This document discusses the changing nature of literacy and learning in a digital world. It notes that students are now active participants online and get their news from social media rather than traditional outlets. Educators are encouraged to view their role as preparing students for a globally connected world where they can ethically interpret information and communicate ideas digitally. The document suggests moving from a focus on digital literacy alone to the more encompassing concept of digital fluency.

1. Join our Padlet:
http://padlet.com/david_cain/fluency

2. WHY? HOW?
WHAT?
Our Target

3. A changing workplace

4. A changing complexity
“The fourth industrial revolution is a world in which we are not defined by
our capital, but by our talents and capacities” American Mining Association

5. A new terminology
• Gamification
• Simulation
• Haptic Environment
• Globalization
• RFID & Smart Environments
• Remote Assistance
• Internet of things, people, & services

8. Digitally, how are these our students?

9. Our sources have changed
• How many of you used to subscribe
to Time or Newsweek? Now?
• How many of you used to subscribe
to a newspaper? Now?
• How many of you used to take
dedicated time to read the homepage
of a news outlet, even AOL? Now?
• When was the last time you logged
into MySpace?

10. A changing role
• As of 2014, 68% of Millennials received their news
from social media—not news outlets. CNN
• It’s not enough to consume any more—the role of the
public is global and exposed, for good and for bad
• Now we are active participants in the world—from our
couches

11. But, we’re not just consumers…

12. Hey, have you seen this?
• Even old media only survives by grafting itself to new media

13. A changing voice
• The number of blogs has doubled every six months
since 2001, when the term was coined—133 million
bloggers in U.S. as of 3/2015

14. Let’s back up? What is literacy?
• 2 Rs
• Information
• Communication
• Reception & Production
• Power and Privilege: to change the
world

15. So, what’s the big deal?
Digital Fluency
• The aptitude to effectively
and ethically interpret
information, discover
meaning, design content,
construct knowledge, and
communicate ideas in a
digitally connected world.
Digital Literacy
• The knowledge, skills, and
behaviors used in a broad
range of digital devices such
as smartphones, tablets,
laptops and desktop PCs, all
of which are seen as network
rather than computing
devices.
*Digital Fluency Initiative, 2014

16. Where are we headed?

17. Changing the world…it happens
In 2001, Dr. Tim Tyson had a dream to Move Mabry Middle School in
Marietta, Georgia, from the bottom 10% of schools in the state, to the top
10%. He would do so by letting students lead the way—challenging them
to change the world.
By 2006, the students were the top 2%, and they could care less—the
world was changing because of them.
• http://mabryonline.org/Movies/2006FilmFestival/2006-Best-Picture.mov
“Like the Oscars, but not lame” George Lucas Foundation

18. A course correction…
• Given the distinction of digital
fluency from digital literacy, and
acknowledging the “digital
natives” in our classrooms, how
should we view our role as
educators?
• What about devices?
− Should we be one-to-one
class/site/district?
− Or, should we be one-to-world
class/site/district?

19. Remembering: Apps that fit into the "remembering" stage improve
the user's ability to define terms, identify facts, and recall and locate
information. Many educational apps fall into the "remembering"
phase of learning. They ask users to select an answer out of a
line-up, find matches, and sequence content or input answers
Applying: Apps that fit into the applying stage
provide opportunities for students to demonstrate their
ability to implement learned procedures and methods.
They also highlight the ability to apply concepts in
unfamiliar circumstances.
Analysing: Apps that fit into the "analysing" stage
improve the user's ability to differentiate between
the relevant and irrelevant, determine relationships,
and recognise the organisation of content..
Evaluating: Apps that fit into the "evaluating"
stage improve the user's ability to judge material
or methods based on criteria set by themselves or
external sources. They help students judge
content reliability, accuracy, quality, effectiveness,
and reach informed decisions.
Creating: Apps that fit into the "creating" stage provide
opportunities for students generate ideas, design
plans, and produce products.
Developed by Allan Carrington Designing Outcomes
Adelaide South Australia Email: allan@designingoutcomes.net
The Padagogy Wheel
V4.0 Published 010315
Standing on the Shoulders of Giants
Remembering Criteria
Applying Criteria
Understanding Criteria
Evaluating Criteria
Creating Criteria
This Taxonomy wheel, without the apps, was first discovered on
the website of Paul Hopkin’s educational consultancy website
mmiweb.org.uk That wheel was produced by Sharon Artley and
was an adaption of Kathwohl and Anderson’s (2001) adaption of
Bloom (1956). The idea to further adapt it for the pedagogy
possibilities with mobile devices, in particular the iPad, For V2.0
and V3.0 I have to acknowledge the creative work of Kathy
Schrock on her website Bloomin’ Apps For the major revision that
is V4.0 I have to thank the team of ADEs who created APPitic the
App Lists for Education Project which has now closed
Analyzing Criteria
http://tinyurl.com/posterV4
http://tinyurl.com/ILMSimulations
Understanding: Apps that fit into this "understanding" stage
provide opportunities for students to explain ideas or
concepts. Understanding apps step away from the selection of
a "right" answer and introduce a more open-ended format
for students to summarise content and translate meaning.
App Selection Criteria The Padagogy
Wheel V4.1
The Padagogy Wheel by Allan Carrington is licensed under a Creative
Commons Attribution-nonCommercial-ShareAlike 4.0 International
License. Based on a work at http://tinyurl.com/bloomsblog.
The Padagogy Wheel First
Language Project: 21 languages
are planned for 2016. For the latest
languages see bit.ly/languageproject
Immersive Learning at the core of the wheel
is the New Instructional
Design
Keynote
Mental
Note
Notepad+
Blogpress
iAnnotate
iBooks
Sonic Pics
Show Me
Voice
Thread
Evernote
Notability
Educreations
iTunesU
Kodable
Prezi neu+Notes
Twitter
Polaris
Office
Smart
Office 2
PowerPoint
Google
Google
Docs
Wikipanion
Puffin Browser
Exel
Word
Quick
Sketch
Flashcard
Machine
Flashcards
Deluxe
Quiz Your
Lizard
Awesome
Note
I Wish
FlipBoard
WolframAlpha
Maptini
Inspiration
Maps
Pages
Multi Quiz
Wunder
List
Stumble
Upon
Kidspiration
Ann’s
Flashcards
iThoughtsHD
Popplet
Snap the Notion
Bitsboard
Pro
Assignments
Corkulous
Course Notes
Data
Analysis
Easy
Chart
Ideament
iStudiez Pro
myHomework
Notes Plus
Outliner
Penultimate
Polldaddy
Priority
Matrix
Quick
Graph
Simple Note
Use Your
Handwriting
Big World
Dropbox
Numbers
Pearltrees
Simpleminds+
Blackboard
Clear Sea
Moodle
Mobile
Skype
Edmodo
Fring
WhatsApp
Facebook
FB Messenger
Google+
iTunes UTouch
YouTube
Strip
Designer
Filemaker
Go 14
GroupBoard
iBrainstorm
Roambi
Analytics
TED
Opera
Mini
Jot
Audio
Boom
Toontastic
Flipbook
Do Ink
iMovie
Explain Everything
Garageband
Creative Book
Showbie
Halftone 2
ChatterPix Photogene
Writer’s Studio
Pictello
Recordium
Pro
Photo
Reminders
Story
Creator
Pic Collage
PixelmatorPuppetPals 2
Doodlecast Pro
EasyStudioBookCreator
WebAlbums
Video
Shop
Shadow
Puppet
iStopMotion
Conference
Pad
Wordpress
Microsoft
OneNote
iDesign
Paper
Helper
2Screens
Presentation
Timer
Screen
Chomp
Twitterrific
DrawingPad
Feeddler
Simulations are the most effective pedagogy to develop
graduate attributes and capabilities in learners, as well as address
motivation. Please visit these Immersive Learning Resources which will
help you design and build engaging experienced-based immersive scenarios.
Getting the best use out of the Padagogy Wheel
Use it as a series of prompts or interconnected gears to
check your teaching from planning to implementation
The Attributes Gear: This is the core of
learning design. You must constantly revisit things like
ethics, responsibility and citizenship. Ask yourself the
question what will a graduate from this learning
experience ‘look like’ i.e. what is it that makes others
see them as successful? Ask ‘how does everything I
do support these attributes and capabilities ?’
The Motivation Gear: Ask yourself ‘How does
everything I build and teach give the learner
autonomy, mastery and purpose?’
The Blooms Gear: Helps you design learning
objectives that achieve higher order thinking. Try to get
at least one learning objective from each category. Only
after this are you ready for technology enhancement.
The Technology Gear: Ask ‘How can this serve your
pedagogy’? Apps are only suggestions, look for better
ones & combine more that one in a learning sequence.
The SAMR Model Gear: This is “How are you going
to use the technologies you have chosen”?
I would like to thank Tobias Rodemerk for the idea of
the gears. Tobias is a teacher & works for the State
Institute for School Development Baden-Württemberg
(LS), Germany
Allan Carrington
Attributes
Blooms
SAMR
Motivation
Edtech
http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4.pdf

20. 1+1+1+1=___
Effective Social Studies
Programs Effective Calculus Programs
• Reliance on local data &
placement
• Coordinated
instruction/collaboration
• Challenge & engagement
including conceptualization
& modeling
• Student-centered/Active-
learner pedagogy
• Training of assistants
• Proactive support/feedback
system
*Bressoud & Rasmussen, 2015
• Supportive and engaging
environment
• Effective use of assessment
and reflection to guide
learning
• A rigorous, inquiry-based
approach that values student
processing
• Relevancy
• Content knowledge of
teacher
*Boyd, 2015

21. 1+1+1+1=___
Imagine Mars Project Effective P.E. Programs
Motivation is driven by:
• Cooperation—among and
between peers and the
instructor
• Autonomy
• Support—from peers and
instructor
• Evaluation/meaningful
feedback from peers and
instructors
*Curth & Østergaard, 2014
• Reflect
• Imagine
• Discover
• Create
• Share
*National Endowment for the Arts & NASA

22. 1+1+1+1=___
Successful Reading Programs
• Autonomy and choice
• Time
• Meaningful interaction &
reflection
*Donalyn Miller Meta-analysis, 1895-2014
Successful STEM Programs
• Student choice of tasks
• Teacher guidance
• Student time to model
• Teacher feedback
• Individual interests and needs
• Interaction & Support
*Diaz & King, 2007

23. 1+1+1+1=___
Adding it all up: what did you notice?

24. Consider your students’ outlets…

25. Have you met Alexis?

26. Moral Imperative