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Digital pedagogy toolkit

Digital pedagogy toolkit | Mediawijsheid in het VO | Scoop.it

Who is the digital pedagogy toolkit for?

The digital pedagogy toolkit is for professionals who have a role in developing the curriculum. This could include a central group or team that has been tasked with ensuring digital is embedded into programmes of study and will include a range of roles such as teaching staff, librarians, learning technologists and other professional staff.

Although the challenges faced with embedding digital within programmes of study will inevitably vary across sectors and even within institutions, there are nevertheless shared themes. The purpose of the digital pedagogy toolkit is to surface those themes and provide you with ideas for embedding digital wisely whilst underpinning the pedagogy.

It is not the intention of the digital pedagogy toolkit to provide you with a ‘one-size fits all’ solution. Indeed, there isn’t a single approach that guarantees success across such a broad spectrum of contexts, but there are a number of considerations to take into account that will inform your thinking and help you to overcome some of the pitfalls.

The digital pedagogy toolkit has been developed by subject specialists in Jisc’s digital practice team in collaboration with feedback from the UK’s higher, further education and skills sectors.


Via Nik Peachey
Nik Peachey's curator insight, November 7, 2020 8:13 AM

Very useful - Digital pedagogy toolkit

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25 Years of Teaching Fads and Bad Educational Science

25 Years of Teaching Fads and Bad Educational Science | Mediawijsheid in het VO | Scoop.it

What do teachers waste their time doing the most? Fads, hearsay and gimmicks lead teachers to waste their time proving to external observers what they do.....

11. Group work:

Every subject requires collaboration. To say a teacher should always have students working/sitting in groups to explore and discover has a place in the classroom, but it certainly should not be the default method for teachers. Direct instruction and teacher clarity have the greatest impact on student progress. To allow students to discover learning for themselves in project-based learning serves its purpose, only if students have the prerequisite knowledge and skills in order to do so. If you first achieve this objective with students working in rows or groups, that is the teacher’s prerogative.  

The result? I hate to say it having taught in this way for 20 years, but where is the evidence? A myth (for now)…

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What You Watch Matters

What You Watch Matters | Mediawijsheid in het VO | Scoop.it

....What is clear is that screens are now a constant in our lives as we turn to them for needed solace, relief and distraction. Recent reports indicate that video game playing is already up 75% since the beginning of March, and content streaming has increased by 85 percent. Researchers estimate that Americans devour 12 hours and seven minutes of digital assets every day. On average. That’s more time than we devote to biological imperatives like eating, drinking, and sleeping—combined. 

In order to protect and promote greater emotional resilience, we need far more structured approaches to (and awareness of) the impacts that the digital materials we consume have on us. Moods can slip or rise based on what we choose to watch or read. Taking stock is essential: Does this video make me uneasy, anxious or sad? Does this film or television show make me feel joy? Hyper-selectivity when it comes to one’s time spent online is a critical first step on the path to better choices that serve the psyche. And that better serve society in turn.....
MrBieb's insight:

Lijkt op een behoefte aan een Kijkwijzer voor internet - zie ook

Mediaopvoeding tijdens de Corona-crisis (http://www.kijkwijzer.nl/mediaopvoeding-tijdens-de-corona-crisis/page18-0-535.html )

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