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The aim of this resource is to help you take the first steps on the journey to using the [https://webmaker.org/literacy Web Literacy Map] in practice. It will help you contextualise the 'raw material' of the Web Literacy Map to be something that you can use to help teach the web to your target audience. | The aim of this resource is to help you take the first steps on the journey to using the [https://webmaker.org/literacy Web Literacy Map] in practice. It will help you contextualise the 'raw material' of the Web Literacy Map to be something that you can use to help teach the web to your target audience. | ||
<div style="background:#f0f0f0; border:3px grey solid; padding:15px; width:50%; margin-bottom:20px;">Accompanying this resource is a | <div style="background:#f0f0f0; border:3px grey solid; padding:15px; width:50%; margin-bottom:20px;">Accompanying this resource is a [http://goo.gl/vKSN4D Web Literacy Canvas] ''(currently at v0.1)'' that helps you plan the ways in which you and/or your organisation can align with the Web Literacy Map. If you are planning to align using [https://openbadges.org Open Badges] then you may also find the [http://digitalme.co.uk/badgecanvas Badge Canvas] from Digital Me useful.</div> | ||
We will begin with an overview of the Web Literacy Map, before asking some questions about you and your context. These are structured using the approach taken in David Perkins' Harvard class ''Inquiry''. It will be useful if you take your time to answer the questions with (a) someone else from your organization, and (b) any relevant documentation (e.g. curricula, policies, mission statements) to hand. | We will begin with an overview of the Web Literacy Map, before asking some questions about you and your context. These are structured using the approach taken in David Perkins' Harvard class ''Inquiry''. It will be useful if you take your time to answer the questions with (a) someone else from your organization, and (b) any relevant documentation (e.g. curricula, policies, mission statements) to hand. | ||