Digital Literacy & Online Communication

JG
by Jesse Gyles8 views·Updated Apr 8, 2021
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  1. hi and welcome to this week's vlog on digital literacy
  2. and online communication.
  3. So as usual in the vlog, I'm going to outline
  4. some of the research, some of the personal examples in
  5. my life and then some stuff for educators out there
  6. to use and some tools out there.
  7. So it's kind of funny.
  8. Lorraine, uh, in this week you talked about using Prezi
  9. video, and actually, I'm a huge fan of Prezi video.
  10. Ever since I started teaching online back last semester, I've
  11. come to love to use the tool.
  12. And just as you say, the tool doesn't define us.
  13. But how we use the tool does.
  14. So I've come to love it, and I've come to
  15. use it well, and it's a great tool for any
  16. educator out there.
  17. So first things first, um, talking about digital literacy I
  18. love talking about, and it's super important about our digital
  19. footprint. Um, when I think about digital footprint, we need
  20. to teach our students that what they do out there
  21. online, it has consequences, and they need to be responsible
  22. for what they're putting out there.
  23. So when I think about this, I can think about
  24. maybe like a cyber bullying example of students almost feeling
  25. as what they say kind of the.
  26. It almost acts as a mask the Internet, and it
  27. protects the student.
  28. But truly that is, their identity and their identity is
  29. connected to that computer or the Web.
  30. So we need to teach students to be conscientious of
  31. what they're putting out there and how they can act
  32. and be more responsible students of the Internet, especially in
  33. this 21st century society.
  34. So going forward, San Flat Pierrot can't pronounce That's a
  35. tongue twister, honestly, was trying to roll the piece off
  36. my tongue, but it didn't help.
  37. Uh, he kind of outlined some things for preparing students
  38. to produce digital content.
  39. So firstly talks about the difference between content consumption and
  40. content creation.
  41. So when incorporating technology in the classroom, there's plenty of
  42. great applications out there.
  43. But we need to make sure that we know the
  44. difference between the content and the consumption they're actually taking
  45. in. So having the right tool for the right job
  46. is what I think of.
  47. Okay. Secondly, he goes on to talking about student ownership
  48. of the content.
  49. So if you give students the opportunity to take full
  50. autonomy and let them explore.
  51. They can feel as though it's more connected to them.
  52. So allowing students to have some autonomy and take ownership
  53. in the work they're doing can provide a lot of
  54. great opportunities for students to really give it their all.
  55. Thirdly, he talks about the various online technology tools.
  56. So the medium So these tools that we use, they're
  57. just the medium.
  58. They don't define anything.
  59. Um, so when I think about this, the medium has
  60. changed a lot.
  61. Um, we can think about back in the day, maybe,
  62. uh, me building a fort out of Popsicle stick.
  63. So maybe it's changed from that.
  64. Students can now use the Web for new ideas and
  65. new ways of promoting their ideas of their learning.
  66. This kind of dives well into the next.
  67. So global access to the weapon information.
  68. Um, I always like to think about like my parents
  69. reading the newspaper and getting their information from there.
  70. Um, the Internet such a vast tool these days.
  71. Um, it's also important, though, when we talk about this,
  72. that students you teach students is coming back to digital
  73. citizenship. Um, what's reliable?
  74. What's valid.
  75. What resources are actually good?
  76. So having giving students the access to the Web and
  77. information, it's it's vast.
  78. There's many ways so giving students the autonomy but also
  79. helping them out.
  80. And I'm showing them what's good.
  81. What's not gonna I know We're always thinking about the
  82. classic Wikipedia, But you know what?
  83. There's nothing wrong with starting out at Wikipedia, just getting
  84. your research going.
  85. I'm a huge fan of Wikipedia.
  86. Yeah, it's not scullery, but it's a great way to
  87. kind of narrow where you're going.
  88. Fifthly, digital citizenship.
  89. I touched on that kind of put a little surveillance
  90. camera in here because that's kind of like the metaphor
  91. I like to use.
  92. So they've got They've got a watchful eye on you.
  93. So be aware of what you're doing out there on
  94. the Internet.
  95. Okay? And finally, 21st century workplace.
  96. Um, I use the example.
  97. Hi Tech.
  98. Hi. This is actually a high school down in California.
  99. They do a totally different approach.
  100. It's very student centered, Project learning based, uh what?
  101. Their goal is kind of building those interpersonal skills and
  102. working together, and then a lot of where we're going.
  103. So a lot of coding.
  104. But then again coming back to allowing the students to
  105. inquire their own, um, workload and I'll leave a Lincoln
  106. below. There's actually documentary on it, So if you want
  107. to give it a watch, you can.
  108. So here's some teacher tips for online presentation.
  109. So what I really think about and Laura annual stress.
  110. This is selecting the right tool for the job.
  111. So Kenyon Fisher Some of the research showed that embedding
  112. questions help students stay more focus and understanding of the
  113. content. So when we can think about this, I think
  114. of tools like Near Part and Puzzle.
  115. We've explored those in activity 3.4, and these allow for
  116. you to modify already created presentations so you can embed
  117. open ended questions in there.
  118. Multiple choice questions and the research shows that if you
  119. include, those students are more willing to stay engaged, and
  120. it kind of clicks a bit more in their head.
  121. They also showed that if you just have a power
  122. point with nothing and they're sliding through, it's going on
  123. you in one year of the other.
  124. Yeah, finally, another tool for teachers is using a screen
  125. capturing or screen recording or voice over.
  126. So, uh, one of the platforms I use the screen
  127. cast if I so that works for chrome extension and
  128. it works perfectly.
  129. The free version only allows five minutes, but it still
  130. gives you that opportunity to explain what you're doing.
  131. If you have a Google Slides, you can run through
  132. that. And a lot of the time it's that communication
  133. with the students other, um, platforms are loom and view
  134. at it.
  135. I'm not as familiar with them, but I've used them
  136. before. And personally, I find screen cast if I to
  137. be the most proficient.
  138. Yeah, and one super important thing for educators.
  139. And this is just a teacher tips.
  140. So And Lorraine, you stressed, this is any video you
  141. create should be kept under 5 to 6 minutes.
  142. I know.
  143. I'm at 66 minutes and 22 seconds here, but this
  144. is a vlog.
  145. Keep it short.
  146. Keep it simple.
  147. Don't overcomplicate things.
  148. Students can get distracted.
  149. All right, so keep it short, keep it simple.
  150. And other than that, that was kind of my main
  151. focus today was kind of talking about this effective online
  152. presentations. I hope you thought this was an effective online
  153. presentation. I know.
  154. I think it was, and I always do.
  155. But that's just me being positive.
  156. All right, Mr.
  157. Giles, Signing off.
  158. Thank