63 Things Every Student Should Know In A Digital WorldThe Changing Things They Need To Know: 13 Categories & 63 Ideas
1. The best way to find different kinds of information
2. How to save information so that it can be easily found and used again
3. Distinguish fact from opinion, and know the importance of each
4. How to think critically—and carefully–about information
5. How to self-direct learning
6. How to mobilize learning
7. How to identify what’s worth understanding
8. How to relate habits with performance
9. The relationship between physical and digital spaces
10. The pros and cons—and subsequent sweet spots–of digital tools
11. What mobile technology requires—and makes possible
12. The nuance of communication in-person (e.g., eye contact, body language) and in digital domains (e.g., introduction, social following, etc.)
13. The consequences of sharing an idea
14. The right stage of the creative process to share an idea
15. That everything digital is accelerated; plan accordingly. And this kind of acceleration doesn’t always happen in the brick-and-mortal world—and that’s okay.
16. The need for digital citizenship—and how to create their own rules citizenships in general–digital and otherwise
17. How to remix, mash, reimagine, tweak, hack, and repurpose media in credible, compelling, and legal ways
18. How to identify what information is private and what is “social”—and how to make changes accordingly
19. What expertise they can offer the digital world
20. How to take only what you need, even when the (digital) resources seem infinite
21. How to leverage both physical and digital media for authentic—rather than merely digital–purposes
22. The kind of information people look for on the internet
23. What to share with one person, one group, one community, and one planet. (And the difference in permanence and scale between a social message, email, threaded conversation, and text.)
24. How to take advantage of the fact digital text is fluid and endlessly updated and changing
25. What the relationship is between a smartphone, tablet, laptop, desktop, and wearable technology
26. How to use the cloud to their advantage; how to preserve bandwidth when necessary
27. How to effectively use technology in ways that might contradict their original purpose or design
28. How to use technology to perform tasks not traditionally thought of as technology-based—e.g., improving vocabulary and literacy, perform and update financial planning, eat healthier foods, etc.
The Always-On Audience
29. How to choose language, structure, tone, modalities, and other considerations based on a specific purpose and audience
30. Knowing the difference between who’s listening, who’s responding, who’s lurking, who cares, who doesn’t care, etc.
31. How to listen with curiosity when there are a million other things to do
32. Popularity and quality often fail to coincide; “traction” is as much timing and ecology as it is design
33. When it is socially-acceptable to check messages, update statuses, check scores, and so on. (Just because everyone at the table is doing it doesn’t mean it doesn’t have significant consequences.)
34. The acceptable timing of human responses depending on social channels
35. Even in a digital world, patience still matters
36. That mobile devices are “me” devices; the real world isn’t like that
37. Tone is everything; word choice is crucial when every thought is shared
38. Vocabulary & jargon can obscure communication, but also can communicate specific ideas and can’t always be avoided
39. Structure–essay level, blog post level, paragraph level, sentence level, world level, and acronym and initialism level–changes depending on where you publish
40. The benefits of being a polyglot (speaking more than one language) are increasing (not in lieu of, but because of digital translation tools). (This includes localized figurative language in the context of global communication.)
Connecting with Experts
41. Who the experts are
42. How—and when—to reach them
43. The difference between someone knowledgeable, someone experienced, and someone adept
44. When you need a closed group of friends, a crowd full of moderately-informed people, or a professional and/or academic expert
45. How to identify and fully participate in critical familial and social citizenships
46. How to prioritizing possibilities in spaces where it all seems so endless
47. How to self-monitor and manage their own distraction
48. How to choose the proper scale for work, thinking, or publishing
49. How to recognize niches and opportunity
A Life Built Around Software
50. The consequences of using a single operating system (e.g., iOS, Android, Windows, etc.)
51. The pros and cons of using social log-ins (e.g., facebook) for apps
52. How to evaluate an app for privacy permissions
53. That apps are businesses and some close–and take your media, files, or data with them
54. Nothing is free
Other Internet Pro Tips For Students
55. Passive-aggressiveness, snark, arrogance, unjustified brazenness, cyberbullying-without-being-obvious-about-it, blocking-for-dramatic-effect, ignoring people, and other digital habits carry over into the real world
56. A 140 character comment may not fully capture the nuance of a person’s stance or understanding of a topic. Don’t assume
57. Typos and grammar errors don’t make people stupid
58. Popularity is dangerous
59. Video games can make you smarter. That doesn’t mean that they do
60. People change their minds. That post from 2012 probably feels as dated to them as it does to you
61. If you often find yourself needing to “kill time” with Candy Crush and related fare, check your life choices
62. Just because you can sing, hack, code, paint, run, jump, lead, or dance doesn’t make you any more worthwhile than the next human being, no matter what your follower count suggests
63. Log-in info, passwords, old email address, and other trappings of digital life are a pain. Use password keepers and plan accordingly
63 Things Every Student Should Know In A Digital World
Universities are set to pilot a global credit transfer system that will allow students to use courses taken online to count towards their degrees.
Six universities from Australia, Europe, Canada and the US are seeking to establish a new alliance in which each organisation’s massive open online courses (Moocs) are formally accredited by partner institutions.
The proposed scheme could be similar to the European Credit Transfer System, which enables universities to recognise marks gained by students while studying at other institutions within the European Union.
“The potential of this scheme is huge, but we need to think about it clearly,” said Anka Mulder,vice-president of education and operations at Delft.
“We have to map out a system to see how qualifications compare,” she added.
“Universities can only consider integrating a Mooc in a regular programme if it is good quality and produced by a reliable university they know and have worked with before,” Dr Mulder said.
However, if an alliance of peer universities are willing to recognise each other’s courses for credit, it would massively expand the range of Moocs on offer and their value to students, she explained.
Dr Mulder compared the proposed network to the SkyTeam airline alliance established in 2000, whose carriers now transport about 612 million passengers each year.
In the same manner, the Mooc credit transfer system would enable students to take modules with a number of institutions, whose marks could be put towards a degree programme.
“Delft already works with these peer universities in student exchange programmes and so we are aware of the challenges and opportunities that come with transferring credits between universities,” Dr Mulder said.
“Recognising Moocs means potentially much larger numbers of students transferring credits from other institutions, which is why we are seeking to develop this alliance with the peer universities whom we know and trust,” she added.