Self-Help
#1
Show
by way of graphic art illustration the 6 Digital fluencies, adding
textual information to support each fluency.
THE
SIX NEW GENERATION DIGITAL FLUENCIES
1.
Solution fluency -
is the ability to think creatively to solve problems in real time by
clearly defining the problem, designing an appropriate solution,
applying the solution then evaluating the process and the outcome.
2.
Creativity fluency -
how
artistic proficiency adds meaning through design, art, and
storytelling. We are all creative people. This means that creativity
can be taught and learned like any other skill. It’s a whole brain
process that involves both hemispheres working together.
3.
Collaboration Fluency - This
resource is the collaborative effort of a group of experienced
educators and entrepreneurs who have united to share their experience
and ideas, and create a project geared toward making learning
relevant to life in our new digital age. Our purpose is to develop
exceptional resources to assist in transforming learning to be
relevant to life in the 21st Century.
4.
Media Fluency
-
This goes beyond being able to operate a digital camera, creating a
podcast, or writing a document.It actually has two components:1)
Media Input 2) Media OutputMedia fluency requires that one is able to
decode media and choose the best type of media that one can
communicate one’s message in.
5.
Information Fluency
-
is the ability to find, evaluate and ethically use digital
information efficiently and effectively to solve an information
problem. This ability involves specific knowledge, skills and
dispositions such as knowing how digital information is different
from print information; having the skills to use specialized tools
for finding digital information; and developing the dispositions
needed in the digital information environment.
6.
Digital Ethics -
uses the principles of leadership,
ethics,
accountability,
fiscal
responsibility,
environmental
awareness,
global
citizenship,
and personal
responsibility,
and considers his or her actions
and
their consequences.
The ideal Global Digital Citizen is defined by the presence of 5 main
qualities:
-
Personal Responsibility in ethical and moral boundaries, finance, personal health and fitness, and relationships of every definition.
-
Global Citizenship and its sense of understanding of world-wide issues and events, respect for cultures and religions, and an attitude of acceptance and tolerance in a changing world.
-
Digital Citizenship and the guiding principles of respecting and protecting yourself, others, and all intellectual property in digital and non-digital environments.
-
Altruistic Service by taking advantage of the opportunities we are given to care for our fellow citizens, and to lend our hands and hearts to these in need when the need is called for.
-
Environmental Stewardship and its common sense values about global resource management and personal responsibility for safeguarding the environment, and an appreciation and respect for the beauty and majesty that surrounds us every day.
Self-Help
#2
1.
Give
flesh to the new taxonomy of skills by specific examples, e.g. How a
history lesson on the discovery of the Philippines is learned ( dates
to be memorized, motive for foreign colonization understood, how
religion is imparted to natives what are good and bad about the
Christian faith, taking a position on your support or aversion to
Hispanic acculturation of native Filipinos, and creating a program
for indigenous cultural development).
ANSWER
Benjamin
S. Bloom published his “Taxonomy of Skills” in 1956 for use in an
academic context, although it can be adapted to most learning
environments. Bloom’s
Taxonomy is
a hierarchical classification of the six levels of cognitive function
and learning. The six levels of Bloom's Taxonomy are: knowledge,
comprehension, application, analysis, synthesis, and evaluation.
An
example for this is Tips for Outdoor Survival :
First
check the resources you have and
identify
the critical tasks required for survival such as water, shelter,
warmth.
Next,
think a
plan on how to use the available resources that you have for
food and shelter.
After thinking,
prepare
the resources for
survival.
After
preparing, classify
the available resources for
shelter. Then
choose if you want to make
an insulated shelter
or a shade shelter. Lastly,
construct
an effective shelter
for
yourself.
2.
Apply the 4 Ds through a project - based activity.
The
teacher will conduct a science experiment about oil,
water
and food coloring.
First,
she will introduced the materials:
-
Several drinking glasses,
-
water,
-
vegetable oil,
-
liquid food coloring,
-
a toothpick.The teacher will ask what will happen when you mix oil and water together.She will pour about ½ cup of oil into the drinking glass. Then, pour the same amount of water into the glass. Let the students watch how the two separate. And explain density and ask which is denser, water or oil (the oil floats, showing it’s less dense than water)Ask what will happen when you put one drop of water-based food coloring into the oil. Have the child put a drop in and observe (if the drop needs encouragement to move downward, use a toothpick)Ask again which is denser, the water-based drop or oil (the water-based drop sinks, showing it’s more dense than oil)
The
experimenting doesn’t have to be over yet, however. In fact, this
is when the science really starts to happen. Let the children
continue this one by adding more or different colors to the oil and
water (perhaps to the one they already started to see how colors
mix, perhaps to a fresh cup). They might choose a different cup size
or shape, they may choose different amounts of oil and water, they
may even ask some really great questions like, “Food coloring
doesn’t mix with oil, but what does it mix with?” Whatever they
do, it’s in the name of science, and by encouraging their
experimenting, you will be furthering their scientific development.
1.
Define the problem:
2. Design the solution:
3. Do the work:
4. Debrief on the outcome:
2. Design the solution:
3. Do the work:
4. Debrief on the outcome:
