Promoting Residency in Learning & Teaching
 Kay Hack (@hack_kay)
 School of Biomedical Science
 University of Ulster
D...
 encouraged educators to expect that their
students of the ‘native’ generation were ‘highly
adept with technology’,
 it ...
WEB
Everything was happy on the plains until Buffalo Bill Gates
Wild Web show arrived
The Immigrants were welcomed by the ...
(White and Le Cornu, 2011)
The Visitors & Residents Paradigm
Visitors Residents
A Visitor or a Resident?
Visitor Resident
Visitor or a Resident?
Social
Professional / Institutional
Visitor Resident
A Typical Staff Map
Shopping
Banking
Email
Sport
Trackers
Online
Journals &
books
`
Shopping
Banking
Email
Sport
Trackers
Is this a problem?
 Most students felt that they did not make the best
use of technology in either learning or promoting
...
“The new literacies of the Internet and other ICTs include the
skills, strategies, and dispositions necessary to successfu...
Digital Literacies?
“those capabilities which fit an individual for
living, learning and working in a digital society.”
A Visitor or a Resident?
Visitor Resident
“And what is the use of a book," thought Alice, "without
pictures or conversatio...
 “practice perspective” Dohn (2009)
 “employing a Web 2.0 technology
does not necessarily entail
pedagogically innovativ...
Digital literacies: the use of digital tools to:
 undertake academic research, writing and critical thinking;
 digital p...
Two case studies: Supporting
student collaboration and curation
 Using Google+
engage DL
students
 Using BYOD to
engage ...
Case Study 1: Supporting curation &
collaboration
 Developing a community to share resources and
ideas using Google +
 C...
Approach 1: Scoop-it
Approach 1: Scoop-it
• No Comments on articles
• No idea who has read them
• No opportunity for students
to add their own ...
Approach 2: Google +
Approach 2: Google +
• Comments on articles
• Students add their own stories
• “walled garden”
 AIM
• To engage large ( >200) cohort of 1st year UG
students with Bioethics
• 90 minute, stand alone class
BYOD: SUPPORT...
Search social
& traditional
mainstream
media
Evaluate
evidence and
add to shared
documents
ANTI GMO or PRO GMO
Outcomes
• Searching
• Evaluating
• Collaborating
• Communicating
In addition
• Entry level BYOD
• Raise awareness of
Digi...
CreateCurate
Connect and Communicate
5C’s facilitated through online learning
(@melsigUK):
Collaborate
#BYOD4L
Collaborati...
Learning
“Don’t limit a child to your own learning for he was
born in a different time”
Rabindranath Tagore
@hack_kay http...
With thanks & ideas from..
 Visitors and Residents: Dave White & Alison Le
Cornu
• Information and resources are availabl...
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Developing Digital Literacies

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Dr Catherine Hack from the University of Ulster delivers a 45 minute session on Digital Literacies.

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Developing Digital Literacies

  1. 1. Promoting Residency in Learning & Teaching  Kay Hack (@hack_kay)  School of Biomedical Science  University of Ulster Developing Digital Literacies: Mapping of online engagement and reflection on practice
  2. 2.  encouraged educators to expect that their students of the ‘native’ generation were ‘highly adept with technology’,  it made them feel that they would always be ‘one-step-behind’ their native students. Natives and Immigrants (Prensky,2004) (Bennet et al, 2008).
  3. 3. WEB Everything was happy on the plains until Buffalo Bill Gates Wild Web show arrived The Immigrants were welcomed by the Native Indians But then they became Resident Cowboys Soon prospectors arrived looking for gold in them thar hills! The 1st generation (Lycos, Netscape, Askjeeves, altavista) followed by a 2nd generation (Google+, Ping, Friendster) Many were lost along the way…… but a few survived and got rich! (Facebook, Google) The problem for anyone visiting or resident within the wild web is there are no laws only a Code. Elaine Garcia,University of Plymouth
  4. 4. (White and Le Cornu, 2011) The Visitors & Residents Paradigm Visitors Residents
  5. 5. A Visitor or a Resident? Visitor Resident
  6. 6. Visitor or a Resident? Social Professional / Institutional Visitor Resident
  7. 7. A Typical Staff Map
  8. 8. Shopping Banking Email Sport Trackers Online Journals & books
  9. 9. ` Shopping Banking Email Sport Trackers
  10. 10. Is this a problem?  Most students felt that they did not make the best use of technology in either learning or promoting their professional identity  Need support in developing their digital literacies
  11. 11. “The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.” (p1572). Leu et al (2004)
  12. 12. Digital Literacies? “those capabilities which fit an individual for living, learning and working in a digital society.”
  13. 13. A Visitor or a Resident? Visitor Resident “And what is the use of a book," thought Alice, "without pictures or conversation?
  14. 14.  “practice perspective” Dohn (2009)  “employing a Web 2.0 technology does not necessarily entail pedagogically innovative Web 2.0 practices “ Tambouris (2012)
  15. 15. Digital literacies: the use of digital tools to:  undertake academic research, writing and critical thinking;  digital professionalism;  the use of specialist digital tools and data sets;  communicating ideas effectively in a range of media;  producing, sharing and critically evaluating information;  collaborating in virtual networks;  using digital technologies to support reflection and PDP;  managing digital reputation and showcasing achievements.'
  16. 16. Two case studies: Supporting student collaboration and curation  Using Google+ engage DL students  Using BYOD to engage on campus students
  17. 17. Case Study 1: Supporting curation & collaboration  Developing a community to share resources and ideas using Google +  Creating shared documents and tweeting findings
  18. 18. Approach 1: Scoop-it
  19. 19. Approach 1: Scoop-it • No Comments on articles • No idea who has read them • No opportunity for students to add their own stories
  20. 20. Approach 2: Google +
  21. 21. Approach 2: Google + • Comments on articles • Students add their own stories • “walled garden”
  22. 22.  AIM • To engage large ( >200) cohort of 1st year UG students with Bioethics • 90 minute, stand alone class BYOD: SUPPORTING STUDENT CURATION
  23. 23. Search social & traditional mainstream media Evaluate evidence and add to shared documents ANTI GMO or PRO GMO
  24. 24. Outcomes • Searching • Evaluating • Collaborating • Communicating In addition • Entry level BYOD • Raise awareness of Digital Identity BYOD: SUPPORTING STUDENT CURATION More Info: Twitter: @hack_kay Blog: http://catherinehack.wordpress.com/
  25. 25. CreateCurate Connect and Communicate 5C’s facilitated through online learning (@melsigUK): Collaborate #BYOD4L Collaborative Open Online course melsigUK 14-18th July
  26. 26. Learning “Don’t limit a child to your own learning for he was born in a different time” Rabindranath Tagore @hack_kay http://catherinehack.wordpress.com/
  27. 27. With thanks & ideas from..  Visitors and Residents: Dave White & Alison Le Cornu • Information and resources are available here: • http://www.jiscinfonet.ac.uk/infokits/evaluatin g-services/  The Wild Web: Elaine Garcia, University of Plymouth  CASCADE project University of Exeter, JISC  5C’s and BYOD4L: MELSIGUK Andrew Middleton, Chrissi Nerantzi and Sue Beckingham More Info: Twitter: @hack_kay Posters: 14 & 23 Blog: http://catherinehack.wordpress.com/

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