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Cittadinanzadigitale by Mind Map: Cittadinanzadigitale
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Cittadinanzadigitale

Il wiki dell'incontro di Dobbiaco

cittadinanzadigitale su wordle

Competenze Digitali

Che tipo di "bravura" é il saper trovare velocemente e senza errori diversi tipi di informazioni su Internet quando ce n'è bisogno? Oppure mantenere dei contatti tramite un social network? Si tratta solo di abilità tecnico-manuali oppure di capacità in grado di incidere profondamente sulla vita sociale delle persone? L’enorme crescita delle possibilità di informarsi e di comunicare grazie al computer e ai nuovi media comporta anche una nuova difficoltà di gestione della sovrabbondanza informativa, e fa emergere nuovi rischi e responsabilità per l’individuo. Attingendo da una letteratura interdisciplinare, questo libro descrive innanzitutto quali sono le caratteristiche delle “competenze digitali”, ovvero le capacità necessarie a sfruttare pienamente il potenziale dei nuovi media per la propria vita professionale, sociale, culturale. Nella seconda parte del libro, questa nuova risorsa viene invece analizzata nella sua natura di potenziale fonte di disuguaglianza. Il testo illustra come queste competenze siano distribuite in modo ineguale nella popolazione e quale sia il loro ruolo nell’influenzare gli esiti sociali di individui e gruppi. Vengono illustrate le più recenti ricerche, ricche di sperimentazioni metodologiche (esperimenti in laboratorio e prove di abilità), tra cui si inseriscono anche le indagini dello stesso autore. Questo lavoro si pone come un primo tentativo di sistematizzazione della teoria e della ricerca sociale sulle competenze digitali, che guarda alla situazione del nostro paese nel contesto della crescente discussione scientifica internazionale. Marco Gui Le 'competenze digitali' Le complesse capacità d’uso dei nuovi media e le disparità nel loro possesso http://scriptaweb.eu/Catalogo/le-competenze-digitali    

Bibliografia

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(2006). “Scholarship and Academic Libraries (and their kin) in the World of Google”. In First Monday, August 2006, 11 (8). Retrieved August 17, 2006 from http://firstmonday.org/issues/issue11_8/courant/index.html   Downes, S. (2004). “Educational Blogging”. In Educause Review, September/October 2004, vol. 39 (5), 14–26. Boulder: Educause. Retrieved April 25, 2005 from http://www.educause.edu/pub/er/erm04/erm0450.asp   Downes, S. (2005). “e-Learning 2.0”. In eLearn Magazine, 10/17/05. New York: Association for Computing Machinery. Retrieved June 25, 2007 from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1   Downes, S. (2006). Learning Networks and Connective Knowledge. Discussion Paper #92. [online document]: Instructional Technology Forum. Retrieved April 26, 2007 from http://it.coe.uga.edu/itforum/paper92/paper92.html   Downes, S. (2008). “The Future of Online Learning: Ten Years On”. In Downes, S., Half an Hour, Sunday, November 16, 2008. Moncton: Stephen Downes. Retrieved November 17, 2008 from http://halfanhour.blogspot.com/2008/11/future-of-online-learning-ten-years-on_16.html   Evans, V. (2007). Networks, Connections and Community: Learning with Social Software. Brisbane: Australian Flexible Learning Framework. Retrieved November 20, 2007 from http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf   Farrell, H. (2003). “The street finds its own use for things”. In Crooked Timber, September 15, 2003. Retrieved September 12, 2006 from http://crookedtimber.org/2003/09/15/the-street-finds-its-own-use-for-things   Franklin, T. & Van Harmelen, M. (2007). Web 2.0 for Learning and Teaching in Higher Education. London: The Observatory of Borderless Higher Education. Retrieved May 14, 2008 from http://www.obhe.ac.uk/resources-new/pdf/651.Pdf   Fumero, A. & Roca, G. (2007). Web 2.0. Madrid: Fundación Orange. Retrieved April 25, 2007 from http://www.fundacionauna.com/areas/25_publicaciones/publi_253_11.asp   Generalitat de Catalunya (Ed.) (2003). Relació de competències bàsiques. Barcelona: Generalitat de Catalunya. Retrieved March 19, 2006 from http://www.gencat.net/educacio/csda/actuacions/est_fin/docs/relacio_cb.pdf   Grant, L., Owen, M., Sayers, S. & Facer, K. (2006). Social software and learning. Opening Education Reports. Bristol: Futurelab. Retrieved October 24, 2007 from http://www.futurelab.org.uk/resources/documents/opening_education/Social_Software_report.pdf   Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., Judd, T., Bishop, A., Maton, K. & Krause, K. (2009). Educating the Net Generation. A Toolkit of Resources for Educators in Australian Universities. Strawberry Hills: Australian Learning and Teaching Council. Retrieved June 20, 2009 from http://www.netgen.unimelb.edu.au/downloads/toolkit/NetGenToolkit.pdf   Gurstein, M. (2003). “Effective use: A community informatics strategy beyond the Digital Divide”. In First Monday, 8 (12). [online]: First Monday. Retrieved August 26, 2008 from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/1107/1027   Ittelson, J. (2001). “Building an E-dentity for Each Student”. In Educause Quarterly, 4, 43-45. Boulder: Educause. Retrieved April 12, 2007 from https://www.educause.edu/ir/library/pdf/EQM0147.pdf   Johnson, L., Levine, A. & Smith, R. (2008). The 2008 Horizon Report. Austin: New Media Consortium. Retrieved January 29, 2008 from http://www.nmc.org/pdf/2008-Horizon-Report.pdf   Johnson, L., Levine, A. & Smith, R. (2009). The 2009 Horizon Report. Austin: New Media Consortium. Retrieved January 21, 2009 from http://www.nmc.org/pdf/2009-Horizon-Report.pdf   Johnson, L., Levine, A. & Smith, R. (2010). The 2010 Horizon Report. Austin: New Media Consortium. http://www.nmc.org/pdf/2010-Horizon-Report.pdf   Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. Conference proceedings for the Open Source for Education in Europe, Research & Practise conference. Heerlen: Open University of the Netherlands. Retrieved April 14, 2007 from http://www.openconference.net/viewpaper.php?id=16&cf=3   Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Bishop, A., Maton, K., Krause, K. & Chang, R. (2009). Educating the Net Generation. A Handbook of Findings for Practice and Policy. Strawberry Hills: Australian Learning and Teaching Council. Retrieved June 20, 2009 from http://www.netgen.unimelb.edu.au/downloads/handbook/NetGenHandbookAll.pdf   Lara, T. (2005). “Blogs para educar. Usos de los blogs en una pedagogía constructivista”. In TELOS, Octubre-Diciembre 2005, (65 Segunda época). Madrid: Fundación Telefónica. Retrieved October 24, 2007 from http://sociedadinformacion.fundacion.telefonica.com/telos/articulocuaderno.asp@idarticulo=2&rev=65.htm   Leslie, S. (2003). “Some Uses of Blogs in Education”. In EdTechPost, October 8th, 2003. Retrieved April 03, 2005 from http://www.edtechpost.ca/gems/matrix2.gif   Levine, F., Locke, C., Searls, D. & Weinberger, D. (1999). The Cluetrain Manifesto. The End of Business as Usual. New York: Cluetrain. Lorenzo, G. & Ittelson, J. (2005). An Overview of E-Portfolios. ELI Paper 1: 2005. Boulder: Educause Learning Initiative. Retrieved July 26, 2005 from http://www.educause.edu/ir/library/pdf/ELI3001.pdf   Markauskaite, L. (2006). “Towards an integrated analytical framework of information and communications technology literacy: from intended to implemented and achieved dimensions”. In Information Research, paper 252, 11 (3). Sheffield: Tom D. Wilson. Retrieved March 20, 2007 from http://informationr.net/ir/11-3/paper252.html   Marquès Graells, P. (2000). Nueva Cultura, Nuevas Competencias para los Ciudadanos. La Alfabetización Digital. Roles de los Estudiantes Hoy. Barcelona: UAB. Retrieved March 16, 2006 from http://dewey.uab.es/pmarques/competen.htm   Patarakin, Y. D. (2006). Social Services Web 2.0 for teaching and learning. Moscow: Intel Corporation. Retrieved August 30, 2007 from http://www.scribd.com/word/download/7003?extension=pdf   Peña-López, I., Córcoles, C. & Casado, C. (2006). “El Profesor 2.0: docencia e investigación desde la Red”. In UOC Papers, (3). Barcelona: UOC. Retrieved October 10, 2006 from http://www.uoc.edu/uocpapers/3/dt/esp/pena_corcoles_casado.pdf   Peña-López, I. (2007). “El portal personal del profesor: El claustro virtual o la red tras las aulas”. In Comunicación y Pedagogía, (223), 69-75. Barcelona: Centro de Comunicación y Pedagogía.   Peña-López, I. (2007). “Last thoughts about Web Science and Academic Blogging or Why did not Academia came up with Wikipedia. And some acknowledgments too.”. In ICTlogy, July 2007, (46). Cambridge: ICTlogy. Retrieved October 15, 2007 from http://www.ictlogy.net/review/?p=602   Peña-López, I. (2007). “The personal research portal: web 2.0 driven individual commitment with open access for development”. In Knowledge Management for Development Journal, 3 (1), 35-48. Amsterdam: KM4Dev Community. Retrieved July 30, 2007 from http://www.km4dev.org/journal/index.php/km4dj/article/view/92   Peña-López, I. (2009). “The personal research portal: web 2.0 driven individual commitment with open access”. In Hatzipanagos, S. & Warburton, S. (Eds.), Handbook of Research on Social Software and Developing Community Ontologies, Chapter XXVI, 400-414. Hershey: IGI Global.   Prats, J. (2002). “Internet en las aulas de educación secundaria”. In Iber. Didáctica de las Ciencias Sociales, Geografía e Historia, (29). Barcelona. Retrieved October 15, 2007 from http://www.ub.es/histodidactica/CCSS/internet_aulas.htm   Prensky, M. (2001). “Digital Natives, Digital Immigrants”. In On the Horizon, October 2001, 9 (5). Lincoln: NCB University Press.   Prensky, M. (2001). “Do They Really Think Differently?”. In On the Horizon, December 2001, 9 (6). Lincoln: NCB University Press.   Prensky, M. (2004). The Emerging Online Life of the Digital Native. New York: games2train. Retrieved August 07, 2007 from http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf   Prensky, M. (2005). “Engage Me or Enrage Me. What Today’s Learners Demand”. In Educause Review, September-October 2005, 40 (5), 60-65. Boulder: Educause Review. Retrieved August 22, 2007 from http://www.educause.edu/ir/library/pdf/erm0553.pdf   Redecker, C., Ala-Mukta, K., Bacigalupo, M., Ferrari, A. & Punie, Y. (2009). Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe. Seville: IPTS. Retrieved December 15, 2009 from http://ftp.jrc.es/EURdoc/JRC55629.pdf   Roberts, G., Aalderink, W., Cook, J., Feijen, M., Harvey, J., Lee, S. & Wade, V. P. (2005). Reflective learning, future thinking: digital repositories, e-portfolios, informal learning and ubiquitous computing. Briefings from the ALT/SURF/ILTA Spring Conference Research Seminar. Dublin: Trinity College. Retrieved April 12, 2007 from http://www.surf.nl/download/ALT_SURF_ILTA_white_paper_2005%20(2).pdf   Siemens, G. (2003). “Open Source Content in Education”. In Siemens, G., elearnspace, March 10, 2003. Retrieved May 11, 2005 from http://www.elearnspace.org/Articles/open_source_part_2.htm   Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. [online]. Retrieved April 24, 2007 from http://www.elearnspace.org/Articles/connectivism.htm   Tosh, D. & Werdmuller, B. (2004). Creation of a learning landscape: weblogging and social networking in the context of e-portfolios. [online document]. Retrieved April 14, 2007 from http://eduspaces.net/dtosh/files/7371/16865/Learning_landscape.pdf   Warschauer, M. (2002). “Reconceptualizing the Digital Divide”. In First Monday, 7 (7). Retrieved May 10, 2005 from http://firstmonday.org/issues/issue7_7/warschauer/index.html   Warschauer, M. (2003). “Demystifying the Digital Divide”. In Scientific American, Inc., ScientificAmerican.com, august 2003. Retrieved May 10, 2005 from http://www.sciam.com/article.cfm?chanID=sa006&colID=1&articleID=000112F0-AB93-1F09-97AE80A84189EEDF   White, D. (2007). Results of the ‘Online Tool Use Survey’ undertaken by the JISC funded SPIRE project. Oxford: David White. Retrieved March 19, 2007 from http://tallblog.conted.ox.ac.uk/index.php/2007/03/16/some-real-data-on-web-20-use   Wilson, S. (2005). “Future VLE - The Visual Vision”. In Wilson, S., Scott's Workblog, January 25th, 2005. Retrieved April 03, 2005 from http://www.cetis.ac.uk/members/scott/entries/20050125170206   Wilson, S. (2005). “The VLE of the Future”. In Wilson, S., Scott's Workblog, January 17th, 2005. Retrieved April 03, 2005 from http://www.cetis.ac.uk/members/scott/entries/20050117150356  

Tratta dal blog di Ismael Peña-López

Technological Literacy

COME, Saper interagire con hardware e software

Informational Literacy

COSA, Saper trattare le informazioni, Come ottenere informazioni pertinenti, Come rielaborare personalmente

Media Literacy

DOVE, Saper interagire con più strumenti, Multimedia, Crossmedia

Digital Presence

CHI, Saper creare e gestire la propria identità digitale

e-Awareness

PERCHE', Essere consapevole dela propria collocazione nel divenire tecnologico

Applicazione delle competenze digitali globali nella vita quotidiana

I cittadini digitali

Nativi

Gli immigranti

La screen generation: media, culture e compiti dell'educazione Pier Cesare Rivoltella, Università Cattolica di Milano

Emerging Technologies in Distance Education

Georges Veletsianos

normativa

LINEE GUIDA PER LA PROMOZIONE DELLA CITTADINANZA DIGITALE: E-DEMOCRACY

Atteggiamenti etici

Produrre e gestire contenuti digitali

Freedom and\is participation di luisanna fiorini fiorluis[at]tin.it Digital citizen's abilities needed by the ethics of sustainability Don't be frightened, it is not my intention to create a Syllabus nor to design classroom guidelines for teachers. We'll just visit together a full connected daily life environment, such as teaching organizations only partly succeed to get in. Students need to step outside school in order to understand the new categories, in order to decipher the complex learning atmosphere of a global network space, in order to become the builders of the full time connectivity\collectivity progress which is the breathing air of us all. The individuals surf in their own worlds of contacts, references, objects, people and thus create all pervading personal learning environments. They perform a mash-up of personally meaningful elements and give back selfimages made of non-stop speakings out of their thoughts. In our digital image, made of innumerable fragments, we become more and more visible and traceable. We are living through an age where “one self is the message”, where digital convergence performs itself not in a device, but inside anyone: it is you, it is me the machine. Such an anthropological and social change demands new eyes and a social structure open to responsible democratic participation, based on reciprocal creative dependence of all individuals who are together building systems of representations and aggregations. The digital citizen's balance point cannot be found inside himself because it is external, it is in the other one, it is in the network. He/she needs new technical, relational, ethical abilities to become an active builder of the aesthetics of a sustainable society. Today spaces let the old geographic and historical logics of national belonging be broken out: time is totally fragmented, synchronic and diachronic dimensions move on together as parallel lines. Everything is a Beta Version, while School is still lingering in wait of a Stable Release. Which will never come out. Thus we teachers and formation operators need to reset our agendas and remodel our roles to become the promoters of a newly harmonic society. Keywords: openness, complexity, portability, open source, serendipiy, folksonomy, open educational resources, open courseware, open access, open content, responsibilty, semantics, sharing, gift. Versione italiana Libertà è/partecipazione Competenze del cittadino digitale nell'etica della sostenibilità Non abbiate timore, questo non è un tentativo di creare un Syllabus nè la pretesa di fornire agli insegnanti una linea di indirizzo da seguire. Visitiamo insieme un ambiente di vita quotidiana iperconnesso che è abitato solo in parte dal mondo dell'istruzione e formazione. La scuola ha la necessità di "uscire fuori": per comprendere e costruire nuove categorie, per leggere la complessità dell'ambiente di apprendimento nella piazza telematica globale e riuscire ad essere un componente essenziale del processo di costruzione della conoscenza collettiva-connettiva permanente in cui siamo immersi. Ogni individuo viaggia nella propria rete di relazioni, risorse, oggetti e persone e costruisce un personal learning environment pervasivo. Attua un mash-up di significati personali e restituisce una immagine di sé fatta di esternalizzazioni continue del proprio pensiero. Nella nostra immagine digitale, fatta di mille frammenti, siamo sempre più visibili e tracciabili. Stiamo transitando in un'epoca dove il “messaggio siamo noi” e dove la convergenza digitale non si attua in un device bensì dentro le persone: la macchina siamo noi. Ciò rappresenta un cambiamento socio-antropologico che ha bisogno di nuovi occhi e una apertura della società alla partecipazione responsabile dal basso e all'interdipendenza creativa degli individui che stanno co-costruendo sistemi di rappresentazioni e aggregazioni. Il cittadino digitale ha il suo baricentro non dentro di sé ma all'esterno, nell'altro, nella rete. Necessita di competenze tecniche, relazionali, etiche nuove per diventare soggetto attivo nella costruzione di una estetica della società sostenibile. Gli spazi attuali consentono di spezzare le vecchie logiche geografico-territoriali di appartenenza nazionale: il tempo è totalmente frammentato e le dimensioni sincrona e asincrona si muovono parallelamente. Tutto è Versione Beta e la Scuola è ancora sospesa nell'attesa della Release definitiva. Non arriverà mai. Riflettiamo quindi su un setting possibile della nostra agenda di educatori e formatori per rimodulare il nostro ruolo ed essere motore di una società diversamente armonica. Parole chave: openness, complessità, portabilità, opensource, serendipiy, folksonomy, open educational resources, open courseware, open access, open content, responsabilità, semantica, condivisione, dono.

Creare cultura aperta nella pubblica amministrazione e nella scuola

Stili di partecipazione

Dalla stickiness al syndication

Da "viene insegnato" a "imparare da soli con la guida"

Marc Prensky

Da nativi e immigrati digitali alla saggezza/sapienza digitale

"E' un concetto duplice che fa riferimento sia alla sapienza derivante dall'utilizzo della tecnologia digitale per accedere al potere cognitivo oltre che alla nostra capacità innata e di saggezza in un uso prudente della tecnologia per migliorare le nostre capacità." Marc Prensky

Dall'eLearning al mLearning

Should a 4-year-old have an iPhone?

Dall'apprendimento situato al web come PLE ricco

Seriousgames

Hai prestato attenzione?

Video introduttivo dei lavori del seminario internazionale ADi 2009 che si è svolto a Bologna il 27 e 28 Febbraio 2009 dal titolo: DA SOCRATE A GOOGLE: Come si apprende nel nuovo millennio.

Backup Education?

Troppi insegnanti vedono l'insegnamento come preparazione al passato e non al futuro

Marc Prensky Published in Educational Technology, Vol 48 No 1, Jan-Feb 2008