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IT literacy 3.0. Larry Press Cal State Dominguez Hills, CIS Department [email protected] This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. Overview. Two-minute history of computer/IT literacy courses for context

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it literacy 3 0
IT literacy 3.0

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

overview
Overview
  • Two-minute history of computer/IT literacy courses for context
  • IT literacy 3.0 -- skills and concepts for the Internet era
  • Focus on writing for the Internet
    • Writing is important
    • Five types of writing on the Internet
    • Description and examples of exercises for each
it literacy
IT Literacy

Which skills and concepts are needed for success as a student and after graduation as a professional and a citizen?

skills create content and applications
Skills: create content and applications
  • Concise, often collaborative writing
  • Image, audio and video creation and editing
  • Synchronous collaboration using voice and video conferencing, chat and screen sharing
  • Use social networking and sharing tools – syndication, tagging, reputation, rating, etc.

(See links at the end of the presentation for more detail).

skills application development
Skills: application development
  • The Internet is the “new spreadsheet”
  • The spreadsheet made many users into amateur application developers
  • The Internet has lowered the application development bar much further
  • One can create ad-hoc applications – a blog, social network, threaded discussion, Web site, database, image or video library, mashup, etc. in a few minutes

(See links at the end of the presentation for more detail).

concepts networking technology
Concepts: networking technology
  • Accelerating improvement in communication, storage and electronic technology
  • Data types -- numbers, text, images, audio, and video
  • Data encoding and compression
  • Analog versus digital data
  • Circuit versus packet switching and the rudiments of layered protocols (at least application versus the rest)
  • Internet connectivity from fixed (home and organization) and mobile and portable locations
  • Rudiments of wireless technology -- transmission frequency, attenuation, modulation
  • Client-server and mashup architecture
  • Software as a service (for users and developers)
concepts implications
Concepts: implications
  • Implications for individuals
  • Implications for organizations
  • Implications for society
  • The global diffusion of the Internet
  • Telecommunication policy
writing is important
Writing is important
  • 83% of parents of teens feel there is a greater need to write well today than there was 20 years ago.
  • 86% of teens ages 12-17 believe good writing is important to success in life -- some 56% describe it as essential and another 30% describe it as important.

All references in this presentation are available in the PowerPoint file.

jason fried s hiring criteria
Jason Fried’s hiring criteria

Jason Fried, founder of 37 Signals, a leading software company speaking on what he looks for in an employee. Writing ability is the most important.

  • positive outlook
  • well rounded and flexible
  • quick learner
  • trustworthy -- will find a solution to a problem
  • good writer

Writing (34 sec) All five criteria (2m 42sec)

Probably the most important thing and probably one of the surprises is you have to work with people who are good writers, Jason Fried, 2005.

joel spolsky
Joel Spolsky, well known programmer and author on the importance of writing to a software developer.

(15 seconds)

Joel Spolsky

Being able to write clearly, to write English clearly is more important to developing useful software than almost anything else and that\'s something you’re more likely to learn in the English department than in the computer science department, Joel Spolsky, 2009.

types of writing for the internet
Types of writing for the Internet
  • Conversations
  • Short documents
  • Collaborative writing – composite documents
  • Collaborative writing – joint documents, small group (around 2-4 students)
  • Collaborative writing – joint documents, large group (the entire class).
  • Collaborative writing – joint documents, very large groups (the general public)
written conversations not term papers
Written conversations, not term papers
  • 85% of teens ages 12-17 engage at least occasionally in some form of electronic personal communication, which includes text messaging, sending email or instant messages, or posting comments on social networking sites.
  • 60% of teens do not think of these electronic texts as "writing.“
student s reading and writing
Student’s reading and writing
  • I spend 3 1/2 hours a day online.
  • I will write 42 pages for class this semester ... and over 500 pages of email
  • I will read 8 books this year ... and 2,300 Web pages and 1,281 FaceBook profiles.

Michael Wesch\'s video Vision of Students Today

http://mediatedcultures.net/ksudigg/

conversational writing
Conversational writing
  • Conversations for action: a request or offer which is subsequently confirmed or dropped
  • Conversations for clarification: obtaining more information about something said earlier or in a prior conversation
  • Conversations for possibilities: creating ideas and selecting one or more for future discussion
  • Conversations for orientation: exchanging information about themselves or a situation (bilateral or unilateral, objective or emotional)
take the cotton out of your ears and put it in your mouth
Take the cotton out of your ears and put it in your mouth.
  • Careful listening is needed for effective, responsive conversation. Careful reading is necessary for effective, responsive written conversation.
  • Books must be read as deliberately and reservedly as they were written, Thoreau, Walden, 1854.
  • Students are defensive – do not believe it when you tell them their writing is unclear or off topic.
exercises for conversational writing
Exercises for conversational writing
  • Find examples of each in their own writing. This will reify the types of conversation and the need to be specific and follow up on commitments.
  • Reply to a statement after carefully reading and summarizing it.
conversation assignment
Conversation assignment

The following was posted on a discussion list:

Subject: Re: Another reason I don\'t like the \'cloud\' idea

This isn\'t just a problem with Kindle, but also with Google Docs and web services of all kinds …

  • Read carefully:
    • In one or two sentences, what is the main point the author is making?
    • Is there something you disagree with in the message?
    • Is there something you agree with?
  • Then reply and categorize your reply:
    • Compose a reply quoting specific passages from the post.
    • Which conversation type was your reply?
students are not proficient writers of short documents
Students are not proficient writers of short documents
  • About one-third of America’s eighth-grade students, and about one in four high school seniors, are proficient writers, according to results of a nationwide test released on Thursday (NY Times, 4/3/08).
  • Based on National Center for Educational Statistics, The Nation’s Report Card: Writing 2007. Data and report available online.
  • Sample writing assignment: explain what a backpack is to an incoming, foreign 8th grader.
distribution of page stay times
Distribution of page-stay times

59,573 page views by 25 users with average age of 30.5 and 8 years Web experience.

Even for first time visits to a site, half of the times were 12 seconds or less.

how do people read short documents on the internet
How do people read short documents on the Internet?

Answer: quickly and superficially, starting in the upper left hand corner.

view time versus number of words
View time versus number of words

How many words can you read in 100 seconds?

Readers scan Web pages.

being concise is not easy
Being concise is not easy

I would not have made this so long except that I do not have the leisure to make it shorter, Pascal, letter, 1656.

blog writing tips
Blog writing tips
  • Picture your reader, their background, and interest in your topic.
  • Write a clear, meaningful title that will help the user decide if the post is relevant (see The world’s best headlines).
  • Work typical search terms into the title or first sentence.
  • Begin with a short summary of your conclusions – what will users find in this post and how it is relevant to them?
  • Keep the post short – use links for detail.
  • Stay above the scroll if possible.
  • Be sure a sentence or bullet point with a link gives an accurate picture of what it leads to – don’t waste the reader’s time.
  • Write the post early then let it cool off and read it aloud.
  • Include an image, table, or list to make it visually interesting and focus on key information.
exercise blog post
Exercise – blog post

Assign a web site or document and have students write a blog post describing it. Alternatively, have them select their own document or site that is either relevant to the class or to students in general.

  • Put all of the posts on a common blog.
  • Have student pairs criticize their posts using the list of tips in the previous slide.
  • Post a comment on another person’s post.
  • Have students vote on the best post to award extra credit.
sample exercises using a wiki
Sample exercises using a wiki

Ask each student to briefly:

  • Give a profile with their name, major, etc.
  • Describe the best class they have taken in school.
  • Talk about a hobby.
  • Suggest a test question for the class.
  • Describe a Web site or other Internet resource that is valuable for this class.

Etc. – these are easily created.

exercise goal
Exercise goal

This simple assignment gives one the chance to introduce Wiki concepts and mechanics. Students should include an internal and an external hyperlink and a comment on their post.

The instructor can review the document history feature, noting that it explicitly exposes participation.

how to begin
How to begin?
  • One student writes the outline (perhaps just a list of points to be made), then others discuss and revise it, then they each draft a section.
  • Group brainstorms the outline, then they each draft a section.
  • After the first draft is complete, they each revisit and improve it.
revising and improving from simple to complex
Revising and improving, from simple to complex
  • Fix typos and spelling errors
  • Fix grammatical errors
  • Add a detail, reference or link
  • Rewrite awkward or ambiguous sentences
  • Add a clarifying example
  • Add the draft of a new sub topic
  • Reorganize or rearrange the document
collaborative editing
Collaborative editing
  • Remember, the goal is to improve the evolving document after each edit.
  • As an example, check the evolution of the Wikipedia articles on the Mumbai massacre or the heavy metal umlaut.
  • Debate controversy and explain changes in the comments section.
exercises
Exercises

Co-authoring exercises for the entire class include things like:

  • What were the key points in today’s class?
  • How does today’s class fit into the course organization?
  • What did you not understand in today’s class?
  • What would be a good question for the final?
  • What is your answer to a given short answer question? Be sure to explain your answer.
  • What is your answer to a given essay exam question?
very large groups require structured solutions
Very large groups require structured solutions
  • PublicMarkup, a platform for public discussion of legislation
  • Intel and ASUS incorporate social networking features in a project where they are asking the public to design a "dream" laptop

Examples and discussion of the above

follow up links
Follow up links
  • Email: [email protected]
  • Web site: http://bpastudio.csudh.edu/fac/lpress/
  • Class notes and exercises: http://localhost/som/471/networkapplications.htm
  • Blog: http://cis471.blogspot.com
  • Computer literacy 3 blog: http://computerliteracy3.blogspot.com
  • Some blog posts on writing: http://computerliteracy3.blogspot.com/search/label/writing
  • Annotated version of this presentation: http://bpastudio.csudh.edu/draft/slo.ppt
  • Google doc spreadsheet concepts vs applications http://spreadsheets.google.com/ccc?key=pu8HOBIoLkOuT3dxSOMD4IQ&hl=en
  • Google doc spreadsheet concepts and skills http://spreadsheets.google.com/ccc?key=pu8HOBIoLkOvPY--tKEpSQQ&hl=en
the end
The End
  • The following slides were not used.
computer literacy 2 2 today
Computer literacy 2.2 (today)

Skill

  • Windows and its file system
  • Microsoft Office applications
  • Email and Web surfing

Concepts (decreased)

  • Hardware
  • Software
  • Applications
  • History and social implications
  • Internet applications and technology
our students have grown up using the internet and mobile it
Our students have grown up using the Internet and mobile IT
  • Beloit College Mindshare list
  • Wesch’s “Vision of Students Today”
beloit college mindset list
Beloit College Mindset List

2010

  • They are wireless, yet always connected.
  • “Google" has always been a verb.
  • Bar codes have always been on everything, from library cards and snail mail to retail items.
  • They have rarely mailed anything using a stamp.
  • Being techno-savvy has always been inversely proportional to age.

2011

  • Music has always been “unplugged.”
  • Thanks to MySpace and Facebook, autobiography can happen in real time.
  • Virtual reality has always been available when the real thing failed.
  • The World Wide Web has been an online tool since they were born.
  • They’re always texting 1 n other.

http://www.beloit.edu/~pubaff/mindset/index.php

vision of students today
Vision of Students Today

Michael Wesch\'s video Vision of Students Today

http://mediatedcultures.net/ksudigg/

some it related characteristics
Some IT-related characteristics
  • I spend 3 1/2 hours a day online.
  • I will write 42 pages for class this semester ... and over 500 pages of email
  • I will read 8 books this year ... and 2,300 Web pages and 1,281 FaceBook profiles.
  • I buy $100 textbooks that I never open.
  • I bring my laptop to class, but I\'m not working on class stuff.
  • I FaceBook through most of my classes.
  • This laptop costs more than some people in the world make in a year.
which skills and concepts
Which skills and concepts?
  • Applications and the concepts they illustrate (Edit)
  • List of skills and concepts (Edit)
talk overview
Computer literacy generations follow platforms – 2 minute history

Today’s platform – the Internet

Today’s students – Internet users

Computer literacy 3.0 – which skills?

Computer literacy 3.0 – which concepts?

Talk overview
dartmouth time sharing 1964
Dartmouth Time Sharing, 1964

“The primary goal motivating our development of DTSS was the conviction that knowledge about computers and computing must become an essential part of a liberal education.”

Kemeny, John G., and Kurtz, T. E., "Dartmouth Time Sharing, “Science, Vol 162, No 3850, October 11, 1968, pp 223-228.

skills and concepts
Skills and concepts

“The average college graduate of today is almost sure to need a computer in his work twenty years from now. Therefore, we must prepare him today to use this most powerful of tools”.

“Even more significant is the need for changing the attitude of the typical intelligent person towards computers. ...It is vitally important that the leaders of government, industry and education should know both the potential and limitations of the use of computers, and to be aware of the respective roles of Man and machine in the partnership”.

John G. kemeney and Thomas E. Kurtz, “The Dartmouth Time-Sharing Computing System,” Final Report to the NSF), June 1967.

conversation for action
Conversation for action
  • Shall we meet at noon in the cafeteria?

Yes.

conversation for clarification
Conversation for clarification
  • Shall we meet for lunch today?

Maybe, what time are you free?

conversations for possibilities
Conversations for possibilities
  • Shall we eat at MacDonalds or Burger King?

Burger King.

conversations for orientation
Conversations for orientation

I like MacDonalds better than Burger King.

computer literacy 1
Computer literacy 1

Skill

  • Basic programming

Concepts

  • Hardware
  • Software
  • Numeric and text data encoding
  • Applications
  • History and social implications
computer literacy 2 0
Computer literacy 2.0

Skill

  • OS and file system (CP/M, DOS)
  • Productivity applications (123, WordStar, WordPerfect, dBase)
  • A taste of BASIC

Concepts

  • Hardware
  • Software
  • Applications
  • History and social implications
computer literacy 2 5
Computer literacy 2.5

Skill (increased)

  • Windows and its file system
  • Microsoft Office applications

Concepts (decreased)

  • Hardware
  • Software
  • Applications
  • History and social implications
it literacy 3 01
IT literacy 3.0

New skills

  • Content creation
  • Application development

New concepts

  • Networking and communication technology
  • Policy and implications
conversation formal speech acts with dated commitments
Conversation: formal speech acts with dated commitments

Request

Action

Request

Action

Decline

(someone

does it)

Promise

Revoke

promise

Ask for

progress

report

Cancel

Declare

complete

Report

completion

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