Internet-Enabled Society

Why?

67%

April 2015 https://www.thinkwithgoogle.com

Page 6: Teaching Digital Fluency for an Internet-Enabled Society

Why?

67%

91% April 2015 https://www.thinkwithgoogle.com

Page 7: Teaching Digital Fluency for an Internet-Enabled Society

Why?

67% 91%

90%

April 2015 https://www.thinkwithgoogle.com

Page 8: Teaching Digital Fluency for an Internet-Enabled Society

Why?

67% 91%

62% 90% April 2015 https://www.thinkwithgoogle.com

Page 9: Teaching Digital Fluency for an Internet-Enabled Society

Why?

67% 91%

62% 90% April 2015 https://www.thinkwithgoogle.com

Page 10: Teaching Digital Fluency for an Internet-Enabled Society

Before Class

During Class

After Class

Topic 5: Power of Participation

Page 11: Teaching Digital Fluency for an Internet-Enabled Society

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• Read required texts.

Topic 5: Power of Participation

Page 12: Teaching Digital Fluency for an Internet-Enabled Society

Topic 5: Power of ParticipationB

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• Read required texts.• Ask a key question about the readings, and share it on Slido.

Page 13: Teaching Digital Fluency for an Internet-Enabled Society

Bef

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Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

Topic 5: Power of Participation

Page 14: Teaching Digital Fluency for an Internet-Enabled Society
Page 15: Teaching Digital Fluency for an Internet-Enabled Society

Bef

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Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

Lexicon (Wiki)

Page 16: Teaching Digital Fluency for an Internet-Enabled Society

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Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

Lexicon (Wiki) Mindmapping Team

Page 17: Teaching Digital Fluency for an Internet-Enabled Society

Bef

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Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

Lexicon (Wiki) Mindmapping Team

Page 18: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

Lexicon (Wiki) Mindmapping Team Learner Lecture

Page 19: Teaching Digital Fluency for an Internet-Enabled Society

Bef

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Cla

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Cla

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fter

Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question

Page 20: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

Page 21: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

ss

• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

• Group or Class Discussion (influenced by key question assignment & blog posts)

Page 22: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

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• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

• Group or Class Discussion (influenced by key question assignment & blog posts)

• Learning Activity (continues as homework)

Page 23: Teaching Digital Fluency for an Internet-Enabled Society
Page 24: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

ss

• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

• Group or Class Discussion (influenced by key question assignment & blog posts)

• Learning Activity (continues as homework)

• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)

Page 25: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

ss

• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

• Group or Class Discussion (influenced by key question assignment & blog posts)

• Learning Activity (continues as homework)

• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)

• Two Facebook Group Posts or Replies (in response to top ranked key questions) (avg. 81 posts or replies by the end of the given week)

Page 26: Teaching Digital Fluency for an Internet-Enabled Society
Page 27: Teaching Digital Fluency for an Internet-Enabled Society

Bef

ore

Cla

ssD

uri

ng

Cla

ssA

fter

Cla

ss

• Read required texts.• Ask a key question about the readings, and share it on Slido.• One original post (or response) to course WordPress site. (avg. 60 posts)

• (Occasional) Prepare co-learner presentation.

Topic 5: Power of Participation

• Topic Warm-Up Question• Lexicon, Mindmap, & Learner Lecture Presentations (7-10 minutes each)

• Group or Class Discussion (influenced by key question assignment & blog posts)

• Learning Activity (continues as homework)

• Second original post (or response) to course WordPress site. Written in response to in-class learning activity (avg. 132 posts per topic by the end of the given week)

• Two Facebook Group Posts or Replies (in response to top ranked key questions) (avg. 81 posts or replies by the end of the given week)

Page 28: Teaching Digital Fluency for an Internet-Enabled Society

Topic 5

Topic 6

Topic 4 Before During After

Before During After

Before During After

Topic 3

Topic 7

After

Before During

Page 29: Teaching Digital Fluency for an Internet-Enabled Society
Page 30: Teaching Digital Fluency for an Internet-Enabled Society
Page 31: Teaching Digital Fluency for an Internet-Enabled Society

In a Time magazine article, Zachary F. Meisel, an emergency physician and clinical scholar, describes the situation:

To debate whether patients should or should not Google their symptoms (which a surprising number of doctors seem to enjoy engaging in) is an absurd exercise. Patients already are doing it, it is now a fact of normal patient behavior, and it will only increase as Internet technology becomes ever more ubiquitous. The average Joe has more health information at his fingertips--both credible and charlatan--than all the medical libraries ever built put together. So the real question is, What can professionals do to translate this phenomenon into better health for their patients and the public?