2. • With thanks to:
• Dave White
• Sarah Davies
• Helen Beetham
• Rhona Sharpe
• The whole of the CLL team, especially
SEDA
3.
4. What are the students in this
picture
What are the students in this
picture
5. ‘I just don’t – I really don’t
understand why Wikipedia is so taboo
because – I mean, I do understand that
anyone can add information on there
but then again anyone can make a
website, anyone can make a journal, it
doesn’t make it like an educational
source.’
6. ‘…also there’s so many
people that can edit and
modify Wikipedia pages
so you can have a less
biased and more
standardized information.’
7. ‘I always stick with the
first thing that comes up on
Google because I think that’s
the most popular site which
means that’s the most
correct.’
8. How much do we really know about
students?
Personal devices
ICT
skills
Networking and
collaboration
Learning
skills
9. What is ‘digital literacy’?
those capabilities which fit an
individual for living, learning and
working in a ‘digital’ society
10. What is ‘digital literacy’ in your
context?
• What kinds of skills and attributes do your
students need to be effective learners and
employable graduates?
• What are the key skills for academics and
professionals in a digital world?
11. Don't Leave College Without
These 10 Digital Skills*
*http://mashable.com/2013/05/06/digital-skills-college/
12. 1. Setting Up a Wi-Fi Network
2. Backing Up to the Cloud
3. Basic Photo Editing
4. Basic Video Editing
5. Google Drive and Microsoft Office
6. HTML and Basic Coding
7. Setting Up a Website and Domain
8. Converting File Formats
9. Online Banking
13. Digital literacy – a working definition
ICT literacy
Information literacy
Media
literacy
Communication and
collaboration
Digital
scholarship
Identity
management
Learning
skills
14. 10. Branding Yourself
By ProtoplasmaKid (Own work) [CC-BY-SA-3.0
(http://creativecommons.org/licenses/by-sa/3.0)], via
Wikimedia Commons
15. Stages of development
access and awareness
skills
practices in
context
attributes
identity
(Beetham and Sharpe 2009 & 2010)
'I am...'
'I do...'
'I can...'
'I have...'
17. Exeter and Greenwich
• Exeter Cascade:
• 17 student interns: post-graduate researchers
– Digital innovators and emerging subject specialists who can
influence undergraduates and staff
– Undertake programme of personal development
– Acting as co-researchers
– Leading digital literacy development in their academic setting
• Greenwich – Digital literacies in transition
– Engaging UG students as part of the project research team
– Developing students, then supporting them in carrying out
research on eg student views and skills
– Producing materials to support other students
19. An analogous student
experience is important no
matter what campus, what
course, or whatever
individual needs.
This is not only true for
students!
20. Support for student digital literacy development
Self-
assessment
tools &
reflection
Learning
materials &
guidance
Workshops,
classes,
surgeries
Embedded
in subject
teaching
23. Individual as Institution
Characteristics
• Highly visible, perhaps persistent
• Readily engage in dialogue
• Collaborations and part of networks
(connectivist in their approach?)
• Sometimes off topic
26. Strategic embedding of digital literacies
Harness
change
Evidence
Contextualised
Discussion
Parallel
activities
Strategic push
27. Reviewing institutional support for digital
literacies
Tools for Digital literacy
• Areas covered by the
institutional audit tool
• Understanding learners’
experiences
http://jiscdesignstudio.pbworks.com
28. ‘I always stick with the
first thing that comes up on
Google because I think that’s
the most popular site which
means that’s the most
correct.’
Jisc design studio
29. Reviewing institutional support for digital
literacies
EvidenceStrategies
and policies
Professional
services
Curriculum
practices
Infrastructure
& learning
environment Digital
expertise
Special
projects
Learning
experience
31. Surveying learners and staff
• Need to be clear on what you really need to know, and keep
it as short as possible
• Some example areas:
– Technology use (eg devices, operating system, applications)
– What they’re used for (personal use, study, research, teaching...)
– Digital skills/confidence/practices and how these are acquired
– Processes and perceptions of the use of digital resources and
technologies within courses
• Need to know enough about your respondents to know if
they’re representative
32. May need ethics approval
Joe Loong
http://www.flickr.com/photos/joelogon/2762005194/
33. Split into groups to look at the following aspects of the
audit:
Strategies and policies
Support from professional services
Support in programmes of study
IT and learning environment infrastructure
and support
Developing digital expertise
Scan through the questions, providing answers, or pointers
to the answers, where you can
Aim to identify and feed back on those questions for which
you don’t have the answer
35. • Change occurs at the junction
• Tools are just Tools
• Digital is only the canvas upon which
change is played out.
• Ontological errors
• for example e-learning, m-learning and
digital researcher.
36. Potentially creating a
situation where
technology diverts energy
and resource away from
people and process and
into capital expenditure on
‘things’
37. • Digital sits beneath practice
• Affordances will rise to the surface
• Practice is the foci of investment
• The Tool is irrelevant, as long as it can function
• Organisation as an Organism
Post - Digital
38. Summary
• Students have varying degrees of digital literacy and
most need guidance on some aspects
• Digital literacies can be effectively aligned with other
key drivers and change programmes in the institution
• Jisc Developing Digital Literacies programme
• There are stages of development of digital literacies
which need to be considered when planning support
• Key digital literacies in your context
• Key aspects of auditing your support for digital literacies
and identified areas where more information is needed
What are the students in this lovely graphic talking about? What are they thinking? How do they feel about the use of technology in their studies? How much do we really know about them?Then talk through text on ‘How much do we really know about students’ slide and following.Outline structure – discuss some of our findings re where we are now with digital literacy, look at the approaches taken by some of our projects, and have a chance to engage with some of the resources produced by the projects and Jisc
This is what you could call a ‘shell definition’ – it allows for expansion within your own context; for considering what are the key digital literacies in your university, college, or discipline or service context.The definition highlights why digital literacies are important – they are necessary for students to make the most of their learning opportunities and to maximise their employability when they leave.
Contextualise digital literacies for services and disciplines and be clear what it means for your institution overallCreate opportunities for digital issues to be discussed across policy arenasGenerally requires a lot of pushing on all fronts/ keeping lots of balls in the air!Useful if digital literacies can be linked with another strategic priorityGreat to get it into strategies – but needs to be the right strategy, and needs to be implementedImportant to have evidence of the need for changeWider institutional changes can provide opportunities for embedding
The specific prompts to audit from the documentation supplied by Jisc are the first 6 points.To add depth to this, most projects also wanted to do something to understand more about the student digital learning experience.Helps you to understand where you are, and provides evidence of where more work may be needed.For findings, see the baseline reports page on the Design Studio at http://jiscdesignstudio.pbworks.com/w/page/46422098/Baselining%20digital%20literacy%20provision
Students are big users of tech to organise their complex lives - and get very frustrated if things get in the way of this - eg multiple logins, lack of connectivity, stuff that won't work on mobile.Students do reliably seem to be bigger users of mobile than staff. 'Checking against' what was sanctioned or deemed 'appropriate' by lecturerswas described by all students in this study. While they remain so focused on theexpectations of their tutors, it is important that students receive consistent messages about,for example, online collaborations, the value of wikipedia, the use of facebook to exchangecourse notes, and the recording of lectures.
A range of different types of tools, case studies, models, learning design, lessons learned etc which support teams in designing, developing and delivering curriculum in their institutions. Assessment and employability Assessment for learningAssessment managementAuthentic assessmentFeedback and Feed forwardLongitudinal and ipsative assessmentPeer assessment and reviewSelf-monitoring and self-evaluationWork-based learning and assessmentAssessment and curriculum design Assessment in strategy and policyBalancing effectiveness and efficiency in assessment & feedbackEngaging stakeholders in assessment and feedbackLearner perspectives on assessment and feedbackModels of change in assessment and feedbackProcesses supporting assessment and feedback Wide-scale and cross institutional implementation