I created this course outline talking with Calude.ai. The concept map above was generated from the outline below, converted to a markdown file and uploaded to xMind mapping software.

I. Foundational Digital Literacy Competencies

Module 1: Digital Access

Using digital devices, connecting to the internet, browsing basics

Module 2: Digital Communication

Email, messaging, video calls, social media

Module 3: Digital Content Creation

Basic document, image, video creation and editing

II. Developing Digital Fluency

Module 4: Critical Thinking with Digital Media

Evaluating quality, limitations, and biases of online information

Module 5: Digital Content Curation

Searching, selecting, organizing and sharing digital content

Module 6: Digital Security

Privacy, passwords, protection from hacking and viruses

III. Expert Digital Fluency

Module 7: Digital Ethics and Wellbeing

Managing screen time, digital etiquette, respectful online conduct

Module 8: Digital Marketing and Personal Branding

Building an online presence and brand across platforms

Module 9: Digital Innovation and Problem Solving

Using digital tools creatively to design solutions and content

IV. Organizational Digital Capabilities

Module 10: Digital Strategy

Developing integrated digital strategies across web, mobile, social

Module 11: Digital Transformation

Using digital capabilities to improve internal operations

Module 12: Digital Leadership

Executives promoting digital fluency and new opportunities

After these basic skills are acquired, and as we recently discussed, two quality improvement projects can be undertaken at the same time: 

• introducing admins, faculty, and staff to the theory and practice of creating eportfolios to document, curate, and reflect on both their formal and informal learning experiences throughout their lives, and,

• creating a prototype Google Classroom to ‘chunkify’ and add navigation to a course in the hope faculty will adopt this course model. This test course, after faculty input, could then be used as a template for all WISR courses.

Mark’s thoughts on the 10/27 Learning Experience Design Committee meeting:

To prepare for the eportfolio project, all members of our WISR community should be surveyed on their digital literacy. 

This would include knowledge of the Google Education Workspace. 

Based on the responses, courses can be created to increase digital fluency across the organization. These personal skills are necessary to create eportfolios. 

The Association for Authentic, Experiential, and Evidence-Based Learning and the Association of American Colleges & Universities collaborated on adding eportfolios to the AAC&U’s list of high impact practices and produced the “Field Guide to ePortfolios”.

I also recommend “High-Impact ePortfolio Practice” by Eynon and Gambino. Click to read a preview on Google Books.

All digital roads lead to Vannevar Bush's "As We May Think" from 1945. Mike Caulfield refers to it in his 2015 blog post "The Garden and the Stream".

In the Garden, to ask what happened first is trivial at best. The question “Did the bridge come after these trees” in a well-designed garden is meaningless historical trivia. The bridge doesn’t reply to the trees or the trees to the bridge. They are related to one another in a relatively timeless way.
This is true of everything in the garden. Each flower, tree, and vine is seen in relation to the whole by the gardener so that the visitors can have unique yet coherent experiences as they find their own paths through the garden. We create the garden as a sort of experience generator, capable of infinite expression and meaning.
...
In the stream metaphor you don’t experience the Stream by walking around it and looking at it, or following it to its end. You jump in and let it flow past. You feel the force of it hit you as things float by.
It’s not that you are passive in the Stream. You can be active. But your actions in there — your blog posts, @ mentions, forum comments — exist in a context that is collapsed down to a simple timeline of events that together form a narrative.

I was talking with a machine and asked it to explain "technologian," the word I made up on the spot when John Bilorusky asked me what title I wanted at WISR:

Claude.ai: Since "theologian" refers to someone who studies theology, which is the study of religion and God, then "technologian" would refer to someone who studies "technologia" or the study of technology.

The word breaks down like this:

• Theo - relating to God or theology
• Logia - the study of
• Techno - relating to technology
• Logian - one who studies

So a "technologian" would be someone who studies the nature, history, impact, etc. of technology and its relationship to humanity. It's a made up word but follows the same logic and structure as "theologian."