Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Education
Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor
Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor
Department of English: Dissertations, Theses, and Student Research
This thesis aims to create a digital literacies transfer framework through a discussion regarding current conversations on transfer and digital literacies in the English field, including synthesizing the two ideas to think about the transfer of digital literacies as a concept. This digital literacies framework is made up of five components: the functional skills, critical skills, and rhetorical skills found in digital literacies scholarship and the genre awareness and meta-cognitive ideas found in transfer literature. This digital literacies transfer framework is then used to analyze information gleaned from four college and five high school English educators. The key findings from …
Developing Learning Communities In Fully Online Spaces: Positioning The Fully Online Learning Community Model, Todd Blayone, Roland Van Oostveen, Wendy Barber, Maurice Digiuseppe, Elizabeth Childs
Developing Learning Communities In Fully Online Spaces: Positioning The Fully Online Learning Community Model, Todd Blayone, Roland Van Oostveen, Wendy Barber, Maurice Digiuseppe, Elizabeth Childs
Teaching and Learning in a Digital Context
The Fully Online Learning Community (FOLC), developed at the University of Ontario Institute of Technology (UOIT), is a social-constructivist model, addressing a paradigm shift in employment skills, and supporting key elements of transformational learning. Adopting a Problem-based Learning (PBL) approach to activity design, FOLC has served as basis for both undergraduate and graduate, fully online degree programs for almost a decade. In this time, it has demonstrated its ability to facilitate richly collaborative, socially cohesive, and constructively critical, learning communities supported by a flexible array of synchronous and asynchronous digital affordances. FOLC represents a “divergent fork” of the Community of …
Rethinking The Dissertation: Opportunities Created By Emerging Technologies, Katina Rogers
Rethinking The Dissertation: Opportunities Created By Emerging Technologies, Katina Rogers
Publications and Research
This is a position paper for a workshop convened by the Council of Graduate Schools on rethinking the dissertation. In it, I reflect on what new technologies enable us to do with this critical milestone in graduate study. My main argument is that while the affordances of specific technologies can be exciting, more important is the shift toward collaborative, creative, accessible, and public-facing scholarly work that today’s digital platforms allow.
Digital Marketing Plan, Mary Lawlor
Digital Marketing Plan, Mary Lawlor
Assessment & Feedback Cases
Semester 1: Prepare a digital marketing communications plan for the Irish Times Newspaper. Competition for prize money. The groups present their proposals to the Irish Times at the end. Semester 2: Google Adwords competition: partnered with DIT’s Hothouse companies to prepare Adwords plans – group plus individual elements. Peer reviewed, and competition.
Digital Media, Catherine Barry-Ryan
Digital Media, Catherine Barry-Ryan
Assessment & Feedback Cases
Students produce a short (3 to 4 minute) group (4/group) video production, detailing a biochemistry concept. The group decides the choice of content during the initial meetings and storyboarding of the idea(s). The content must address, in some way, a biochemical concept related to TFBC2001. This concept could be the basis of an important biochemical experiment, a creative explanation of a biochemical hypothesis, addressing a biochemical misconception, or exploring a biochemical model. The video can contain any form of multimedia (video, sound, audio, animation etc.) but it must be visual, engaging and creative.
Introduction To This Special Issue: Faculty Intellectual Property In The Digital Age, Gary R. Morrison, Gary J. Anglin, Jennifer M. Maddrell
Introduction To This Special Issue: Faculty Intellectual Property In The Digital Age, Gary R. Morrison, Gary J. Anglin, Jennifer M. Maddrell
STEMPS Faculty Publications
(First paragraph) Prior to the third generation of distance education that is described as telelearning (Taylor 1995) or teleconferencing (Moore and Kearsley 1996), there were few questions about the ownership of a faculty member’s intellectual property. It was extremely rare for an institution to claim ownership of a professor’s class materials whether lecture notes, flip charts, overhead transparencies, audio and video recording, monographs, handouts or tests. With the advent of Internet-based distance education delivery systems including 2-way audio and video as well as online courses, the issue of intellectual property ownership has grown complex.