Conole digital literacies
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Conole digital literacies






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  • §
  • Instrumental knowledge and skills for digital tool and media usage; 2) Advanced skills and knowledge for communication and collaboration, information management, learning and problem-solving, and meaningful participation; 3) Attitudes to strategic skills usage in intercultural, critical, creative, responsible and autonomous ways. Instrumental knowledge and skills are a precondition for developing or using more advanced skills.
  • James Cridland

Conole digital literacies Conole digital literacies Presentation Transcript

  • National Teaching Fellow 201221st Century Digital literacies Gráinne Conole, University of Leicester 17th December 2012 Library presentation
  • Outline• The technological context• Learner experience• Digital literacies• Pedagogical approaches• Disaggregation of education• Learning design• Changing practices
  • Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04 Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses
  • CollectivePeer critiquing aggregationUsergenerated OpencontentNetworked Personalised
  • Technological trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Technology-Enhanced learning spaces• Learning analytics
  • Technologies• Transforming everything we do• New forms of communication and collaboration• Multiple rich representations• Tools to find, create, manage, share• Networked, distributed, peer reviewed, open• Complex, dynamic and co- evolving
  • Technologies for learning• Audio-graphics • Podcasts• Blogs • RSS feeds• E-Books • Second life• E-Portfolios • Social bookmarking• Games • Twitter• Instant Messaging • Video Mesaging• Mashups • Wikis• Mobile learning • Video clips and YouTube• Photo sharing • Video chat Rennie and Morrison, 2012
  • Learning Management Systems CommunicationLibrary Content tools Registration Collaboration AssessmentFinance tools tools TimetablingStudent Upload Trackingrecords tools tools Conole, forthcoming, UNESCO briefing paper
  • The MATEL study• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
  • Aspects of learningIndividual CollaborativeCreating and Learningaccessing content organisation
  • Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
  • Game changers• Harnessing the power of new media• Need to rethink education• Key questions – How can we reach more learners, more effectively? – What is the impact of free resources, tools and expertise? – What new business models are emerging? – What new digital literacies are needed?
  • Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and cloud-based tools and services • Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
  • Digital literacies • Range of terms and definitions – Information literacies – Digital literacies – Digital competences – E-skills Digital literacies = Tool knowledge + Critical thinking + Social engagement (Fraser)
  • Digital literacies: definition• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008)• Continuum from instrumental skills to productive competence and efficiency
  • IPTS report• Confident/critical use of technologies for work, leisure and communication• Digital divide• The network is key• More participatory and open practices
  • Educational technology trends• Social networking skills• Transliteracyskills• Maintaining Privacy Beetham et al. (2009)• Managing Identity• Creating content• Organising and sharing Lea and Jones (2011) http://tinyurl.con/lea_jones_DL content• Reusing/repurposing content• Filtering and selecting content• Selfbroadcasting
  • Digital literacies Creativity Play Collective intelligencePerformance JudgementSimulation Transmedia navigationAppropriation Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
  • Transmedia navigation
  • Distributed cognitionAcross FilteringnetworksTools and AggregationpeopleNetworked Personalised Salamon, 1993
  • Play
  • Networking
  • Collective intelligence
  • Performance• Digital identity• Degree of openness• Communication and collaboration
  • Creativity• Derived from Latin ‘creo’ to create/make• Creating something new (physical artefact or concept) that is novel and valuable• Ability to transcend traditional ideas, rules, partners, relationships and create meaningful new ideas, forms, methods, interpretations
  • Why is it important?• Essential skill to deal with today’s complex, fast and changing society• Discourse and collaboration are mediated through a range of social and participatory media
  • Technologies• Can promote creativity in new and innovative ways• Enable new forms of discourse, collaboration and cooperation• Access and repurpose knowledge in different forms of representation• Aggregation and scale – distributed and collective
  • Augmented Reality Games (ARGs) • Began with a code 91211 • Twitter hash tag • Mysterious character Rufus • Series of clues – real and virtual • Video screen in Manchester spontaneously playing students’ videos Helen Keegan Keynote, Eden Research Workshop, Leuven, 24th October 2012
  • Pedagogical approachesDrill & practice Mobilelearning learningSituated Immersivelearning learning
  • Drill and practice learning
  • Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
  • Situated learningArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
  • Immersive learning
  • Disaggregation of educationResources Learning pathwaysSupport Accreditation
  • Resources• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
  • 100 million adults can’t afforduniversity (UNESCO) Image by James Cridland
  • State of the art in OER• Builds on a UNESCO conference on HE (09)• Discourse on policy and practice• How do institutions reposition themselves in an information rich world where tools and resources are freely available?
  • Combating social exclusion• Completely open• Free• Education for all• Easy to access and use• Crosses boundaries• Access to new knowledge and expertise• Aggregation of resources• Sharing ideas and practice• Facilitates the development of networks
  • The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice
  • POERUP outputs• An inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers
  • Free Distributed global community Social inclusion MOOCs High dropout ratesLearning income not learning outcome Marketing exercise
  • Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches – Didactic – Constructivist – Situative – Connectivist Collaborative Pedagogical Patterns
  • Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
  • AccreditationPeer to Peer University OER University Mozilla badges
  • Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  • Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
  • Conceptualise What do we want to design, who for Course features and why? Course map Activity profile The 7Cs ofLearning Design Consolidate Evaluate and embed your design
  • Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
  • Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
  • Course map
  • Activity profile• Assimilative – Reading, viewing, listening• Information handling• Communicative• Productive• Experiential• Adaptive• Assessment
  • Cloudworks
  • Changing practices• Nature of learning, teaching and research is changing• It’s about – Harnessing new media – Adopting open practices• New business models are emerging