From Thurii to Quayside: Creating Inclusive Blended Spaces in Digital Communities

2020 ◽  
Author(s):  
Richard S. Whitt
Keyword(s):  
Digital Communities ◽  
Blended Spaces

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

2020 ◽  
Vol 7 (2) ◽  
pp. 119-126
Author(s):  
María Amelia Cruz Cobeñas ◽  
Wilfredo Carcausto-Calla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Virtual Education ◽  
Digital Competence ◽  
Digital Communities ◽  
Information And Communication ◽  
Educación Virtual ◽  
Sustainable Health ◽  
Competencias Digitales ◽  
Competencia Digital

The article reviews the problem of digital competences from the digital constructivist learning approach for digital empowerment from formative education of the dimensions: (a) personal, (b) ethical, (c) professional, as opposed to the structuralist definition or functionalist of the connectivist approach, which prioritizes the professional and functional dimension of the competences in the use of information and communication technologies. Digital competences are established as the skills to achieve integration, accessibility, employability and equity of digital communities, valued in the context of the current pandemic and in virtual education, doors of a future of sustainable health and citizenship. [El artículo revisa la problemática de las competencias digitales desde el enfoque de aprendizaje constructivista digital para el empoderamiento digital desde la educación formativa de las dimensiones: (a) personal, (b) ética, (c) profesional, en contraposición a la definición estructuralista o funcionalista del enfoque conectivista, la cual prioriza la dimensión profesional y funcional de las competencias en el uso de las tecnologías de la información y la comunicación. Se establece a las competencias digitales como las destrezas para lograr la integración, accesibilidad, empleabilidad y equidad de las comunidades digitales, valorados en el contexto de la pandemia actual y en la educación virtual  puertas de un futuro de salud y ciudadanía sostenibles].

scholarly journals ‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector

2020 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Pádraig Ó Beaglaoich ◽  
Yvonne Crotty
Keyword(s):  
Community Of Practice ◽  
Online Community ◽  
Planning Process ◽  
Primary Teachers ◽  
Research Process ◽  
Department Of Education ◽  
Digital Communities ◽  
Online Portal ◽  
Professional Needs ◽  
Online Community Of Practice

AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

Understanding and Incorporating the Contradictions around the Book

LOGOS ◽  
2021 ◽  
Vol 32 (3) ◽  
pp. 28-34
Author(s):  
Miriam Johnson
Keyword(s):  
Social Media ◽  
Balance Of Power ◽  
Global Village ◽  
Social Communities ◽  
Digital Communities ◽  
Gender And Genre ◽  
Traditional Industry ◽  
The Way

Abstract This article sets out to critically examine how the idea of what a book can be is changing in relation to the growth of digitally social communities and the writers and readers who congregate in these spaces, and to identify how this connectivity is altering the balance of power between the traditional industry and those who choose to write and share their work in a global village. By offering a succinct consideration of the role of social media, citizen authors, communities, gender, and genre, it can potentially help publishers determine if they need to alter the way they provide access to the industry, conventionally through the hierarchical author–agent–publisher gatekeeping system, in order to take advantage of new authors who are writing in digital communities and building a following there.

Bridging the Digital Divide

2008 ◽  
pp. 1290-1305
Author(s):  
Anna Malina ◽  
Ann Macintosh
Keyword(s):  
Action Research ◽  
Digital Divide ◽  
Local Community ◽  
Research Work ◽  
Local Communities ◽  
Democratic Participation ◽  
Digital Inclusion ◽  
Digital Communities ◽  
Expected Outcomes ◽  
Planning Policies

Examined in this chapter is action to address the “digital divide,” and possibilities for extending e-democracy to support wider democratic participation using ICT in local communities. We describe current approaches in Scotland for tackling the digital divide, and we discuss the concept of wired communities. We also refer to “Digital Scotland” initiatives, and we outline the aims and expected outcomes from Scotland’s “Digital Communities” projects. Finally, we suggest how action research could extend electronic democratization into the two digital communities being created in Scotland. The research work we suggest would provide a framework in which to better appreciate the significance of technology in supporting e-democracy at local community levels, and in so doing, contribute knowledge to strategy and planning policies and social and digital inclusion agendas in Scotland.

Conclusion

2021 ◽  
pp. 147-160
Author(s):  
Julie Golia
Keyword(s):  
Twentieth Century ◽  
World War Ii ◽  
Collective Communication ◽  
World War ◽  
Popular Discourse ◽  
Newspaper Industry ◽  
Digital Communities ◽  
Personal Interaction ◽  
Early Twentieth Century ◽  
New Generation

After World War II, transformations in the newspaper industry, in mainstream gender values, and in the nature of popular discourse again reshaped Americans’ experience with advice. The rise in the 1950s of a new generation of advice columns, led by Ann Landers and Abigail Van Buren, also marked the decline of local, participatory columns like the Detroit News’ “Experience” and the Chicago Defender’s “Advice to the Wise and Otherwise.” Yet early twentieth-century advice columns set key precedents of collective communication that continue to shape the digital communities that serve as our primary modes of personal interaction today.

scholarly journals GEMEINSCHAFT 2.0: CAN DIGITAL COMMUNITIES FULFILL SOCIAL NEEDS OF OLDER PEOPLE?

2018 ◽  
Vol 2 (suppl_1) ◽  
pp. 845-845
Author(s):  
D Michailakis ◽  
A Olaison ◽  
W Schirmer ◽  
A Vercruyssen
Keyword(s):  
Older People ◽  
Social Needs ◽  
Digital Communities
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