IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION
 

IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION

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IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION ...

IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION
13:30 – 14:15
Bryony Bramer, Regent’s University London

The introduction of institution-wide online coursework submission has meant that academic staff resistant to VLE use can no longer avoid using the technology. A key reason for resistance often appears to be due to a lack of digital literacy and a lack of confidence in working with technology. By conducting an institution-wide training needs analysis we have sought to identify the digital literacy levels of our academic staff, working with departments across the University to identify how best we can support these colleagues. As a result of this we have started working towards establishing a recommended ‘Digital Literacy Skillset’ for academic staff. This session will offer insights into how we have identified staff digital literacy requirements at Regent’s University London and seeks to provide our audience with ideas for undertaking similar projects at their own institutions.

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IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION Presentation Transcript

  • IDENTIFYING STAFF DIGITAL LITERACY REQUIREMENTS FOR ONLINE COURSEWORK SUBMISSION BRYONY BRAMER VLE Manager Regent’s University London
  • WHAT WE ARE GOING TO LEARN TODAY • Things to think about. • Ideas to take back to your institutions.
  • ABOUT ME BRYONY BRAMER VLE Manager Regent’s University London bramerb@regents.ac.uk • I have been using Blackboard for many years! • Coordinator of the London Blackboard User Group.
  • ABOUT MY INSTITUTION Regent’s University London: • Small • Private • Not for profit • Charitable The VLE Team: • Support, training and development of learning technology at the University.
  • OUR CHALLENGE The goal: Effective institution-wide online coursework submission. The challenge: Ensuring that our staff are prepared to set-up submission areas and receive submissions via Blackboard.
  • OUR THOUGHTS • What can we do about this? • How can we best support staff? • What can we expect from staff?
  • WHAT IS DIGITAL LITERACY? “Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society.” JISC Digital Literacy Framework (2012)
  • DIGITAL LITERACY MODEL JISC Digital Literacy InfoKit (March 2014) http://www.jiscinfonet.ac.uk/infokits/digital-literacies/
  • WHAT IS DIGITAL LITERACY? “Digital literacies are the digital skills a person needs, to be able to do the job they have been employed to do.” Bryony Bramer, Regent’s University London (2014)
  • TRAINING NEEDS ANALYSIS To identify: • Institutional training needs. • Current digital literacy levels. • Key areas where minimum standards are required.
  • RECOMMENDED DIGITAL LITERACY SKILLSET To: • Ensure all academic staff are able to engage with online coursework submission. • Maximise the value of our technology investment. • Influence the institutional staff learning and development strategy.
  • TRAINING NEEDS ANALYSIS: THE SET-UP • Getting Heads of Department on board. • Respondents to identify skills they would like to learn. • 70 questions, in 7 categories: • General Skills • Communication / Email • Word Processing • Presentations • Spreadsheets • Using Blackboard • Using the Library
  • TRAINING NEEDS ANALYSIS: THE RESULTS % of respondents needing no help in: General Skills Communication / Email Word Processing Blackboard 71% 51% 57% 49%
  • General Skills Basic computer use, file management and internet access. Communication / Email Reading and sending emails, including attachments and University signatures. Word Processing Creating, formatting and saving documents. Using Blackboard Access, locating information, uploading files and setting up and retrieving assignment submissions. Presentations Developing and running presentations using the University template. Spreadsheets Setup and basic of analysis of data using sums and formulas. Using the Library Searching the library catalogue, journal articles and online resources. KEY ELEMENTS OF TNA
  • General Skills (11) Basic computer use, file management and internet access. Communication / Email (6) Reading and sending emails, including attachments and University signatures. Word Processing (6) Creating, formatting and saving documents. Using Blackboard (5) Access, locating information, uploading files and setting up and retrieving assignment submissions. Presentations (4) Developing and running presentations using the University template. Using the Library (2) Searching the library catalogue, journal articles and online resources. KEY ELEMENTS OF TNA FOR ACADEMICS
  • General Skills Basic computer use, file management and internet access. Communication / Email Reading and sending emails, including attachments and University signatures. Word Processing Creating, formatting and saving documents. Using Blackboard Access, locating information, uploading files and setting up and retrieving assignment submissions. KEY ELEMENTS FOR ONLINE SUBMISSION
  • TRAINING NEEDS ANALYSIS: THE RESULTS % of respondents needing help in at least 1 of the essentials for academic staff: General Skills Communication / Email Word Processing Blackboard 8% 9% 6% 18%
  • General Skills (10) Basic computer use, file management and internet access. Communication / Email (3) Reading and sending emails, including attachments and University signatures. Word Processing (4) Creating, formatting and saving documents. Using Blackboard (5) Access, locating information, uploading files and setting up and retrieving assignment submissions. KEY ELEMENTS FOR ONLINE SUBMISSION
  • REQUIRED SKILLS FOR ONLINE SUBMISSION General Skills Communication / Email Word Processing Blackboard 1. Safely turn my computer off and on 1. Access my inbox and read emails 1. Open, create and save a new document 1. Access and login to Blackboard 2. Access the Internet and go to a website 2. Send, reply or forward an email 2. Save an existing file with a different file name 2. Find information provided to me via Blackboard 3. Access the Intranet and read articles 3. Attach a file to an email 3. Format text in a document e.g. change the size or colour of text 3. Identify and access one of my module areas 4. Navigate to different areas of the Intranet using the menus 4. Copy and paste text in a document 4. Upload a file 5. Book a training course using the Intranet 5. Create Blackboard or Turnitin assignment submission areas for my students 6. Save my files on the university network 7. Save files onto a memory stick 8. Print a document, using ‘My Prints Staff’ on the university network 9. Locate where my files are stored 10. Copy, move, paste and delete files
  • HOW TO PROVIDE THE TRAINING Where can the training be provided? Requirements IT Induction General Skills, Communication / Email From line manager Some general skills and Blackboard Software training Word Processing Blackboard training Blackboard skills
  • SUMMARY • Think about what skills are needed in your own institution. • How can you help the right people see that these things really are requirements.
  • THANK YOU! BRYONY BRAMER VLE Manager Regent’s University London bramerb@regents.ac.uk (N.B. No cats were harmed in the making of this presentation!)