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src/site/notes/03 CREATE/Classes/DL Educator/Digitally Literate Educator 🌐.md

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+---
+{"dg-publish":true,"permalink":"/03-create/classes/dl-educator/digitally-literate-educator/","title":"Digitally Literate Educator","tags":["education","project-based-learning","digital-literacy"]}
+---
+
+# Digitally Literate Educator 🌐
+
+Educational technology is transforming classroom instruction, moving beyond oral and print-based traditions to embrace online, electronic, and multimedia texts. The Internet and communication technologies (ICTs) create opportunities for reading, writing, and collaboration that extend beyond traditional classroom walls. However, these shifts raise questions about how to provide authentic and effective educative experiences for students.
+
+## Course Overview 📖
+
+This open, online course is designed to equip educators with the knowledge, skills, and processes needed to integrate technology meaningfully across Pre-K to higher education.
+
+The course emphasizes **Project-Based Learning (PBL)** principles and strategies, enabling participants to:
+
+- Analyze, critique, and adapt exemplary projects for classroom use.
+- Develop collaborative, inquiry-based projects that align with curricular goals.
+- Blend PBL and standards-based design strategies to enhance student learning.
+
+Participants will leave with a detailed plan for a technology-infused PBL project.
+
+### Core Principles of Action:
+
+- Intellectual curiosity and rigor
+- Reflective, research-based practice
+- Collaboration and consensus-building
+- Field-oriented service and community outreach
+- Cultural sensitivity and understanding
+
+---
+
+## Learning Events 📚
+
+### **Pedagogy**
+
+1. [[03 CREATE/Classes/DL Educator/LE1\|LE1]]
+2. [[03 CREATE/Classes/DL Educator/LE2 - Beginning with the end in mind\|LE2 - Beginning with the end in mind]]
+3. [[03 CREATE/Classes/DL Educator/LE3 - Breaking it down\|LE3 - Breaking it down]]
+4. [[03 CREATE/Classes/DL Educator/LE4 - Time is precious\|LE4 - Time is precious]]
+5. [[03 CREATE/Classes/DL Educator/LE5 - Keep it simple\|LE5 - Keep it simple]]
+
+### **Engaging, Connecting, & Scaffolding**
+
+6. [LE6 – Moving Across Screens](https://digitallyliterate.net/ele6/)
+7. [LE7 – Show as Opposed to Tell](https://digitallyliterate.net/ele7/)
+8. [LE8 – Scaffolding Student Engagement](https://digitallyliterate.net/ele8/)
+9. [LE9 – Don’t Reinvent the Wheel](https://digitallyliterate.net/ele9/)
+
+### **Assessment & Evaluation**
+
+Coming Soon 🙂

src/site/notes/03 CREATE/Classes/DL Educator/LE1.md

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+---
+{"dg-publish":true,"permalink":"/03-create/classes/dl-educator/le-1/","title":"Why Are We Here?","tags":["education","project-based-learning","digital-literacy"]}
+---
+
+
+# LE1
+
+![DLE_LE1.jpg](/img/user/04%20META/Assets/DLE_LE1.jpg)
+
+## Welcome to Learning Event 1 (LE1) 🎯
+
+## Why Are We Here? 🌟
+
+Learning Event 1 focuses on writing or revising learning objectives. These objectives provide clarity for educators and students by defining the expected outcomes of coursework.
+
+### Why Learning Objectives Matter
+
+- **Learning objectives** are statements that define what students will know or do as a result of instruction.
+- They clarify the **"why"** behind your course and ensure alignment between goals, activities, and assessments.
+
+If you already have objectives, use this event to revisit their relevance—especially when transitioning to online or blended learning environments. Engage your students by discussing course priorities and how objectives will guide their learning journey.
+
+---
+
+## READ 📖
+
+1. [**Learning Objective**](http://edutechwiki.unige.ch/en/Learning_objective) – EduTech Wiki  
+    _“Learning objectives should specify how learning will be observed or measured and are intertwined with evaluation methods.”_
+
+2. [**How to Write Well-Defined Learning Objectives**](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5944406/) – Chatterjee & Corral, 2017  
+    _“An effective learning objective should include who, will do, how much or how well, of what, by when.”_
+
+3. [**How to Write Measurable Learning Objectives**](https://eclearn.emmanuel.edu/courses/1285497/pages/how-to-write-measurable-learning-objectives) – Emmanuel College  
+    _“Learning objectives contain three components: skill/behavior, conditions, and criteria for performance.”_
+
+
+---
+
+## WATCH 🎥
+
+1. [**Goals, Objectives, and Learning Outcomes**](https://youtu.be/g_Xm5IljYKQ) – Oakland University Center for Excellence (4:42)
+2. [**How to Write Learning Objectives Using Bloom’s Taxonomy**](https://youtu.be/4DgkLV9h69Q) (10:52)
+    - [Bloom’s Taxonomy Wheel](https://ep.jhu.edu/files/ep-blooms-wheel.pdf)
+3. [**Writing SMART Learning Objectives**](https://youtu.be/jS9uvVm9ot4) (2:23)
+
+---
+
+## DISCUSS 💬
+
+**How can we ensure our course learning objectives are authentic, valuable, and meaningful for students?**
+
+---
+
+## DO ✍️
+
+### Write, revisit, or revise your learning objectives:
+
+#### Self-Check:
+
+1. Do your objectives:
+    - Identify the _knowledge_ or _skill_ you want students to achieve?
+    - Specify the _level_ of learning (e.g., Bloom’s Taxonomy)?
+    - Use an _action verb_ to describe observable outcomes?
+    - Include criteria or context to add clarity for students?
+
+## Share Your Work!
+
+We’d love to hear how you implemented this Learning Event! Email us at [[email protected]](mailto:[email protected]).

src/site/notes/03 CREATE/Classes/DL Educator/LE2 - Beginning with the end in mind.md

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+---
+{"dg-publish":true,"permalink":"/03-create/classes/dl-educator/le-2-beginning-with-the-end-in-mind/","title":"Beginning with the end in mind","tags":["education","project-based-learning","digital-literacy"]}
+---
+
+# LE2 - Beginning with the end in mind
+
+![DLE_LE2.png](/img/user/04%20META/Assets/DLE_LE2.png)
+
+## Welcome to Learning Event 2 (#LE2): Beginning with the End in Mind 🎯
+
+## Beginning with the End in Mind 🌟
+
+Learning Event 2 focuses on **backward design**, a process that emphasizes planning educational experiences with the desired outcomes in mind.
+
+### Why Backward Design?
+
+Backward design helps educators:
+
+- Identify learning objectives and expected outcomes first.
+- Develop a sequence of lessons and assessments that align with those objectives.
+- Ensure that all instructional activities directly support the desired learning outcomes.
+
+The concept was introduced in Ralph W. Tyler's _Basic Principles of Curriculum and Instruction_ (1947) and popularized by Grant Wiggins and Jay McTighe in _Understanding by Design_ (1998).
+
+By focusing on the end goal, backward design ensures that students actually achieve the objectives identified in [LE1](https://digitallyliterate.net/le1/). This approach aligns activities, assessments, and tools with meaningful learning goals, even when transitioning to online or hybrid teaching.
+
+---
+
+## READ 📖
+
+1. [**Understanding by Design**](https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/) – Vanderbilt University Center for Teaching  
+    _“Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable.”_
+
+2. [**Understanding by Design (UbD) Framework**](http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf) – McTighe & Wiggins, 2012  
+    _“The UbD framework is guided by evidence from cognitive psychology and results of student achievement studies.”_
+
+3. [**Creating a Course: “Understanding by Design”**](https://www.insidehighered.com/blogs/gradhacker/creating-course-understanding-design) – Ashley Wiersma  
+    _“Learning with understanding is more likely to promote transfer and application than simply memorizing information from a text or lecture.”_
+
+
+---
+
+## WATCH 🎥
+
+1. [**Understanding by Design Workshop**](https://www.youtube.com/watch?v=4isSHf3SBuQ) – Grant Wiggins (10:51)
+2. [**Curricular Redesign Using Backward Design**](https://www.youtube.com/watch?v=cveylXCpUmw) – Erica Halverson (9:36)
+3. [**Outline Project Assessments Using Backward Design**](https://www.youtube.com/watch?v=SjmwY1vsk7g) (4:46)
+
+---
+
+## DISCUSS 💬
+
+**How will we support learners as they differentiate what is necessary to know from what is nice to know?**
+
+---
+
+## DO ✍️
+
+### Examine, review, and revise the activities and assessments in your course(s) to align with the principles of backward design.
+
+#### Self-Check:
+
+Backward design consists of three key stages:
+
+![Stages of Backward Design](https://i0.wp.com/educationaltechnology.net/wp-content/uploads/2016/01/backward-design.png?resize=1140%2C839&ssl=1)
+
+1. **Identify Results Desired:**
+
+    - What knowledge, skills, and dispositions should students master?
+    - What are the _big ideas_ students should retain?
+2. **Determine Acceptable Evidence:**
+
+    - How will you know students have achieved the desired outcomes?
+    - What assessments will provide evidence of student learning?
+3. **Design Learning Experiences:**
+
+    - What knowledge and skills are needed to achieve the goals?
+    - What instructional activities, methods, and resources are necessary?

src/site/notes/03 CREATE/Classes/DL Educator/LE3 - Breaking it down.md

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+---
+{"dg-publish":true,"permalink":"/03-create/classes/dl-educator/le-3-breaking-it-down/","title":"Breaking It Down","tags":["education","project-based-learning","digital-literacy"]}
+---
+
+# LE3 - Breaking it down
+
+![DLE_LE3.jpg](/img/user/04%20META/Assets/DLE_LE3.jpg)
+
+## Welcome to Learning Event 3 (LE3) 
+
+## Breaking It Down 🎯
+
+Learning Event 3 focuses on **chunking course content**—breaking it into smaller, digestible pieces. This technique helps instructors stay focused on essential material and allows students to better comprehend, learn, and retain information.
+
+---
+
+### Why Chunking Matters
+
+**Chunking** involves dividing complex information into smaller, manageable units. It leverages short-term memory by grouping related content into meaningful chunks, improving comprehension and retrieval.
+
+#### The Memory Process:
+
+1. **Sensory Memory**: Captures sensory inputs but filters out most data.
+2. **Working Memory**: Temporarily holds active thoughts but has limited capacity.
+3. **Long-Term Memory**: Stores encoded information in mental frameworks called schemas.
+
+#### Origin of Chunking:
+
+Introduced by [George A. Miller](https://en.wikipedia.org/wiki/George_Armitage_Miller) in 1956, chunking addresses the bottleneck in working memory, which can hold only 4–8 items at a time.
+
+When working memory becomes overwhelmed, learners experience **cognitive overload**, leading to loss of information. Chunking reduces this risk by presenting content in structured, bite-sized pieces.
+
+---
+
+## READ 📖
+
+1. [**Does This Course Make My Content Look Big?**](https://www.learntechlib.org/p/41567/) – Liz Crowell & Andrea Stone  
+    _“By focusing attention on organized modules, you cover all the content in a logical, natural progression.”_
+
+2. [**Content Chunking: The Basis To An Engaging And Well-Designed Course**](https://elearningindustry.com/content-chunking-engaging-course) – eLearning Industry  
+    _“Content that is not chunked overwhelms learners and leads to cognitive overload.”_
+
+3. [**How to Chunk Training Materials**](https://www.convergencetraining.com/blog/chunk-training-materials) – Convergence Training  
+    _“Novices can work with four small chunks. Experts can manage four larger chunks.”_
+
+
+---
+
+## WATCH 🎥
+
+1. [**Chunking: Learning Technique for Better Memory**](https://www.youtube.com/watch?v=hydCdGLAh00) (3:32)
+2. [**Organizing Content Overview: Chunking Content**](https://www.youtube.com/watch?v=gLvxNOt-qA4) (6:10)
+3. [**Why Chunking Content Is Important**](https://www.youtube.com/watch?v=-UUMGGoHiJ0) (2:10)
+
+---
+
+## DISCUSS 💬
+
+**How can we organize course content to scaffold learners while building long-term retention?**
+
+---
+
+## DO ✍️
+
+### Examine, review, and revise the activities and assessments in your course(s) to apply chunking strategies effectively.
+
+#### Self-Check:
+
+Four stages to chunking information:
+
+1. **Start at the top**:  
+    Identify the most important content and use it to create course modules. [Learn how to organize content](http://theelearningcoach.com/elearning_design/how-to-organize-content/).
+
+2. **Divide modules into lessons**:  
+    Break down modules into smaller, related lessons.
+
+3. **Chunk at the screen level**:  
+    Present only one piece of information per screen for clarity.
+
+4. **Check yourself**:
+
+    - Is the information "need-to-know" rather than "nice-to-know"?
+    - Do visuals reduce cognitive load?
+
+---
+
+## Share Your Work!
+
+We’d love to hear how you implemented this Learning Event! Email us at [email protected].

src/site/notes/03 CREATE/Classes/DL Educator/LE4 - Time is precious.md

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+---
+{"dg-publish":true,"permalink":"/03-create/classes/dl-educator/le-4-time-is-precious/","title":"Time is precious - spend it wisely","tags":["education","project-based-learning","digital-literacy"]}
+---
+
+# LE4 - Time is precious
+
+![DLE_LE4.png](/img/user/04%20META/Assets/DLE_LE4.png)
+
+## Welcome to Learning Event 4 (LE4)
+
+## Time is Precious…Spend It Wisely 🎯
+
+Learning Event 4 explores the effective use of **synchronous** and **asynchronous** communication to connect with students and foster learning. In an online or blended learning environment, understanding these approaches is essential to maximize engagement and support.
+
+---
+
+### Why It Matters
+
+**Synchronous** communication occurs in real-time, fostering immediate interaction and feedback. Examples include video conferences (e.g., Zoom, Skype) and chat rooms, which allow learners to:
+
+- Engage in real-time discussions.
+- Build connections through verbalizing and exploring concepts.
+- Receive immediate feedback.
+
+**Asynchronous** communication, by contrast, involves a time lag. Examples include discussion forums and email, which allow learners to:
+
+- Reflect and respond thoughtfully.
+- Internalize concepts and explore topics at their own pace.
+- Manage their schedules more flexibly.
+
+Both approaches have unique strengths and challenges. The key is to choose the right method for your content, goals, and learners.
+
+---
+
+## READ 📖
+
+1. [**Asynchronous and Synchronous E-Learning**](https://er.educause.edu/articles/2008/11/asynchronous-and-synchronous-elearning) – Stefan Hrastinski  
+    _“…three types of communication in particular are important for building and sustaining e-learning communities: content-related communication, planning of tasks, and social support.”_
+
+2. [**Benefits of Synchronous and Asynchronous e-Learning**](https://elearningindustry.com/benefits-of-synchronous-and-asynchronous-e-learning) – Michael Higley  
+    _“Synchronous and asynchronous learning technologies improve the quality of interactions, foster engagement, and enhance outcomes.”_
+
+3. [**Synchronous and Asynchronous Text-Based CMC in Educational Contexts**](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.455.5438&rep=rep1&type=pdf) – Genevieve Marie Johnson  
+    _“Students using both forms of communication were the most likely to complete required course activities.”_
+
+
+---
+
+## WATCH 🎥
+
+1. [**Synchronous & Asynchronous Learning in an Online Course**](https://www.youtube.com/watch?v=nNuYcAHVALM) (6:43)
+2. [**8 Lessons Learned from Teaching Online**](https://www.youtube.com/watch?v=Bp4BG4Me7TU) (4:11)
+3. [**Synchronous and Asynchronous Activities in Blended Learning**](https://www.youtube.com/watch?v=-LLwpfQ-2xY&feature=youtu.be) (9:09)
+
+---
+
+## DISCUSS 💬
+
+**How can we leverage synchronous and asynchronous communication to support all learners effectively?**
+
+---
+
+## DO ✍️
+
+### Reflect on Your Course Design:
+
+Examine your content, pedagogical strategies, and learners to identify opportunities for integrating synchronous and asynchronous communication.
+
+#### Self-Check:
+
+When deciding between synchronous and asynchronous communication, consider:
+
+1. **Student Needs**:
+
+    - Do students benefit from peer interaction (e.g., group discussions)?
+    - Is flexibility important due to work, family, or time zone differences?
+2. **Content Complexity**:
+
+    - Does your content require real-time explanation and context (synchronous)?
+    - Is it better suited for reflection and individual exploration (asynchronous)?
+3. **Technology Access**:
+
+    - Can all students and instructors reliably access the necessary tools?
+4. **Time Constraints**:
+
+    - Are students balancing other responsibilities that require flexible schedules?
+
+---
+
+## Share Your Work!
+
+We’d love to hear how you applied this Learning Event in your courses. Email us at [email protected] to share your experiences!