Presentation given at ICEM 2013 Nanyang Technological University

1. Simon Walker & Mark Kerrigan. University of Greenwich, London, UK
The relationship of
Critical Digital Literacy
to the Larnaca
Declaration Learning
Design Conceptual
Map

2. Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
All pedagogical approaches
All disciplines
Educational Philosophy
A range based on assumptions
about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Learning Design Conceptual Map – Larnaca Declaration

3. Set of Social Practices and making meaning of digital tools.
Lankshear & Knobel (2008)
Definitions
skills literacies
Digital literacy defines those who exhibit a critical understanding and
capability for living, learning and working in a digital society.
Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)

4. What do we know/challenges for Learning Design?
How/what/where should we teach DL (if at all)?
Q2. Which would increase the employability of your
learners - Literacy or Digital Literacy?
Q1. Which would increase the effectiveness of
your learners – Literacy or Digital Literacy?

5. National UK Digital Literacy programme
Student perception of their skills and
abilities in the in-depth survey was
not necessarily matched with the
reality
Digital Literacy
attributes are not
universal
Information Junkie Your Score = 10

6. Digital Literacy in Transition
The student journey…..

7. Digital Literacy

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10. InformationJunkieYourScore=10

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No university is exempt

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Institutional responses

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Digital Literacy
Considering the
pace at which HE
and the digital
environment is
changing, what
Learning Designs
will students
need five years
from now?
Question
Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999

14. InformationJunkieYourScore=10
The Critical Digital Literacy model
Persona

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Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
All pedagogical approaches
All disciplines
Educational Philosophy
A range based on assumptions
about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
The Learning Design conceptual map

16. Activity Learning Design assumptions Critical Digital literacy
implications
1. Roles handed out to trainee
teachers in same role groups
Written text on a page Text delivered: app / tweet/
vine/ webpage/
vodcast/podcast
Text received using: PC /
tablet/ smartphone
2. Role groups meet F2F / single location/small
group size/discussion
constrained to physical
environment
Large group
size/distributed/virtual/collab
orative space using cloud and
BYOD
…to discuss and conduct
research
Role equates to speaking and
acting
Research could be:
online/through own and
professional social networks/
skype /using BYOD
3. Role play enacted See above Could be: virtual/ cross-
cultural/international/ enquiry
based, etc
Learning Design: Role Play

17. Activity Learning Design Critical Digital literacy
implications
4. Debrief Verbal discussion and careful
facilitation to de-role / assume
normal identity. No evidence
of digital footprint
Verbal discussion: IM back
channel/potential for
photographic , video/audio
distribution. Reputation
management. Potential for
long digital footprint
Reflections written up in
digital formats drawing upon
resources in group.
Dissemination through
channels
Teachers role and critical literacies required:
management of activity, identity management across physical and
virtual, assessment of multi-modal forms , ability to read ‘texts’,
application of CM framework to apply LD.

18. InformationJunkieYourScore=10
Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
All pedagogical approaches
All disciplines
Educational Philosophy
A range based on assumptions
about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Learning Design Conceptual Map – Larnaca Declaration

19. DL & Curriculum mapping. Institution and Programme considerations

20. Digital literacy and Learning Design alignment
Learning Design graded at Level 10 CDL…
(high CDL (staff & student)
Learning Design graded at Level 2…
Low CDL (staff & student)

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Digital Literacy
What do we know/challenges for Learning Design?
1. Every student’s starting point is is unique and thus
their journey will be different so learning designs
must reflect this diversity;
2. Effective designs that take into account CDL will
likely be the born through collaboration
3. Provide rewards and recognition for Learning Design
activity
4. Develop institutional approach to Learning Design,
using employers as drivers for curriculum change