Digital Technology and the End of Social Studies Education

In Fall 2000, when "Theory and Research in Social Education" (TRSE) first dedicated an issue to technologies in social studies education, Neil Postman contributed a View Point piece to this issue. Postman, who died in 2003, was an interesting choice because he was an outspoken critic of educational technology who believed that, as he said at the time, "the new technologies both in and out of the classroom are a distraction and an irrelevance." Taking his cue from Postman, the author addresses the issue of digital technology in social studies education by telling a story of his own. He offers a wandering narrative -- and an old-fashioned one at that -- common in the religious stories that Postman saw as the prototype for all cultural stories: the narrative of faith, tested by doubt, emerging reaffirmed. He also discusses two elements that he believes need to be far more present in social studies education, at the pre-service and K-12 level: (1) Clearer disciplinary perspectives; and (2) easier ways of working with data within these perspectives. Technologies, if carefully designed, can be helpful in both areas

Europeana communication bug: which intervention strategy for a better cooperation with creative industry?

Although Europeana as well as many GLAMs are very engaged - beside the main mission, i.e. spreading cultural heritage knowledge- in developing new strategies in order to make digital contents reusable for creative industry, these efforts have been successful just only in sporadic cases. A significant know how deficits in communication often compromises expected outcomes and impact. Indeed, what prevails is an idea of communication like an enhancement “instrument” intended on the one hand in purely economic (development) sense, on the other hand as a way for increasing and spreading knowledge. The main reference model is more or less as follows: digital objects are to be captured and/or transformed by digital technologies into sellable goods to put into circulation. Nevertheless, this approach risks neglecting the real nature of communication, and more in detail the one of digital heritage where it is strategic not so much producing objects and goods as taking part into sharing environments creation (media) by engaged communities, small or large they may be. The environments act as meeting and interchange point, and consequently as driving force of enhancing. Only in a complex context of network interaction on line accessible digital heritage contents become a strategic resource for creating environments in which their re/mediation can occur – provided that credible strategies exist, shared by stakeholders and users. This paper particularly describes a case study including proposals for an effective connection among Europeana, GLAMs and Creative Industry in the framework of Food and Drink digital heritage enhancement and promotion. Experimental experiences as the one described in this paper anyway confirm the relevance of up-to-date policies based on an adequate communication concept, on solid partnerships with enterprise and association networks, on collaborative on line environments, on effective availability at least for most of contents by increasing free licensing, and finally on grassroots content implementation involving prosumers audience, even if filtered by GLAMs

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Values-Based Network Leadership in an Interconnected World

This paper describes values-based network leadership conceptually aligned to systems science, principles of networks, moral and ethical development, and connectivism. Values-based network leadership places importance on a leader\u27s repertoire of skills for stewarding a culture of purpose and calling among distributed teams in a globally interconnected world. Values-based network leadership is applicable for any leader needing to align interdependent effort by networks of teams operating across virtual and physical environments to achieve a collective purpose. An open-learning ecosystem is also described to help leaders address the development of strengths associated with building trust and relationships across networks of teams, aligned under a higher purpose and calling, possessing moral fiber, resilient in the face of complexity, reflectively competent to adapt as interconnected efforts evolve and change within multicultural environments, and able to figure out new ways to do something never done before

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

Constant Training: New Normal or Missed Opportunity?

This report was based on an online survey fielded in July of 31 newsrooms nationwide ranging in staff size from 20 to 150. Overall, roughly two-thirds of the journalists surveyed they have received training in the past 12 months. The leading category of training was social media. A full 88 percent of the journalists surveyed said they are able to absorb more training. The most desired form of training? Social media, followed by digital tools and video skills. The percentage of journalists reporting training in the past 12 months varied greatly from newsroom to newsroom. In one, only 17 percent of the journalists said they'd had training in the past year; in two others, it was 100 percent

Improving Students' Skill to Write Islamic Historical Texts Through Dicstom Technique, the Trial Web Shift Design, and Engagement Strategy at Stai Bumi Silampari Lubuklinggau

This study aims to find the ability of third semester students, Prodi PAI (Islamic Religious Education) in writing texts of Islamic history in English. Students are taught 3 ways to write; (1) Dicstom, (2) Web Shift Trial, (3) Engagement, and (4) without technique. This research uses Quasi-experimental design method, and one-way ANOVA. The results showed that there is a difference between the students' ability in writing Islamic history text in English using the 3 ways mentioned above

Desire Lines: Open Educational Collections, Memory and the Social Machine

This paper delineates the initial ideas around the development of the Co-Curate North East project. The idea of computerised machines which have a social use and impact was central to the development of the project. The project was designed with and for schools and communities as a digital platform which would collect and aggregate ‘memory’ resources and collections around local area studies and social identity. It was a co-curation process supported by museums and curators which was about the ‘meshwork’ between ‘official’ and ‘unofficial’ archives and collections and the ways in which materials generated from within the schools and community groups could themselves be re-narrated and exhibited online as part of self-organised learning experiences. This paper looks at initial ideas of social machines and the ways in machines can be used in identity and memory studies. It examines ideas of navigation and visualisation of data and concludes with some initial findings from the early stages of the project about the potential for machines and educational work

Educational influences in learning with visual narratives

In this presentation, we intend to show, through the use of digital video, our understanding of ontological values of a web of betweenness and pedagogy of the unique (Farren, 2004) as they are lived in practice with students, in this case, practitioner-researchers on award bearing programmes. We both work with a sense of research-based professionalism in which we are seeking to improve our educational practice with our students in action research enquiries 'how do I improve what I am doing?' The visual narratives, in the form of digital video clips, of our educational practice, include our engagement with practitioner-researchers as we seek to understand our educational influences in their learning so that we can "influence the education of social formation" (Whitehead, 2004a & b). This relates to the idea of social formations as defined by Bourdieu (1990) and points to the way people organise their interactions according to a set of regulatory values that can take the form of rules. In studying our own education practice, with the help of digital video, we hope to influence the education of social formations so that others will begin to question their underlying values, assumptions and epistemologies that inform their practice. The purpose of this paper is to communicate to a wider audience and network with other higher education educators through visual narratives of our work in higher education. There is a lack of research in how educators in higher education are influencing the education of their students. This area of research is one which we develop through this paper