Using Participatory Media and Public Voice to Encourage Civic Engagement

Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth. Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs ("web logs," web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on "public voice," should be considered a pillar -- not just a component -- of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy

E-safety and Web 2.0: Web 2.0 technologies for learning at Key Stages 3 and 4

Becta commissioned the University of Nottingham in conjunction with London Knowledge Lab and Manchester Metropolitan University to research Web 2.0 technologies for learning at Key Stages 3 and 4. This is the fourth report from that research and concentrates on the e-safety aspects of Web 2.0 in education

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Response Collector: A Video Learning System for Flipped Classrooms

The flipped classroom has become famous as an effective educational method that flips the purpose of classroom study and homework. In this paper, we propose a video learning system for flipped classrooms, called Response Collector, which enables students to record their responses to preparation videos. Our system provides response visualization for teachers and students to understand what they have acquired and questioned. We performed a practical user study of our system in a flipped classroom setup. The results show that students preferred to use the proposed method as the inputting method, rather than naive methods. Moreover, sharing responses among students was helpful for resolving individual students' questions, and students were satisfied with the use of our system.Comment: The 2018 International Conference On Advanced Informatics: Concepts, Theory And Application (ICAICTA2018

Use of the World Wide Web in Mathematics Instruction

Many mathematics instructors may find they can use the World Wide Web to distribute information and facilitate discussion and interaction in their classrooms, while actually reducing their administrative workload. Here is a discussion of some of the benefits (including better student understanding!) which an instructor might enjoy from taking the plunge

Online Dispute Resolution Through the Lens of Bargaining and Negotiation Theory: Toward an Integrated Model

[Excerpt] In this article we apply negotiation and bargaining theory to the analysis of online dispute resolution. Our principal objective is to develop testable hypotheses based on negotiation theory that can be used in ODR research. We have not conducted the research necessary to test the hypotheses we develop; however, in a later section of the article we suggest a possible methodology for doing so. There is a vast literature on negotiation and bargaining theory. For the purposes of this article, we realized at the outset that we could only use a small part of that literature in developing a model that might be suitable for empirical testing. We decided to use the behavioral theory of negotiation developed by Richard Walton and Robert McKersie, which was initially formulated in the 1960s. This theory has stood the test of time. Initially developed to explain union-management negotiations, it has proven useful in analyzing a wide variety of disputes and conflict situations. In constructing their theory, Walton and McKersie built on the contributions and work of many previous bargaining theorists including economists, sociologists, game theorists, and industrial relations scholars. In this article, we have incorporated a consideration of the foundations on which their theory was based. In the concluding section of the article we discuss briefly how other negotiation and bargaining theories might be applied to the analysis of ODR

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

Maximising value, enhancing learning: boutique teaching and training

The chapter looks at bespoke teaching approaches to information skills teaching as part of a wider 'boutique' approach to library services in Higher Education. The learner is firmly placed at the heart of the learning experience and the implications of this approach are considered in detail