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Review
						
							
								of 
								maria teresa lauletta 

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Review
						
							
								of 
								maria teresa lauletta 

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As Maria Teresa said on the introduction, she didn't gave the time needed to fully execute this task, however the overall plan she previews seems to be really interesting, actual and able to allow students to achieve some of the 21st century skills they will need in the future.
Having said that, what should have been done to fullfill the outcomes we were asked:

- The development of students digital skills should have a clear reference provided. - The development of students digital skills should incorporate a clear reference to good practices by raising awareness to issues like  safety online, plagiarism or copyright, for example. But, on the other hand, the lesson plan does incorporate good practices in the main subject which is becoming aware of our role on environmental issues, so some of the 21st century skills are achieved within this lesson plan. - The lesson plan clearly needs to be better well aligned with its learning objectives because Maria Teresa just gaves a draft as she didn't have the time to work on it. - The lesson plan isn't balanced. It gives only 2 TLA's and should have 4 different TLA's. Also it has only 3 Learning Types and these should also be more.

Although my assessment has found a lot of negative issues, Maria Teresa previously explained the reason for this lesson to be incomplete. I find the topic of this lesson plan very interesting and full of topics where we can be creative and make it very interesting to our students. Also, younger kids should change and become more aware of environmental issues and learn that we all count and we all can do something about it to change for the better.

Thanks for allowing me to review your lesson, hope you'll find the time to explore the Learning Designer because it is a fabulous tool.

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Review
						
							
								of 
								Nijole Bruzaite 
						

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Review
						
							
								of 
								Nijole Bruzaite 
						

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This lesson plan explicitly adresses the development of digital skills of students and has clear reference provided throughout the 4 TLA's previewed. The students are asked to use different digital tools in different moments of the lesson and they also are working  in different schools at the same time to achieve the outcomes set by the teacher.
It also incorporates good practices since the main objective of this class is raising awareness of the importance of e-safety. Also, by planning a collaboration between different schools, Nijole achieves the goal of allowing the students  to acquiry competence in some of the 21st century skills all students should have.

The lesson plan is very well aligned with the learning outcomes as it starts with a video where students are introduced to the theme of the class (and that is made with other students previous work, which seems to work even better amongst them), goes to discussion and collaborative work and then finishes with a final project where it's supposed to have feedback from students from all the different schools. By the end of the lesson it becomes easy for to teacher to understand if the objectives of the class were achieved and with Plickers (which I didn't know and seems to be a fabulous tool) he/she can easily assess the students. I feel, though, that Nijole could have saved some last minutes to give feedback to the class, I'm not sure if that is done when brainstorming with Plickers.

Although the lesson plan is well balanced, with 5 different Learning Types (none of them with more than 35% of the total time), I think that collaboration should have been used, maybe changing it in Practice to Collaboration and in the end, Investigate to Practice. Also, the teacher could be off for the discussion and produce moments and the size f the smaller groups could have been previoulsy defined.

Overall, it's a great lesson plan and I thank Nijole for allowing me to assess it.

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Review made
			
				
					
					 	
					 		By
					 		Vanja Kolar Ivačič
					 	
				 	
				 	
				 	
				 		date  28-10-2015 15:39

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Review made
			
				
					
					 	
					 		By
					 		Vanja Kolar Ivačič
					 	
				 	
				 	
				 	
				 		date  28-10-2015 15:39

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Thanks a lot for your review, Vanja. I agree with all your advices for my lesson plan and will show you the students posters once it's done. There has been a slight change of plans, though. Since the portuguese language teacher wants to participate on the posters, we'll integrate both the disciplines and the posters will be made using publicitary speech.

Thanks again, Vanja

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Review for Gabriela Brunos Learning Design-1

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6.4. Final Activity submission and reviews

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6.4. Final Activity submission and reviews

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Here is my lesson plan.

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Creating a Lesson Plan with the Learning Designer

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1. Read the Criteria for a good lesson plan:

Here is a list of criteria you should consider when creating your lesson plan and to use for your peer review of the lesson plans of two other people on the course:

1. The lesson plan explicitly addresses the development of students’ digital skills (directly or indirectly): for example, as part of a classroom project students have to produce a short video or website, run a social media campaign or construct a robot. Importantly, it is not necessary that the digital skills development is the main goal of the lesson, however, it is essential that a clear reference to this is provided in the lesson plan and it is explained which digital skills and how these are developed.

2. The lesson plan incorporates good practices of digital skills development: for example, the lesson plan raises students’ digital awareness by addressing digital copyright or plagiarism issues. Or the lesson plan has students use their digital skills in a real-world context with a real audience.

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.

4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching & Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this).

2. Create our own lesson plan using the Learning Designer.

3. Submit our lesson plan.

4. Review two lesson plans.

5. Read the feedback of our own lesson plan and reflect on how we can improve from there.

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The journey is now starting...

#eSkillsCourse

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5.4. Internet safety and responsible use

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5.4. Internet safety and responsible use

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RESPONSIBLE USE!!!!

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Falta actualizar com link importantes

My personal learning network also can be divided in those 3 parts:

-Face-to-face is the most important of them because it's about my daily work and all the interactions I make with students, other teachers and other school staff.

-My Digital closed communities- European Schoolnet Academy, Facebook Portuguese Biology and Geology Teachers page, it's private and we share documents, news about science research, ideas, about how to teach different subjects or ask or give help to others.

Universidade do Porto, where I'm doing another MOOC on environment issues

Stanford University - Learning differnt subjects in their MOOCs

-My Digital open communities: Flickr, Facebook, Blogspot, Slideshare...

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There are a lot of definitions about "What is Social Media?", according to the Wikipedia, Social Media are primarily internet-based tools for sharing and discussing information among human beings. At some extend, all of the web has now become social.

Tradicional (vir acabar depois)

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The thing that is not so great at my school: What I would love to see different in my school is getting teachers interested in developing their own digital skills, sharing their learnings with everybody, so we could really use it with the students. I find really hard when I try to share information with my colleagues. Most of the time they say they are interested but don't have the time to get involved in anything new.

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Eurydice Gkory shared this prezi about Key competences. Great, thanks.

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Communication in foreign languages;
Digital competence;
Learning to learn;
Communication in the mother tongue;
Key Competences
for
Lifelong Learning
the ability to express and interpret thoughts, feelings facts and opinions in both oral and written form
the ability to interact in an appropriate and creative way in a range of contexts
the ability to express and interperet thoughts, feelings, facts and opinions in the foreign language
the ability to mediate between languages
the development of intercultural understanding
Mathematical competence and basic competences in science and technology;
the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations
the application of knowledge and methodologies that explain the natural world
an understanding of the changes caused by human activity and the responsibility of each individual as a citizen
basic skills in information and communication technology (ICT)
the confident and critical use of information society technology (IST)
the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs
an awareness of available methods and opportunities for learning
Social and civic competences;
the ability to participate in an effective and constructive way in social and working life
an understanding of codes of conduct and customs in different environments
knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights
Sense of initiative and entrepreneurship;
Cultural awareness and expression;
appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts
the ability to turn ideas into actions
the ability to seize opportunities that arise
awareness of ethical values
good management
creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives

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Communication in foreign languages; Digital competence; Learning to learn; Communication in the mother tongue; Key Competences for Lifelong Learning the ability to express and interpret thoughts, feelings facts and opinions in both oral and written formthe ability to interact in an appropriate and creative way in a range of contextsthe

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This module was difficult for me. On my first atempt of the quiz I could only get 71% and then I made a score of 85%. My problem is that I can't identify the wrong answers, I had no more doubts after the last atempt and that is not so good because it means that there is something important that I didn't learn at all.

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4.7. Educational robotics - Getting started activities

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4.7. Educational robotics - Getting started activities

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4.6. Educational robotics - Introduction

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4.6. Educational robotics - Introduction

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4.5. App deveplopment - Touch Development

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4.5. App deveplopment - Touch Development

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Cross-curricular

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Do:

Be respectful

Talk to one another about the work

Explain what you are doing

Think ahead and make suggestions

Switch roles often.

Don't:

Be a bossy navigator

Grab the drivers mouse/ keyboard.

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Carmela Mundo made a great infographic for tools to create digital resources and content: https://www.facebook.com/photo.php?fbid=10205097317328945&set=gm.719992801465464&type=3&theater

She used Canva. It's so easy and great to use with students.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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For teachers and students

The Design Studio is a developing toolkit which draws together a range of existing and emergent Jisc resources which support technology-enhanced teaching and learning practice. The Design Studio will provide access to project outcomes and outputs from a range of Jisc programmes as they are developed through an open sharing and synthesis approach.

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The Design Studio / Welcome to the Design Studio

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The Design Studio is a developing toolkit which draws together a range of existing and emergent Jisc resources which support technology-enhanced teaching and learning practice. The Design Studio will provide access to project outcomes and outputs from a range of Jisc programmes as they are developed through an open sharing and synthesis approach.

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Ollie tells us this will be a module that requires some team efford. He will be having some colleagues to help him with the themes we are going to talk about. Also we should be sharing and reaching out for our colleagues from other schools and countries and see how they are working and what are they using to do it. It's time to start crowwdsourcing.

The module is about Digital Exploration:

- Coding;

- App development;

- Education robotics;

- Internet of things.

About one thing I specially like about my school.

One of the things I really like in my school is the way we work, sharing ideas and planning together our classes and activities. All the teachers who share the same discipline plan everything together. Although the classes may be slightly different because we all are "one of a kind", the planning for the subjects to teach, experiences to make and quizzes or final tests are all decided together with everybody feedback. I know it should be like this all the time but it isn't, so I feel I'm really a lucky one to be able to work in such a great environment.
Ah and I absolutely love Palmela and it's surroundings. The teachers room has a balcony with the most wonderful view, we can see for miles and miles and that gives me peace.

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Unfortunately I didn't get to do this activity because today is already October 8th. Nevertheless this is a great idea to do with students in the classroom, specially in my Comunication and Interpersonal Relashionships class. I'm doing it this year with them in the end of their module 2.

Here are the guidelines we had to follow to submit our work until October 4th:

"An important element of this activity is also about practise for the final peer review activity (which is not optional) where you have to submit a digital lesson plan and review the lesson plans of your peers on the course.  - So the first step of this activity is for you to produce (or select) some self-produced digital content and submit this in the interface below. The content can be anything from a video, podcast, website, blog, ebook, etc. that you have produced yourself. We would recommend that in the text box below you briefly describe your work and the context in which it is produced and submit a link to the resource.

- The second step is to provide some feedback to someone else's work. You will be automatically assigned the submission of someone else on the course and should then provide them some feedback. There are no specific guidelines for the review as the submission criteria are very general but please follow these general guidelines for good peer feedback: Provide constructive feedback that helps the person you are reviewing to further develop their work. Feedback that is only negative without suggestions how to improve is not helpful for anyone.

Use a positive and encouraging tone and language.

Be specific and provide examples of what you mean.

Be comprehensive. You do not have to write many paragraphs but your feedback should cover all key parts of the work submitted. Receiving only one sentence as feedback after having spent hours working on the submission can be very frustrating.

Be fair and realistic and take into account the context of the work that has been submitted. For example it is unreasonable to expect someone with limited equipment and time to produce a high definition audio and video project.

You can see feedback provided to you in the third section of the interface below."

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Here is the list of tools mentioned by Edgars during the webinar:

For 3D apps: http://www.3dvia.com/products/3dvia-shape/ Heres Adobe 123 site - for simple tools online (webbased and works great and again - ready for 3d printing): http://www.123dapp.com/
Heres more advanced toools:
http://www.sketchup.com/
http://www.autodesk.com/products/inventor/overview http://www.autodesk.com/products/3ds-max/overview All of the tools mentioned above are free for use! (Last ones are free for educational licence) - all of them have model libraries to download from ready models!
Another site great for 3d models and 3d travels is google earth project - earth.google.com - which offers ancient cities to explore in 3d! (as example - Rome as it was in history).
​​​For creating maps - maps.google.com/mymaps Actually for any of those tools some instructions and/or workshops can be done for teachers on how to use them as part of curriculum! Edgars has done training for teachers on using 3D modelling software. Contact him if you are interested: bajaruns@gmail.com or @kosmosa_kareivi.

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eSkills course | M3 Live Webinar Recording

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This video is part of the Developing Digital Skills in your Classroom course on the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Some of the other students of this course have made amazing diarys that are really inspiring. This is a place to save them for futher reading, if necessary.

http://kondigitalskills.blogspot.gr/ - by Konstantina Chryssanthopoulou from Greece

http://padlet.com/mattielloannamaria/jeiotvk5kij7 - by Anna Maria Mattielo from Italy

http://padlet.com/luisasgaspar67/e4nc4y6xawh5 - by Luísa Gaspar from Madeira island, Portugal

http://padlet.com/timgayton/learningdiary - by Tim Gayton from Sweden

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For ipad and android: Scratch 2.0 - Completely web based. Works a bit like Lego. We can use the early versions too if we want to work offline.

http://scratch.mit.edu/explore/projects/all - Where we can explore about what others are doing.

http://scratch.mit.edu/help - If we need some help in our projects.

Remember May 17th - Scratch Day - (It's marked on my calendar) We should all be doing something with our students and participate all around the world.

www.royalsoced.org.uk - The Royal Society of Edinburgh - It has a lot of resources made using scratch. Two publications we should look for:

- Starting from scratch - https://www.royalsoced.org.uk/cms/files/education/computing_materials/Starting_from_Scratch_LEARNER.pdf

- Itching for more - https://www.royalsoced.org.uk/cms/files/education/computing_materials/Itching%20for%20More%20LEARNER.pdf - Where we can built our own blocks.

(Yet to finish.)

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First of all we must think about what's the purpose of the website we pretend to create and decide about the:

- Layout

- Pages

- Content

http://worldpress.com or http://worldpress.org - All school websites

http://weebly.com

http://moonfruit.com

http://sites.google.com

http://wix.com

http://blogger.com - (David Rogers has a school blog for 10 years - Worth seeing)

http://google.com/webdesigner - Mais sofisticado que os anteriores.

http://facebook.com

And then we can go and explore all those google tools we learned about.

Whatever we decide, we should optimize our websites for mobiles and tablets.

Two features we should know about:

- http://mailchimp.com

Creates a webpage that can go online quickly. It's good to send news to parents or to show a specific event.

http://issuu.com

Allows to upload documents and upload them online. It increases the audience in our own work or in the students work.

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Sharing stories of pedagogic adventures.

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This is a field i don't know anything about. Have to take sometime and explore Ollie's suggestions and start working with my students.

Sound recording /podcast

crazytalk

Blabberize

vod or video cast

animation clubs

Video conference - All happens in real time. Allows working in two places/ schools at the same time.

Skype

https://education.skype.com

google hangouts

www.wevideo.com

www.youtube.com/editor

www.mix.office.com - It´s a pluggin to powerpoints

Flipped classroom

screencastomatic (look it up too)

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Collaborating writing: The best and easiest to use are:

- Office 365

- Google Apps

Here we can find Google docs which permits:

- 15 people at a time writting and editing on a document;

- comments;

- has a research tab that allows to see only creative commons material;

- to get add.ons (Kaizena draftback is a Chrome extention that can be applied to Google docs and permits to go back and see who contributed with what. Also allows to see who has been doing copy/ paste what makes it a great built-in plagiarism checker);

There's also:

- Google sheets, where students can add simultaniously work from all the class and then use everyone's data. It also can be shared between schools, etc.

- Google slides, where students could do collaborative work from different places by adding their contribution and being able to see everyone else's contribution, which gives them instantanious feedback from both teacher and peers.

- Google online forms, that can be used to substitute the students credentials we use to create on paper everytime we get a new class. The best of this feature is using flubaroo that allows students to submit answers and get an immediate graduation. (I've never used it but think it must be similar to hot potato tests we can do on moodle platforms);

- www.zeemaps.com

Collaborating online facilitates parent and community collaboration and allows to:

- Built relationships;

- Overcome geographical isolation;

- Cross culture barriers;

- Increase student achievement;

- Connect learning to the real world.

And then

I've just realized I don't know a thing about collaborating online using Google docs. My experience is about sharing documents with students and/or colleagues but we edit the documents and then send it back for the other to give feedback. Have to explore it because it is amazing. Really enjoyed learning about flubaroo.

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3.1. How do I provide an audience for students? 

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3.1. How do I provide an audience for students? 

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Mostly I work with my students offline. However, usually I have a blog related to the grade i'm teaching and students get their projects published. For the younger students (7th to 9th grades) the first assignement usually is to start by sending an email to introduce themselves (some students still have to create their first email account). Then they have to create a small powerpoint (5 slides), a scientific A3 poster and a flyer. They start their work in the classroom and then have time limits to send by email their work for a first review. After my feedback they improve their work that gets published online and, for the posters, we make a school exhibition. They also have to present their work to the classroom. I find that this works really good because we can see them growing and improving their skills, both digitally and by catching the audiences. as they are proud to get good reviews from the other students or teachers from the other classes.

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Writing for the web can be an online discussion or web publishing.

Online discussions have an effective structure if we make sure that there is:

- An effective prompt;

- Preparation;

- Practice;

- Facilitation, both for peers and teachers.

The beneficts are:

- People watching and then being able to

- Think about it, which makes them able to

- Contribute to the discussion.

As we facilitate online discussions, we have to make sure that students take part on these three parts.

We can create with the students our community guidelines and everyone will know the rules to participate.

There are several ways to create online discussions:

- Open conversation by using #tags:

www.neatchat.com

www.twitter.com

- Back channeling, where the conversation goes on the background that is talking about the main leaarning task:

www.todaysmeet.com

www.scribblar.com

- Foruns.

For online publishing we must know that the power of it is in the audience and that we learn by telling stories both physically and digitally. We can do it by creating:

- Website/ ePortfolio

using goole sites

creating wikis

www.weebly.com

www.wix.com

- Website/ Blog

www.blogspot.com

www.worldpress.org

- eBook

www.zooburst.com

Key principles of publishing:

- Purpose of the work;

- Audience for whom the work is intended;

- Features of the tool that students and teachers are going to use;

- Application that it's going to be used and how can we improve it.

Remember: It's not all about digital, it is all about audience!

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MODULE 3 - How to create digital resources/ content?

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MODULE 3 - How to create digital resources/ content?

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Communication is the important thing because it can connect all of us: students, teachers, parents and other members of the school community.

How can we improve our students communication skills?

How can we improve communication across our education systems through Europe?

By improving ours and our students digital communication skills.
The importance of digital communication:

- Focuses on student-centered learning;
- Increases student engagement;
- Improves communication skills;
- Removes barriers;
- Establishes classroom community.

My digital skills weaknesses are:

- Creating and editing audio and video.

- Games design.

- Also feel I should know more about websites design.

To think about:

It's easy to create online content but it's harder to create good online design.

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2.3. - Live Webinar 1st October- Digital Skills in the 21th Century Classroom

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2.3. - Live Webinar 1st October- Digital Skills in the 21th Century Classroom

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Don't forget!!!

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2.2.d. - Content and copyright - Digital plagiarism

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2.2.d. - Content and copyright - Digital plagiarism

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Some tools we can use to detect plagiarism:

www.smallseotools.com/plagiarism-checker

www.plagium.com It also aloows deep search

www.plagiarism.net

www.tineye.com

www.alerts.google.com

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2.2.c. - Content and copyright - Understanding copyright

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2.2.c. - Content and copyright - Understanding copyright

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Creative Commons are resources that aren't in the public domain but can legally be copied, modified or reused. It allows collaboration between students and teachers all over the world and permits sharing materials that can be used by everyone.

Here are some easy steps we can take to make our students understand about Creative Commons:

- Discuss ownership in a digital environment;

- Introduce student to creative commons;

- Use creative commons search engines such as:

www.flickr.com

www.commons.wikimedia.org

www.soundcloud.com/nasa

www.vimeo.com/creativecommons

www.archive.org

www.comicbookplus.com

www.opencontenttoolkit.wikispaces.com

We can also show some videos available here: www.creativecommons.org/videos

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2.2.b. - Content and copyright - 7 things you didn't know about wikipedia

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2.2.b. - Content and copyright - 7 things you didn't know about wikipedia

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- Accurate;

- Up-to-date;

- Useful tabs;

- In 282 different languages;

- Easy to reference;

- Can be a book;

- Lots of sisters - WIKIMEDIA, where we can find lots of copyright free information.

Wikipedia is the first source my students normaly use. They have to be critical about the things they read and must always get another source (academic source) to validate their findings. I find it a very good way to teach them to search online.

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2.2.a. - Content and copyright - Reliability of digital content

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2.2.a. - Content and copyright - Reliability of digital content

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This is a real issue that we all must teach our students. As Ollie says it isn't difficult to assess the credibility of online resources because there are a numbers of digital clues. The first thing our students must learn is not to believe in everything they read.

Here are some tips they can follow:

- Is it a personal page?

We must look for a personal name following a tilde (~) and words like: "users", "members" or "people";

- Does the publisher of the website make sense?

This can be seen on the first portion of the URL. For example: http://ed.ac.uk/, where ed stands for Edimbourough and ac for academic.

- Is the domain reliable?

.edu or .ac - extention for college or university

.org - organization

.gov - government entity

.com - commercial enterprise.

- Also check for:

- Author's credentials on the subject;

- Date of the last update;

- Dates of all the pages of the site;

- Other things on the "privacy and cookies", "terms of use" or "trademarks" that can bring credibility to the website/author, such as what's the philosophy, background or biography ;

- Contact information/ email.

- Quality of the information:

- Are the sources documented with footnotes or links?

- Are there links to other resources on the topic?

- Are the links well chosen?

- Do the links work?

- Do the links represent other viewspoints?

- Do the links indicate a bias?

- What is the purpose of the website?

About the Pacific Northwest Tree Octopus website, it can't be reliable because the URL is not well known and the suffix is .net. Also the information for the author is incomplete and has no credentials on the subject. The sources cited aren't academic.

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2.1.e. - Searching the internet - Searching the future internet

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2.1.e. - Searching the internet - Searching the future internet

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www.alerts.google.com

Just created my first alerts.

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2.1.d. - Searching the internet - Hidden gems

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2.1.d. - Searching the internet - Hidden gems

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- InstaGrok it's an amazing tools for school projects.

- Bing - Videos and Maps are great. I've tried to do a quick search for videos about recycling and it is fabulous what we can get. We can narrow the search by duration of the video, language or origin. Real amazing. The maps are similar to google maps.

- Way Back Machine - It gives us websites that still exist or that no longer exist, back in time. And we can scroll and explore it. Great tool

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2.1.c. - Searching the internet - Advanced search

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2.1.c. - Searching the internet - Advanced search

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2.1.b. - Searching the internet - Improving your search

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2.1.b. - Searching the internet - Improving your search

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First we have to know what exactly are we looking for. The video shown really works, it's a great example to use.

Before our students start to searching the internet for some topic, we must see that they have selected the correct key search terms.

Here are some tips:

- Use tabs;

- Important words;

- OR;

- Gradually add search terms;

- Use words that websites would use;

- Spelling doesn't necessarily matters;

- Use descriptive words;

- https://support.google.com/websearch/answer/134479?hl=en

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2.1.a. - What is your favorite search engine and why? 

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2.1.a. - What is your favorite search engine and why? 

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Search engines: The best at what

- Google - www.google.com or www.google.pt - The search engine I use more often. Mainly because I'm used to it but also because I don't know most of the others presented on the video.

- Sapo - www.sapo.pt - The word means toad. It was chosen because it's an acronym of the service (Servidor de Apontadores Portugueses meaning Portuguese Pointing Servers) It was created in 1995 by the Computer Science Center of the University of Aveiro. Great for searching in portuguese or related to issues from portuguese language countrys.

- Baidu - www.baidu.com.hk - Chinese search engine. Probably I'm not going to use it.

- Bing - www.bing.com - Similar to google but more agressive with ads. Don't like it too much.

- Ask - www.ask.com - Specializes in answering questions.

- Duck duck go - www.duckduckgo.com - To ensure privacy. I like it a lot.

- Dogpile - www.dogpile.com - Uses metadata.

- Instagrok - www.instagrok.com - For project work. This is really awesome. I'm sure I'll be using it from now on. My students are going to love it.

- Quora - www.quora.com - Answers questions by specializes people. It's better for older students. Another one I'll be using from now on.

- The library of congress - www.loc.gov

- Academic google - www.scholar.google.co.uk

- Archive - www.archive.org - Search for websites that no longer exist.

- List of search engines - www.en.wikipedia.org/wiki/List_of_search_engines

- Advantages and disadvantages of different search engines - www.searchengineland.com

I would recommend InstaGrok and Duck duck go. Unfortunately I can't recommend any new one because i don't know any other.

Anna Laghigna shared this amazing interactive online Google tutorial: www.googleguide.com and she also shared 15 lesson plans for making students better online researchers: https://globaldigitalcitizen.org/blog

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I think my digital skills aren't that good yet. I often get lost whilst searching the web because I tend to follow similar subjects that I find interesting and then, after an hour or so, I realize that the work I was doing isn't finished yet and I seam to have loads of information about other subjects I didn't need at the time. That is an issue for me, I have to learn to better manage the time to a given task.

Anyway, my digital skills are:

My best skills:

- Creating brochures, flyers, scientific posters and powerpoint presentations.

If my students don't have these basic skills, they have to learn it with me because I always ask them to produce some work using it. Over the years I've noticed that when they come to the 7th grade, they don't have any of these skills. Some of the 10th grader students don't have them as well. It depends of the teachers they had before. Unfortunately there are still many of us who are so afraid of the digital world.

Other skills I have:

- Searching for information - Mostly from educational or scientific sites and from online newspapers (as I want to use updated information about geological events while teaching them);

- Creating websites

- Uploading in web pages

- Communication online with colleagues and students - Mostly to avoid long unproductive meeting extra hours of work, sharing materials and asking and answering questions.

I have no skills on video editing and have to do something about it. Have to learn it real quick.

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Technologies are evolving so rapidly that we really don't know what will happen in the future but we do know that the way we look to the future needs to change.

Principles teachers should follow in the classroom:

Values;

Resilience;

Embracing change;

Innovation;

Remaining positive.

We have to change the way we teach if we want our students to be prepared for the future but to do so, schools shouln't be afraid of change.

Some thoughts to remind: "... technology is not going to make teaching easier, it's going to make it different." Chris Kennedy

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I have never had an online interview and in my school there's no online interviews. Teachers and other staff have to apply through a national ministerial contest that works with one's graduation. The legislation only predicts interviews for the few jobs that are needed to fill temporary needs and in those the interviews are face-to-face.

A have a linkedln profile but it isn't updated (Have to work on that).

I haven't talked to my students about how to access jobs in the 21st century but we have done some work about digital footprints. This year, however, I'll be working these themes with the professional students and hopefully, by the end of the school year, all of them will know what are the digital skills they have to improve for their future.

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The UK Domain | Helping Businesses Achieve More Online

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Domain names are one of the key building blocks of the internet, with Nominet being the internet registry services provider for all UK domain names. We help small businesses and individuals to get online and grow their businesses, with useful posts and guides covering all aspects of digital marketing.

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In ten years time, the new jobs will be based on digital skills that help perform all the tasks needed.

For example: 3D printing engineer, robot engineer or urban agriculturalist.

Because branding oneself will be more important to sell one's skills, I think in a near future we will have Online Branding Yourself Advisers.

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1.2. How do you think work will evolve between now and 2025?

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1.2. How do you think work will evolve between now and 2025?

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The future of work is :

- Transparent;

- Flat;

- Competitive;

- On demand.

Work will be based on individuals with merit, not diplomas.

I agree with all the ideas presented. Because knowledge is widely spread and everybody can access to it, the future of work will not be based on company hierarchy or location but instead, on workers with formal or informal education that provides them with the skills to achieve a task/ project.

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1.1. Do you agree with the 10 items from the Mashable website? What digital skills do you think will be important by 2030? 

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1.1. Do you agree with the 10 items from the Mashable website? What digital skills do you think will be important by 2030? 

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Digital Competence:

The set of knowledge, skills and attitudes required when using ICT and digital media to perform tasks, solve problems, communicate, manage information, collaborate, create and share content effectively.

More digital skills should increase one's levels of digital competence.

Mashable 10 of 40 digital skills students shouldn't leave college without are:

1. Setting up a wi-fi framework;

2. Backing up to th cloud;

3. Basic photo editing;

4. Basic video editing;

5. Google docs and microsoft office;

6. HTML and basic coding;

7. Setting up a website and domain;

8. Converting file formats;

9. Online banking;

10. Branding yourself.

I agree with the 10 items from the Mashable website. Unfortunately it seems not all the teachers have these skills so they can't pass it on to their students. This year I would love to see my students be able to manage skills nº 2, 3, 4, 5,7 and 10 in my classroom and to work all the others in the ICT classes.

There's a great article shared by Dušanka Galečić, here's the link: http://www.kent.ac.uk/careers/Choosing/future-jobs.htm

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Headway Recruitment have teamed up with the University of Kent once again ( see our other infographic on the most common interview questions for graduates) and also the Institute for The Future, to present an infographic that shows how current desired job skills, contrast expected future skills.

With technology changing not just jobs, but also the hours and manner in which with connect and communicate at work, it's going to be interesting to see which of the current desired skills remain and which of the future skills are first to become really prominent, within employers requirements.

To use this infographic on a website, please use the grab code at the bottom of this page.

Feel free to share this on social media also.
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Current Vs. Future Job Skills - Headway Recruitment

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Headway Recruitment have teamed up with the University of Kent once again ( see our other infographic on the most common interview questions for graduates) and also the Institute for The Future, to present an infographic that shows how current desired job skills, contrast expected future skills.

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1.1. What digital skills do you think are important in 2015?

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1.1. What digital skills do you think are important in 2015?

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Digital skills are:

- Managing information;

- Communicating;

-Transacting;

-Problem-solving;

-Creating.

I think the most important digital skills from the students point of view must be to manage information and beeing able to communicate and interact with others. Students should be able to increase their independence and confidence so they can communicate what they learn with others and not be dependent on someone else to solve their problems.

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I'm a sciences teacher with a degree in Geology and a two years specialization in Biology and Geology highschool teaching. For the past four years I've been working at Escola Secundária de Palmela with classes from the 7th grade to the 12th grade.

This year I'm responsible for a Science School Project in the environment area and should work with students from all grades who want to be volunteers.

My classes are:

- 7th Grade - Natural Sciences. I'm also the headteacher for this class;

- VET (Vocational Teaching) - to obtain the 9th grade diploma - Environmental Sciences - I'm responsible for the curriculum of this class;

- VET (Professional Teaching) - to obtain the highschool diploma, currently 11th grade - Communication and Interpersonal Relashionships.

This is the view from the teachers room balcony. You can see part of the school buildings on the left. LIsbon can be seen on the horizont.

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I am a portuguese mother of two beautiful twin boys and a little younger girl, living in Setúbal, a city where the Atlantic ocean meets Sado river and the beautiful Arrábida mountains.

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Boats and boating--Equipment and supplies