theory = holistic approach to students’ skills development may be effective in enhancing the learning process But may embed so deeply that the significance/visibility of skills is lost key with latter model is that benefits of embedding should be successfully balanced by explicit skills teaching and assessment Such approaches arguably work best when taken in the context of institutional support from libraries, careers services, centres for learning and teaching Therefore, may be that best of both worlds ‘blended approach’ = best. Supporting embedded provision with stand-alone courses and material. Also a number of crucial factors which affect success of such processes/models, such as level of study, nature of the discipline, modular structure, assessment methods, resource model and availability of support (for curriculum design, online materials, staff training etc.).
OERs: A PG Cert Perspective Elizabeth Cleaver (Newman University College/UoB) Claire Gordon (LSE)
It’s a ‘no brainer’ <ul><li>Now universally accepted that students need to study more than just a subject curriculum </li></ul><ul><li>Two key reasons why information/digital literacy skills are part of this wider HE skills agenda as they build: </li></ul><ul><ul><li>key ‘study skills’ for the successful undertaking of study at a higher education level </li></ul></ul><ul><ul><li>key employability skills for the information society </li></ul></ul>
Built in or bolted on? <ul><li>Current argument = HE curriculum too ‘stuffed’ to add in/bolt on advanced information and digital literacy skills. </li></ul><ul><li>General agreement that it is good practice (and more viable) to embed </li></ul><ul><li>Leads to greater student and staff ownership and engagement </li></ul><ul><li>But how best to do this? </li></ul>
Context of LSE <ul><li>Reasonably traditional Russell Group institution. </li></ul><ul><li>PG Cert offered to all GTAs (approx 100 completing a year). </li></ul><ul><li>Six modules PG Cert over two years (planning your teaching year, student learning and diversity, course evaluation and quality frameworks, lecturing assessing student learning and course design and development). </li></ul><ul><li>Up until academic year 2010-2011 no educational technologies in PG Cert – only moodle site. </li></ul>
Process of integrating digital literacies into LSE Pg Cert <ul><li>Decision taken to introduce educational technologies into PG Cert curriculum (appointment of new staff members, HEA recommendation, closer collaboration with Centre for Learning Technology) </li></ul><ul><li>Debates about full integration/building in versus bolting on. </li></ul><ul><li>Decision – addition of new sessions – with attempt to ensure consistency with modules with view over time to go for full integration. </li></ul><ul><li>Cooperation throughout academic year with CLT </li></ul>
Academic and digital literacies <ul><li>Only small component of educational technologies focus – really only directly addressed in module 2 though focus on modelling good practice in this areas in all PG Cert sessions. </li></ul><ul><li>Net generation – digital natives/migrants/exiles. </li></ul><ul><li>Models of information and digital literacy </li></ul><ul><li>Debate about where and if these should be delivered –as standalone courses at institutional level, embedded at department level or embedded in actual courses. </li></ul>
Challenges of /lessons from integrating digital literacies into PGCert <ul><li>Importance of close cooperation between CLT and TLC </li></ul><ul><li>Need for institutional buy–in -- huge variation from department to department, academic to academic, variation in staff’s digital literacy and receptiveness. </li></ul><ul><li>Constraints of PG Cert – only small component of much broader degree on teaching and learning. </li></ul>
Questions for discussion… <ul><li>Which model do you currently use? </li></ul><ul><li>How might the resources showcased today help you to ….? </li></ul>
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