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This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/

This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/

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    Dl frameworks HERGS presentation Dl frameworks HERGS presentation Presentation Transcript

    • Digital literacy frameworks inthe context of embeddingOpen Educational Resourceswithin teacher educationAnna Gruszczynska and Richard Pountney,Faculty of Development and Society
    • Introduction and backgroundLocal teachers and pupils, teacher For more information:educators and teacher educations • Project blogstudents involved in: www.deftoer3.wordpress.com•sharing and developing good • Twitter @deftoer3practice in teaching • Slideshare•understanding more about digital www.slideshare.net/deftoer3literacy•developing guidance on Open • Contact:Educational Resources in the a.gruszczynska@shu.ac.uk;school context r.p.pountney@shu.ac.uk•Project outputs will be shared viaan open textbook (pulling togethercase studies and supportingresources) and the "Digital Bloom"installation
    • Research questions and frameworkKey questions Research framework• What is the relationship • Embedded within Bernsteins between Open Educational theory of pedagogic discourse Resources and digital • Drawing on the principles of literacy within professional social sciences knowledge development? production (teacher• What understandings of education as its subset) digital literacy and Open • Exploring tacit aspects of Educational Resources pedagogical practice emerge through a reflexive approach to project • Exploring the "why" (socio- methodology? cultural/institutional context) rather than solely the "how" (technical aspects) of OER/DL
    • Project methodology: Principles• The case study method - “taking a particular case and coming to know it well” (Stake, 1995:8)• Schöns reflection-in-action (1983) as a strategy for tapping the tacit knowing-in-action’ in the process of learning about digital literacy practices where understandings of DL are shared through stories of "opening up" pedagogical practice• Bernstein’s theory of pedagogic discourse (Bernstein, 1990, 1996, 2000) underpinning conceptual framework for analyzing and interpreting the data - exploration of (in)visible pedagogical practices.• Caveat - the process is underway (free-coding with the aid of Nvivo) but the project is still ongoing and so any conclusions are emergent
    • Project methodology: Data collectionReflexive moments• Five staged prompts sent out to team members; responses via e-mail or personal blogs• Each moment is followed by a digest of emerging themes and issues, shared with project participants via project websiteMaterials emerging from the case studies of digitalpractice:• notes from project meetings and school visits• notes from rich media content - photographs and videos• comments from teachers/team members on project blog and Twitter• focus groups with PGCE students
    • Frameworks for digital literacy• Engagement with existing frameworks (JISC, 2011)• Digital literacy as a continuum between the purely social and the purely technological• Move from the singular „literacy‟ to the plural ‘literacies’ to emphasise the sheer diversity of existing accounts (Lankshear and Knobel, 2008).• Digital literacies as "the constantly changing practices through which people make traceable meanings using digital technologies" (Gillen and Barton, 2010).• Critique of the concept of digital natives (Bennet et al. 2008)
    • DL and the rules of regulative discourse‘When it comes to e-safety, we seem to livein a culture of fear where we [might be]teaching road safety but never letting thechild out’ (project meeting, teacher)•Web2.0 filters•Technological barriers•Access to devices
    • DL and locus of control overselection of instructional discourse „In terms of teaching and digital literacy the ultimate question we constantly need to deal with is - is this going to help the students when they get to an exam? Because what I would like to see happening is the fostering of a community, personal growth etc. but most of the time it is about having to teach "for an exam“‟ (focus group with PGCE students).
    • DL Tensions: sharing resources ‘polished performance’ vs. accounts of ‘real life’‟ „you have to be sharing with the kids anyway all the time‟ (focus group with PGCE students)„You don’t know what reaction you would get… can you imagine if you put it on you tube and you got loads of thumbs down?’
    • Locus of control over pacing: Stories of a digital divide‘My pupils were shocked to discover that Ididn’t have a mobile phone as a teenagerand when you arranged to meet with yourmates you just agreed on a meeting timeand point and then waited. You wouldactually talk to each other, youknow, rather than keep texting.’(focus group with PGCE students)
    • DL investigations: new avenues• Methodological approaches: exploring the ways in which understandings around DL are expressed and shared through reflection in action• Re-examining DL in the context of the debate around ICT in the curriculum and the removal of the programmes of study• Exploring the place of DL and OERs in professional development of teachers
    • www.digitalfutures.org References. Questions? Comments?Bennett, S, Maton, K, & Kervin, L. (2008). The „„digital natives‟‟ debate: A critical review of evidence.British Journal of Educational Technology, 39, 775–786.Bernstein, B. (1990). The structuring of the pedagogic discourse: Class, codes and control. London:Routledge.Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London:Taylor & Francis.Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Revisededition). Lanham: Rowman & Littlefield publishers.Gillen, J. & Barton, D. (2010). Digital literacies. A research briefing by the technology enhancedlearning phase of the teaching and learning research programme. London: London Knowledge Lab,Institute of Education, University of London.Joint Information Systems Committee (JISC). (2011). Digital literacy anatomised: access, skills andpractices. Available fromhttp://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf (Lastaccessed 29 February 2012).Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rdEdition). Maidenhead: Open University Press.Schön, D. (1983). The reflective practitioner. New York: Basic Books.Stake, R.E. (1995). The art of case study research. London: Sage.