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MODULE 10-15
DIGITAL LITERACY SKILLS: MEDIA,
INFORMATION AND ICT LITERACY
DIGITAL LITERACY
 It is about being able to make sense of digital
media. This occurs through meaningful and
sustainable consumption and curation patterns
that improve an individual potential to
contribute to an authentic community. This
includes the ability to analyze, prioritize,
and act upon the countless digital media
21st century citizens encounter on a daily
basis.
 It means having the skills you need to live,
learn, and work in a society where
communication and access to information is
increasingly through digital technologies like
internet platforms social media, and mobile
devices.
 Communication is also a key aspect of digital
literacy. When communicating in virtual
environments, the ability to clearly express
your ideas, ask relevant questions, maintain
respect, and build trust is just as important as
when communicating in person.
FOUR PRINCIPLES OF DIGITAL LITERACY
COMPREHENSION
 The first principle of digital literacy is simply
comprehension- the ability to extract implicit
and explicit ideas from a media.
INTERDEPENDENCE
 it is how media form connects with another,
whether potentially, metaphorically, ideally, or
literally. Little media is created with the
purpose of isolation, and publishing is easier
than ever before. Due to the sheer abundance
of media, it is necessary that media forms not
simply co-exist, but supplement one another.
SOCIAL FACTORS
 Sharing is no longer just a method of
personal identity or distribution, but rather
can create messages of its own.
CURATION
 ability to understand the value of information
and keep in a way that makes it accessible
and useful long-term.
MEDIA LITERACY
 Media literate is to engage in a digital society,
one need to be able to understand, inquire,
create, communicate and think critically.
MEDIA LITERACY: FIVE CORE CONCEPTS
 All media messages are constructed
 Media messages are constructed using a
creative language with own rules
 Different people experience the same media
message differently
 Media have embedded values and points of
view
INFORMATION LITERACY
 It describes as set of abilities that enables an
individual to acquire, evaluate, and use
information. You can think of information
literacy as having these components: identify,
find, evaluate, apply and acknowledge sources
of information.
INSTRUCTIONAL DESIGN MODEL:
GAGNE’S NINE EVENTS, BLOOM’S
REVISED TAXONOMY, ADDIE MODEL, AND
MERRILL’S PRINCIPLES OF INSTRUCTION
INSTRUCTIONAL DESIGN
 An instructional design model provides
guidelines to organize appropriate
pedagogical scenarios to achieve
instructional goals. Instructional design can
be defined as the practice of creating
instructional experiences to help facilitate
learning most effectively.
 Instructional design models describe how to
conduct the various steps. These steps
involve instructional design process. The
models help trainers and educators to guide
and plan overall process.
CHARACTERISTICS OF INSTRUCTIONAL
DESIGN MODELS
 Instructional design is learner-centered.
Learner and performance are the focal point.
 Instructional design is goal oriented. Well
defined goals are essential.
 Instructional design focuses on real world
performance. Help learners perform the
behaviors that will be expected of them in real
world.
 Instructional design focuses on outcomes
that can be measured in a reliable and valid
way. Creating valid and reliable measurement
is essential.
 Instructional design is empirical. Data are
the heart of the process.
 Instructional design typically is a team
effort. This process usually involves
teamwork.
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instructional design, especially for new
development.
PROBLEM-CENTERED
 Acquire knowledge and skill in the context of
real-world problems or task.
ACTIVATION
 Recall or apply existing knowledge and skill
as a foundation for new skills.
DEMONSTRATION
 Observe a demonstration of the knowledge
and skill to be learned.

GAGNE’S NINE EVENTS OF INSTRUCTION APPLICATION

MODEL  Use their newly acquired knowledge and
 Model helps trainers, educators, and skill to solve new problems or carry out tasks.
instructional designers structure their
INTEGARTION
training sessions. The model is a systematic
 Reflect on, discuss and defend their newly
process that helps them develop strategies and
acquired skill or integrate the skill into a real-
create activities for instructional classes.
world activity.
 Gagne’s theoretical framework covers all
aspects of learning. The focus of the theory is MERRILL’S PRINCIPLES OF INSTRUCTION
on intellectual skills.  draw from several instructional design theories
and models, identifying and articulating the
ADDIE MODEL
design principles on which these theories
ANALYSIS
agree.
 Needs, requirement, task, participants current
 A set of principles that can be found in most
capabilities.
instructional design theories and models and
DESIGN even though the terms used to state these
 Learning objectives, delivery format, activities principles might differ theorists, the authors of
& exercises. these theories would agree that these principles
are necessary for effective and efficient
DEVELOP
instruction.
 Create a prototype, develop course materials,
 Bloom (1956) published taxonomy of
review, pilot session.
educational objectives within the cognitive
IMPLEMENT domain. Anderson and Krathwol (2001)
 Training implementation, tools in place, revised Bloom’s taxonomy to be more
observation. adaptive to our current age by proposing
another taxonomy that will meet curriculum
EVALUATE
designers, teachers, and students needs better
 Awareness, knowledge, behavior, results.
than the Bloom’s one.
ADDIE MODEL
 is the generic process traditionally used by
instructional designers and training
developers. The five phases are Analysis,
Design, Development, Implementation, and
Evaluation. It represents a dynamic, flexible
guideline for building effective training and
performance support tools.
 ADDIE Model is outdated due to its
hierarchical structure which means that one
had to complete the process in a linear way.
ADDIE is still the most commonly used in
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TECHNOLOGY ENHANCED TEACHING
LESSON EXEMPLARS
HOW TO USE TECHNOLOGY TO ENHANCE A
LESSON
 Traditionally classes have always been taught
with heavy textbooks, notebooks, pencils and
chalkboards. Over the past years we have seen
new teaching tools emerging such as
whiteboards, projectors and educational
computer games.
COMPUTER GAMES
 Allow students to make decisions and see
instant results to evaluate their progress.
 Allow students to interact with material and
learn without realizing they are learning.
 Educational games are great way to reinforce
your lesson and engage your students.
Examples are Class craft, Sheppard Software,
Fun Brain, PBS Kids Games and National
Geographic Kids Games.
VIDEOS
 A short, entertaining, instructional video is a
great way to get students excited about
learning. Examples are BrainPOP, National
Geographic Kids and National Geographic in
YouTube.
RESEARCH
 Internet has expanded the range of available
resources and made research easier than ever
before, students no longer have to trudge on
over to the library and find books on their
research topic, then flip through hundreds of
pages to find what they are looking for. Now,
computers enable students to quickly and
easily collect information from a wide range of
credible online resources.
PRESENTATIONS
 When it comes to presentations, computers
provide a fun variety of ways for students to
share their knowledge. PowerPoint is
definitely a favorite that can be used with all
ages, another one is Prezi, it is another
excellent online presentation resource for
CONVENTIONAL LEARNING RESOURCES
students, it gives them a bit more freedom and
creativity in how they choose to present the
information and transition between “slides”.
GRADES
 Rather that recording grades on individual
papers and in a grade book, and then sending
out paper report cards at the end of each term,
teachers can post the grades in an online portal
that’s accessible to both students and parents.
This allows everyone to get an immediate idea
of how the student is doing.
TEACHER WEBSITES
 Message boards where students and teachers
can have conversations and work out difficult
topics.
 Teachers can post material that either goes
with the lesson or more in depth so that the
students who are interested can learn more
about a particular subject.
DIGITAL TEXTBOOKS
 Interactive reading supplemented by games
and quizzes get students actively involved in
their reading.
VIDEO CONFERENCING
 Allow students to practice and improve their
public speaking and presentation skills.
 Go on a virtual field trip an industry
professional to the classroom.
PODCASTS
 Students can create audio clips to work out
difficult topics and help educate their peers.
 Teachers can create unique podcasts to share
with students on their personal website.
WIKIS AND BLOGS
 Allow students to publish their ideas and
stories as well as share them with friends and
family.
 Encourage learning in an interactive way that
feels less like traditional learning and more
like fun.
DIGITAL LEARNING RESOURCES AND
DIGITAL LEARNING RESOURCES
 have enhanced the way we learn, and taken
learning from a closed classroom to a more
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collaborative and open environment. It is used KAHOOT
to refer to materials included in the context of  is an educational platform that is based on
a course that support the learner’s achievement games and questions. Through this tool,
of the described learning goal. teachers can create questionnaires, discussions,
or surveys that complement academic lessons.
FOUR TYPES OF DIGITAL LEARNING
RESOURCES GOOGLE DOCS
SIMULATIONS AND MODELS  is a very powerful real-time collaboration and
 are usually equipped with interactive controls document authoring tool.
and activities where learners can vary any
parameters in specific models and see time SURVEYMONKEY
 is online survey software that helps you to
changes in the outcome.
create and run professional online surveys. It is
GRAPHICS AND ANIMATIONS very powerful and a well-known online
 have a high sharing potential, which enables application.
the knowledge to reach a wider audience.
CONVENTIONAL LEARNING/ C-LEARNING
QUIZZES AND GAMES  refers to conventional teaching and learning
 can be an innovative way to test the learners’ within a brick-and-mortar classroom facility. It
knowledge and moreover can modify as per also refers to traditional way of teaching
the situation and the target audience. wherein most of the lecture method is used.
The emphasis here is mainly in remembering
E-BOOKS AND E-NOTES
and reproducing facts, principles and theories
 are easily sharable and can be accessed almost
of learning.
anywhere allowing learners to stay in touch
with a topic, at their convenience.
COMMON EXAMPLES OF DIGITAL
LEARNING RESOURCES
EDMODO
 is an educational tool that connects teachers
and students, and is assimilated into a social
network. In this one, teachers can create online DISTANCE LEARNING: SYNCHRONOUS OR
collaborative groups, administer and provide ASYNCHRONOUS
educational materials, measure student DISTANCE LEARNING OR DISTANCE
performance and communicate with parents. EDUCATION, E-LEARNING, AND ONLINE
LEARNING,
 form of education in which the main elements
include physical separation of teachers and
students during instruction and the use of
PROJEQT
 is a tool that allows you to create multimedia
presentations, with dynamic slides in which
you can embed interactive maps, links, online
quizzes, and other options.
TED-ED
 is an educational platform that allows creating
educational lessons with the collaboration of
teachers, students, animators and generally
people who want to expand knowledge and
good ideas.
EDUCLIPPER
 this platform allows teachers and students to various technologies to facilitate student-
share and explore references and educational teacher and student- student communication.
material. Various terms have been used to describe the
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phenomenon of distance learning (the ENVIRONMENT
student’s activity) and distance teaching (the FLEXIBLE LEARNING
teacher’s activity) together makes up distance  is multi-layered and multi-faceted. In its
education. broadest sense it is a continuum of approaches
in terms of time, place, pace, content and
FOUR CHARACTERISTICS OF DISTANCE mode of learning applied in varying degrees.
LEARNING Its overarching purpose is to increase
 Distance learning is by definition carried out
opportunities and options available to learners
through institutions, it is not self-study or non-
and give them greater control over their
academic learning environment.
learning through a variety of learning modes
 Geographic separation is inherent in distance
and interactions. It is not an alternative mode
learning, and time may also separate students
of education but an overarching driving force
and teachers. Accessibility and convenience
that provides learners greater choice.
are important advantages of this mode of
 Flexible provision of higher education refers
education.
here to a mode of provision that provides
 Interactive telecommunications connect
learners with guided choice, in a number of
individuals within a learning group and with
domains, achieved through employment of
the teacher.
various strategies including the use of learning
and teaching techniques and technologies and
the adoption of policies affecting choices for
 Distance education, like any education, learners.
establishes a learning group, sometimes called  Flexible learning is a movement away from a
a learning community, which is composed of situation in which key decisions about learning
students, a teacher, and instructional resources. dimensions are made in advance by the
SYNCHRONOUS DISTANCE LEARNING instructor or institution, towards a situation
 occurs when the teacher and students interact where the learner has a range of options from
in different places but during the same time. which to choose with respect to these key
Students enrolled in synchronous courses are dimensions.
generally required to log on to their computer
during a set time at least once a week.
1. It may include multimedia components
such as group chats, web seminars, and
video conferencing and phone call-ins.
2. Synchronous learning generally works
best for students who can schedule set
days and times for their studies.
3. Examples include, instant messaging,
video conferencing, webcams, MUDs,
MOOs, and chat.
ASYNCHRONOUS DISTANCE LEARNING
 occurs when the teacher and the students
interact in different places and during different
times.
1. It is often relies on technology such as
email, e-courses, online forums, audio FLEXIBILITY CAN BE FOUND IN
recordings and video recordings. Snail  On-campus classroom learning
mail is another medium for asynchronous  Distance education
learning.  Open learning
2. Examples include, email, texting,  Independent learning
newsgroups, blogs and social media.  Resource based learning
TECHNOLOGY TOOLS IN A  Blended learning
COLLABORATIVE CLASSROOM  Virtual learning
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 Computer managed learning
 Computer assisted learning
 Online learning
 Mobile learning
 Multimedia learning
ADVANTAGES
 Allows learners to make their decisions about
how quickly to learn
 Assuming control and responsibility of the
learning pace can be motivating for some
learners
DISADVANTAGES
 Learners may lack the experience to pace
themselves appropriately
 Control and responsibility can be
uncomfortable to inexperienced learners
 Poor time management could lead to
procrastination and the whole learning
experience ineffective
 Managing students could be resource intensive
RELEVANCE AND APPROPRIATENESS IN
THE USE OF TECHNOLOGY IN TEACHING
AND LEARNING
 Education and technology have always been
strongly related. This is demonstrated by many
technologies, old and new, that are used in
classrooms everyday by teachers and students
alike.
 Appropriate technology in an educational
setting should therefore be assessed for its
potential to meet educational aims.
 The full potential of educational technology is
only realized when it supports creativity and
critical thinking. In order to better understand
how to evaluate the appropriateness of
educational technology, it is important to
identify what educational aims are, what
educational technology is and how appropriate
educational technology should be defined.
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