Lesson 6:Developing Digital Skills

Dr. Salome F. Sestina

Ed 105B/ 9:00-10:30

Reporters:
Malabarbas, Sairah Mae V.
Muana, Phela Marie D.

SOLUTION FLUENCY
This refers to the capacity and creativity in problem solving. It requires whole brain
thinking executed when students define aproblem, design the appropriate solution, and
assess the process and result.

define
Defining the problem means providing a clear and concise definition of
the problem or challenge one is addressing. the purpose is to identify
where we are so we can figure out where we need to go.

define skills include:

restating or rephrasing the problem
challenging assumptions
gathering facts
chunking the details up or down (pulling them together or breaking them down
into smaller parts)
considering the challenge from multiple perspectives
reversing the problem
discover
In this stage, the research and digging begins. This involves obtaining
the background information that gives the problem its context, and
identifying what you need to know and what you need to be able to do
to solve the problem.

discover skills include:

determining where the information is
skimming, scanning, and scouring the information for background
filtering information
taking smart notes
analyzing, authenticating, and arranging the materials
knowing when to revisit the Define stage (or other stages) to modify what has
been done based on what has been discovered

dream
This is where you use the knowledge youve gathered to visualize a
creative and appropriate solution. This is a whole-mind process
where we imagine what the solution will appear like as it would in
the future. Instead of asking why we ask why not. The question
of whats the worst that could happen becomes whats the best that could happen.

dream skills include:

generating wishes
exploring possibilities
imagining best case scenarios
visualizing time machine visits to a perfect future

design
Starting from the future, next you design the process backwards to the
present to complete the visualized solution in measurable, achievable steps.

design skills include:

having a clear idea of how to do the task
starting with the end in mind and building steps backwards
writing instructions in small increments that are easy to follow,
positive, and logical
deliver
This stage is the process by which the dream becomes a reality. Its

where you actually implement the design to complete the solution to the problem in two
separate steps: Produce (actually creating the solution in its working format), and
Publish (applying the product in an effort to solve the problem).

deliver skills include:

identifying the most appropriate format for presenting
information or a solution
using that format to present the information or solution to the
problem

debrief
At the end of the process comes an often-overlooked stepthe Debrief. its a time to
review and analyze the product and process, an identify areas for potential improvement.
Students are not often given the chance to evaluate a learning journey, and this is and
integral part of guiding them towards taking responsibility for their own learning.

debrief skills include:

re-visiting each stage of the process and reflecting on the paths that were followed
from Define to Deliver
asking questions about the processes used and information obtained
reflecting critically on both the process and the product, acting on those
reflections, and internalizing the new learning
transferring the learning to new and different circumstances
INFORMATION FLUENCY
This involves 3 subsets of skills, namely:
a.) An ability to access informations, access may involve not only of
thew internet, but others sources like the CD-ROM software.
b.) An ability to retrieve information, retrieved information include not
only texts, but images, sounds and videos.
c.) An ability to reflect on, assess and rewrite for instructive information packages.
ask
This involves compiling a list of critical questions about what knowledge or data is being

sought. The key here is to ask good questions, because thats how you get good answers.
ask skills include:

understanding the problem

identifying key words
forming exploratory questions
brainstorming, lateral thinking
Republic of the Philippines
Mindanao State University
College of Education
General Santos City

understanding ethical issues

listening deeply, viewing wisely, speaking critically
filtering information white noise
sharing personal knowledge and experience
Acquire
Accessing information is no longer as easy as going to a card
catalog and getting a book or other paper-based resource. This stage
involves accessing and collecting informational materials from the
most appropriate digital and non-digital sources.

acquire skills include:

determining where the information is
determining what skills are needed to find the information
prioritizing search strategies
skimming, scanning, and scouring the resources for pertinent data
filtering
taking smart notes
knowing when its necessary to go back to the initial Ask stage to ask more
questions

Analyze
With all the raw data collected, the next step is to navigate through the information to
authenticate, organize, and arrange it all. This stage also involves ascertaining whether
information is true or not, and distinguishing

the good from the bad.

analyze skills include:

organizing, triangulating, and summarizing data from digital
and non-digital sources
working independently and collaboratively with peers,
teachers, or other individuals to document the authenticity and
analysis of the data
checking for relevance and listing and distinguishing between useful and
superficial data sources
differentiating fact from opinion
assessing the currency of data
examining data for underlying meaning and bias
determining when the data answers the original questions
identifying incomplete information
documenting, crediting, and taking notes to determine authenticity
using probability, trends, and best guesses to seek out additional data
revisiting Ask or Access to fill in the blanks and turn data into knowledge and
wisdom

Apply

Once data is collected and verified, and a solution is created, the knowledge must then be
practically applied within the context of the original purpose for the information quest.

apply skills include:

turning data into personal knowledge and applying it to actually solve the problem
putting the data to use in a practical application (ex: writing an essay or report,
creating a graph, completing an argument, making a presentation, participating in a
debate, completing a science experiment, creating a video, or building a blog)
creating and utilizing products and projects that can effectively demonstrate how
they solve problem

Assess
The final stage is about thoroughly and critically revisiting both the product and the
process. This involves open and lively discussions about how the problem-solving
journey could have been made more efficient, and how the solution created could be
applied to challenges of a similar nature.

assess skills include:

asking questions about the processes used and the information obtained
determining what was learned, how it was learned, what worked, what didnt
work, and how the process and the product could be made better, and then acting on
these reflections
internalizing new learning and transferring it to similar or
different situations and circumstances

COLLABORATION FLUENCY
This refers to the teamwork with virtual or real partners in the online
environment. There is virtual interaction in social networkig and
online gaming domains. Distance has been abridged, such that learning comes to an
exciting potential for partnership in discovery learning. Individual and school to school
partnerships are now possible multi-cultural learning.

establish
This stage begins by selecting and organizing the collective group, establishing the norms
and determining the role each team member would be best suited for, and developing a
group contract.

establish skills include:

gathering and assembling the collective group
defining individual and group roles and responsibilities
setting communication guidelines (how, how often, when, etc.)
discussing norms (why has the group been established, what will the outcome for
the groups collective purpose be, how will the outcome be evaluated)
defining the scope of the project
specifying what information is available and important to the issue the group
faces
choosing a leader and defining the scope of their responsibility
drawing up a group contract and establishing performance expectations

envision
As

a group, its time to now examine the issue/challenge/goal

together, and conceive the intended outcome. Together the group
visualizes, defines, and examines the issue they are challenged
with, as well as what the intended outcome is.

envision skills include:

determining the problem

understanding and defining what the current situation is
visualizing a desired future
specifying any information needs
identifying the information that is available and what information is still missing
educating the rest of the collective
developing a written plan of action (what, how, when, where, and who)

engineer
This stage involves assembling the nuts and bolts of the plan into
something workable and applicable to the problem or challenge the
group was brought together for. Its crucial that everyone works together to synthesize a

workable method for achieving the desired goal.

engineer skills include:

creating a workable plan to get the group from where they are to where they want
to be
delegating responsibilities effectively and fairly
creating a plan to guide the team (this plan must be able to be checked, reevaluated, and discussed as the work progresses)
allowing for each team members levels of strength, insight, and creativity to
contribute to the plan

execute
In this stage, the group puts the plan into action and manages the process, with each team
member remaining personally accountable for their contribution (this also means devising
a method for ensuring other members are held accountable).

execute skills include:

putting the plan into action, with a focus on a tangible and viable solution to the
problem
pressure-testing the designed product or solution
utilizing the unique individual strengths of each team member
monitoring and recording group progress
holding team members accountable for their assigned roles and contributions to
the work

examine

At this final and crucial stage the group studies and reviews both their process and the
end result. The idea is to determine if the challenge was successfully met, and also to gain
insights for areas of constructive improvement.

examine skills include:

discussing if and how the goal was achieved

pinpointing areas for improvement
recognizing team members contributions
providing constructive feedback and criticism

pEducation Technology @ by: Paz I. Lucido

https://globaldigitalcitizen.org/21st-century-fluencies/collaboration-fluency/