Blog Entry 3 E - Media Information Fluency

Media Information Fluency 

1. Name of Fluency: Media Information Fluency

2. Description of Fluency: 

UNESCO (2017) "Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems.

Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content.

Information Literacy and Media Literacy are traditionally seen as separate and distinct fields. UNESCO’s strategy brings together these two fields as a combined set of competencies (knowledge, skills and attitude) necessary for life and work today. MIL considers all forms of media and other information providers such as libraries, archive, museums and Internet irrespective of technologies used.

A particular focus will be on training teachers to sensitize them to the importance of MIL in the education process, enable them to integrate MIL into their teaching and provide them with appropriate pedagogical methods, curricula and resources. "

 3. Skills needed to develop this fluency: 

• Problem solving
• Creativity
• Analytic thinking
• Collaboration with peers 
• Communication within groups

4. Use of Facebook used to relate this fluency: 

Facebook is an online social media. In the snapshot below, it shows how Facebook can be utilized for teacher and student interaction outside of the classroom. Teachers can post up questions and in the comments answers can be posted and discussed. 

5. Related learning theories: Connectivism theory - Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements. (Elearnspace, George Siemens, December 2004)  

6.References: 

• UNESCO (2017)

http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/

• Global Digital Citizen; Lee Watanabe-Crockett (Aug 2 2017)

https://globaldigitalcitizen.org/21st-century-skills-every-student-needs

Blog Entry 3 D - Collaboration Fluency

Collaboration fluency

1. Name of fluency: Collaboration Fluency

2. Description of fluency: 

Lee Crockett (2012) stated "One of the strongest assets any students can have is the ability to work well within a team. Collaboration with partners that are both, digital is a hallmark of the modern workforce. Team work means power and its essential to success in any business environment. Let collaboration fluency show you how great minds can come together."

  (Lee Crockett, Ian Jukes and Andrew Churches , 2012)  More and more, working, playing, and learning in today’s digital world involves working with others. It is the spirit of collaboration that will stimulate progress in our global marketplace, in our social networks, and in our ability to create products of value and substance. Collaboration fluency is the ability to successfully work and interact with virtual and real partners.

 The 5 Es of Collaboration fluency are: 

1. Establish the collective, and determine the best role for each team member by pinpointing each team member’s personal strengths and expertise, establishing norms, and the signing of a group contract that indicates both a collective working agreement and an acceptance of the individual responsibilities and accountability of each team member.
2. Envision the outcome, examining the issue, challenge, and goal as a group.
3. Engineer a workable plan to achieve the goal.
4. Execute by putting the plan into action and managing the process.
5. Examine the process and the end result for areas of constructive improvement.

A Video about Collaboration Fluency

3. Skills needed to develop Collaboration Fluency: 

Some skills that may be needed to develop collaboration fluency are good impersonal skills also being willing to be a group member or be part of a team.

• Problem solving.
• Creativity.
• Analytic thinking.
• Collaboration.
• Communication.

4. Link to VoiceThread used to develop this fluency:

The use of  VoiceThread can allow for Collaboration with teachers and students through videos and slides and comments. 

My VoiceThread

5. Related Learning Theory:

Social Constructivism- "is about a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.” (Peter L. Berger and Thomas Luckmann) This theory relates to collaboration fluency because they both are about interacting with people and the environment. "As a result, he claimed they had failed to understand that learning is a collaborative process.(85)" Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.

6.References : 

• Global Digital Citizen; Lee Watanabe-Crockett (Aug 2 2017)

https://globaldigitalcitizen.org/21st-century-fluencies/collaboration-fluency/

• https://allthingslearning.wordpress.com/tag/creativity-fluency/

• Global Digital Citizen; Lee Watanabe-Crockett (Aug 2 2017)

https://globaldigitalcitizen.org/21st-century-skills-every-student-needs

Blog Entry 2 - Learning Theories for the Digital Age.

LEARNING THEORIES FOR THE DIGITAL AGE 

1. INFORMATION PROCESSING THEORY 

Proponent:  

• George A. Miller 

What is the Information Processing Theory? 

    Information processing theory is about the sequence and execution of cognitive events, it is a thinking process. It is made up of the sensory memory, short term memory and long term memory. The sensory memory holds information associated with the senses for the information to be processed. ”Information is transformed or processed as it passes from one stage of memory to the next.” In order to retrieve something from the long term memory, the mind has to find the previous information and short term memory is temporary working memory which you use immediately to think. “Information processing theory has become a general theory of human cognition.” 

    According to Expert Learners, Information processing theory focus on how people attend to environmental events, encode information to be learned and relate it to knowledge in mo memory. They store new knowledge in memory and retrieve as needed and therefore they become active seeks and processors of information. (Expert Learners, September 2011)

Related Learning Activity:

This theory can be related to lot of daily activities.A simple example from a teacher can be, a smell can be inputed into our memory. When it is processed in the brain the output is we remember where we smelt that scent before or what it is related to. 

• Info Processing explained 

• Practical Teaching Examples

2. SOCIAL COGNITIVE THEORY 

Proponents : 

• Albert Bandura in the 1960's. 

What is the Social Cognitive Theory? 

• Social cognitive theory originally started as a social learning theory. “Learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment and behavior.” It is important to learn by observation and modelling. The reciprocal causation model is a continuous interaction between behavior, personal factors and the environment. What makes up the social cognitive theory are: reciprocal determinism, behavioral capability, reinforcements, expectations and self-efficacy. Some limitations are a change in environment and change in behavior. 

•  SCT considers the unique way in which individuals acquire and maintain behavior, while also considering the social environment in which individuals perform the behavior. The theory takes into account a person's past experiences, which factor into whether behavioral action will occur. These past experiences influences reinforcements, expectations, and expediencies, all of which shape whether a person will engage in a specific behavior and the reasons why a person engages in that behavior. (Boston University School of Public Health, April 2016)

Related Learning Activity : 

• Social Cognitive Quiz

• Social Cognitive Theory Explained in Video

3. SOCIAL CONSTRUCTIVISM 

Proponents: 

• Lev Vygotsky

What is the Social Constructivism Theory? 

“Social Constructivism is about a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.” It is a variety of cognitive constructivism that emphasizes on nature of learning and the importance of cultural and social context. “Learning is not simply the assimilation and accommodation of new knowledge by learners it was the process by which learners were integrated into a knowledge community. This process of interpretation, articulation and re-evaluation is repeated until they can demonstrate their comprehension of the subject.

"According to Vygotsky, language and culture play essential roles both in human intellectual development and in how humans perceive the world. Humans' linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate and understand" Vygotsky states (1968, 39) However, he argued that cognitivists such a Piaget had overlooked the essentially social nature of language. As a result he claimed they had failed to understand that learning is a collaborative process. Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press. 

Related Learning Activity : 

• Practical Teaching Examples

• A Little About Lev Vygotsky and his Theory

4. Connectivism 

Proponents:

• Stephen Downes and George Siemens.

What is the Connectivisism Theory? 

    Connectivism theory is for a digital age. “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.” It is a learning theory that explains how the Internet has created new opportunities for people to learn and share information Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

“Some principles of Connectivism:

§  Learning and knowledge rests in opinions.

§  Learning is a process of connecting specialized nodes or information sources.

§  Learning may reside in non-human appliances.”

Related Learning Activity: 

Connectivism

Video Explaining Connectivism

References 

1)   http://www.itdl.org/journal/jan_05/article01.htm

2)   Expert Learners, September 2011.

      http://www.expertlearners.com/cip_theory.php

3)   Wayne W. LaMorte, Boston University School of Public Health, April 2016.

      http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html

4)   Berkeley Graduate Division, GSI Teaching and Resource Center, 2017.

      http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

Blog Entry 3 C - Creative Fluency

Creativity Fluency 

1. Name of Fluency: Creativity Fluency

2. Description of Fluency:  Lee Crockett, Ian Jukes and Andrew Churches states “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."

 It is about using an innovative design to add value to the function of a product.

There are 5 Is to Creativity fluency:

·     Identify the desired outcome and criteria.

·     Inspire your creativity with rich sensory information.

·     Interpolate and connect the dots by searching for patterns within the inspiration that align with your desired outcome and criteria from Identify.

·     Imagine is the synthesis of Inspire and Interpolate, uniting in the birth of an idea.

·     Inspect the idea against the original criteria and for feasibility.

Creativity Fluency : 5 I's explained in detail

3. Skills needed to develop this fluency: 

Creativity fluency can only be developed by a student's creativity, how they think and how well they can form new ideas and formulate different ways to portray a certain topic. An open minded person would develop this fluency faster. You need curiosity and imagination for this fluency.  

Some ideas for practicing fluency with children:

• Generate many different uses for common items, such as a pencil, a ruler, or a paper towel tube.
• Generate synonyms for common words or phrases, such as, “Good job.”
• Generate many different ways to arrange the desks in the classroom (draw pictures).
• Generate names for a classroom pet, a team, or alternative titles to a book.
• Generate ideas for a class party.
• Generate questions about a given topic. This works well at the start of a social studies or science unit.
• Generate solutions to a reoccurring classroom problem. For example, the noise level is too high during work times, or students are feeling that they are not treated fairly during foursquare games at recess.
• Generate solutions to a regional or world issue, such as poverty or global warming.

4. Snapshot of  PosterMyWall to enhance the development of this fluency:

PosterMyWall is a site where you can use templates and create posters also you can do a video template. This can allow students or teachers in their assignments. 

5. Related Learning Theory:


Social cognitive theory - originally started as a social learning theory. “Learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment and behavior.” This theory relates to creativity fluency because it encompasses the interactions with the surroundings and behavior, creativity is about artistic thinking and portrayal.  

6. References : 

•   Lee Watanabe-Crockett | Oct 22, 2017

https://globaldigitalcitizen.org/21st-century-fluencies/creativity-fluency

•   In Classroom Teaching, Guest BLOGGERS, Technology on 14/03/2012 at 8:50 am

https://allthingslearning.wordpress.com/tag/creativity-fluency/

•     Lee Watanabe-Crockett | Oct 22, 2017 Global Digital Citizen Foundation

http://cdn2.hubspot.net/hub/452492/file-2541975220-pdf/content/CF_handbook.pdf?t=1428510600503

Blog entry 3 B - Solution Fuencies

Solution Fluencies 

1. Name of the fluency: Solution Fluency 

2. Description of the fluency:
Solution Fluency is used for problem solving. It also provides skills that matter for life and success. Anyone can use Solution Fluency to solve any problem. Whether it be simply writing a grocery list or redesigning the universe. It’s very important to students, they’ll be solving problems that haven’t even been invented yet. (Lee Watanabe-Crockett | Oct 22, 2017)

Lee Crockett, Ian Jukes and Andrew Churches states, “Our education system has taught problem-solving in a show-and-tell manner (we show students the problem, and tell them how we got the answer) that has fostered a culture of dependency, rather than discovery. But if you look at today’s economy, you’ll discover that most left-brain tasks are already automated or outsourced via Internet in a global economy, leaving jobs that require whole-brain thinking. This means creativity and problem-solving applied in real time. The 6D system is a logical, thorough, and relevant approach for tackling problems”

I think solution fluency is the ability to think creatively in order to solve problems by defining the problem, designing a solution, delivering and then evaluating the process and the outcome.

Lee Watanabe-Crockett (Oct 22, 2017) states; Solution Fluency is:

•          A cyclical process—All the phases of Solution Fluency are meant to be revisited in any learning journey. It doesn’t always need to happen, but it can.

•        A versatile process—Solution Fluency can be applied to any task of any scale. It doesn’t matter if you’re making a grocery list or redesigning the universe.

•         A skill for life—Solution Fluency teaches us crucial problem-solving, critical thinking, and analytical skills. It’s a formula for success in every aspect of life.

•   A skill for everyone—An eye-opening moment for us was when we saw 4-year-old children explaining the 6D's to their parents. Solution Fluency is that simple.

In the link below, Solution Fluency has been described in a video also the 6 D's are explained.

Solution Fluency 6D's

• Define the problem, because you need to know exactly what you’re doing before you start.
• Discover a solution, because planning prevents wasted effort.
• Dream up a process, one that is suitable and efficient.
• Design the process in an accurate and detailed action plan.
• Deliver by putting the plan into action by both producing and publishing the solution.
• Debrief and foster ownership by evaluating the problem solving process.

3. Skills needed to develop this fluency: 

I think a major skill needed to develop this fluency greatly depends on the person's ability to think through a problem. The 6 D's broke down the problem solving steps easy however if a person find it difficult to decode what is being asked then they still would not be able to develop solution fluency. Fluency comes from consistency therefore the student would need to practice solving problem using the solution fluency 6 D's to become fluent. 

The following is a link to a Solution Fluency Activity Planner :
This allows you to create your solutions easily!
https://globaldigitalcitizen.org/reimagine/solution-fluency-activity-planner

4. Snapshot of  the use of Webspiration to enhance the development of this fluency:

5. Related learning theory: 

Information Processing Theory: Information processing theory is about the sequence and execution of cognitive events, it is a thinking process. Solution fluency deals with problem solving which requires a thinking process.

6. References 

•        Lee Watanabe-Crockett | Oct 22, 2017

https://globaldigitalcitizen.org/living-solution-fluency-process

•       In Classroom Teaching, Guest BLOGGERS, Technology on 14/03/2012 at 8:50 am

        https://allthingslearning.wordpress.com/tag/solution-fluency/

•       Lee Watanabe-Crockett | Oct 22, 2017 Global Digital Citizen Foundation

             http://cdn2.hubspot.net/hub/452492/file-2432061656-                pdf/content/SF_handbook.pdf?t=1455293646229

Blog Entry 3 A - Information Fluencies

INFORMATION FLUENCIES 

What is Information Fluency?

"Information Fluency is the ability to unconsciously and intuitively interpret information in all forms and formats to extract the essential knowledge, perceive its meaning and significance and use it to complete real-world tasks." - Crockett, L; Jukes, I; and Charles, A. (2011). Literacy is not enough : 21st century fluencies for the digital age. USA:Crowin. 

Students should gain these skills in order to develop their Information Fluency:

• They should fully understand each question before researching.

• They should always seek many resources for information and not rely only upon the Internet such as textbooks.

• Students should be  able to collect and sort through information to be able to analyse and interpret the information.

• When finished they should use it and also share it. 

Screenshot using Evernote:

Evernote can be used by both teachers and students to become more efficient in their daily lives and can save time using this digital tool. Evernote is a digital tool in which you can take notes, compile information to make a notebook, organise and share ideas.  

There is a process to Information Fluency, this includes:
1)Ask - Ask the Questions.
2)Acquire - Research and Locate the information, using books or the internet.
3)Analyze - Compare all information gathered and use only what is accurate.
4)Apply - Use your knowledge and compile all the information necessary.
5)Assess

Related Learning Theory: 

• Information Processing Theory: This is about the sequence and execution of cognitive events, it is a thinking process. Information fluency requires a thinking process to extract information. 

My Question - What are the effects of pollution on the environment?


My answer - The effects of air and water pollution on humans and the environment are as follows.

1. Effects of Air Pollution in the region:

•  Acidification- This is a chemical reaction which creates acidic compounds. For example if sulfuric acid combines with water it becomes acidic, this is commonly known as acid rain. Acid rain kills plants, tress, animals and humans if they come into contact with it.
• Ground Level Ozone - Chemical reactions with air pollutants create O3 gas which is toxic. It will affect health, vegetation and wildlife.

   

      2. Some local effects of air pollution: 

• Polluted air puts you at risk of respiratory diseases like asthma and bronchitis.
• Air pollutants are mostly carcinogens which can lead to cancer. 
• High levels of particle pollution can lead to heart problems.
• Toxic chemicals are released and settle on plants and water and animals eat and drink these contaminated sources of food and then pass it on to us when we eat animals.

     3. Global effects of air pollution: 

• Climate change - Burning fossil fuels continually cause the earth to become hotter and this affects all life on earth. 
• Ozone Depletion - This is caused by emissions of man-made chemicals for example chlorofluorocarbons. When the ozone layer started to disappear, it caused enhanced levels of UV rays to reach the earth's surface which can cause sunburn to humans and skin cancer.

• The following is a link to a video on Air Pollution by National Geographic:

1. Air Pollution

  Effects of air pollution on humans. 

     4. Effects of water pollution (Human Health): 

• Pesticides in the water can cause damage to our nervous systems.
• Petrochemicals even with low exposure will cause cancer in the body.
• Lead and Arsenic can cause damage to the central nervous system as well as skin cancer and liver damage.
• Contamination of water sources causes cholera which many have died as a result of this.

     5. Effects of water pollution (Habitats, Ecosystems) : 

• Litter degrades recreational places such as beaches.
• Toxins from heavy metals are taken up by animals and plants and eventually into humans who eat them.
• Organic wastes can reduce the concentration of oxygen in water. 
• Eutrophication also results in less oxygen where nutrients from fertilizers are run off into rivers and cause the aquatic plants to grow rapidly causing more oxygen to be used up. 
• Oil spills cause death, suffocation and contamination to animals. 

 Effects of littering on sea animals.

Additional Information : 

What causes air pollution?

1. Emissions from industries and manufacturing companies.
2. Burning fossil fuels
3. Household and farming Chemicals 

What causes water pollution?

1. Discharge of untreated aw sewage from companies and households.
2. Dumping of chemicals into the water ways from companies.
3. Oil spills
4. Agricultural run offs into river, pesticides and fertilizers. 
5. Littering in rivers, streams and beaches by humans. 

    
This picture shows an oil spillage where the oil is on fire; it represents air and water pollution in one tragedy.

References 

• Crockett, L; Jukes, I; and Charles, A. (2011). Literacy is not enough : 21st century fluencies for the digital age. USA:Crowin. 

• http://eschooltoday.com/pollution/air-pollution/air-pollution-prevention.html

• http://www.theworldcounts.com/stories/How-Does-Pollution-Affect-Humans

• https://www.nationalgeographic.com/environment/global-warming/pollution/     

• http://www.theworldcounts.com/stories/how-does-water-pollution-affect-humans

• http://ecu.au.libguides.com/academic-skills/information-literacy

Blog Entry 1 B : Valuable Links

The following are links to Internet safety tips, plagiarism, netiquette, copy right concerns and cyber savvy. They will show tips and explain how to improve yourself in these areas. 

• Internet Safety

    

Internet Safety for Children

Tips to Stay Safe Online

Internet Safety Resources

• Plagiarism 

Guidelines for students about Plagiarism

• Netiquette 

Basic Netiquettes

About Netiquette

• Copyright Concerns 

Guide to Copyright for Students

Ethics and Copyright Issues

• How I can be diligent in these areas.

As a student I can research and ask teachers and parents about being safe on the internet. From a young age I was exposed to the Internet and was taught about being safe and not giving out any information. In secondary school, I learnt much more about the internet, plagiarism and also about copyright. As students we have a responsibility to follow these rules especially those for plagiarism and copyright when it comes to doing assignments. I have learnt about netiquette recently and it’s simply about having proper etiquette in an online environment. 

• Cyber Savvy 

Steps to Cyber Savvy

Would you like to know how Cyber Savvy you are? Try this quiz and find out. 

Cyber Savvy Quiz

• God's Expectations 

I believe God's expectation of my use of digital resources and learning space are to be respectful and follow as much rules and regulations as I can as a student. Always be kind and have proper netiquette towards everyone in class. He would want me to take everything I have learnt and use it to do something good, whether it be to help others or just to simply help educate them so they can have a better understanding.