Building the Blackboard foundations for a digitally literate university

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Building the Blackboard foundations for a digitally literate university, presentation for the Blackboard Teaching and Learning Conference, Dublin, April - May 2014, Sarah Horrigan, University of Derby

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  • Photo Credit: <a href="http://www.flickr.com/photos/61243293@N00/3876648568/">monsieurlam</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>
  • Image source: http://xkcd.com/1289/
  • Should the impact be that it taps into some element of practice that will effectively make a difference? Should we be producing students and staff who are digitally literate?
  • Photo Credit: <a href="http://www.flickr.com/photos/41604911@N08/4751558220/">Chris JL</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by-nc-nd/2.0/">cc</a>Defining a particular set of capabilities as a 'literacy' means that: they are a pre-requisite or foundation for other capabilities; they are critical to an individual's life chances; they are essential to the making and sharing of culturally significant meanings; as a result, there is or should be a society-wide entitlement to these capabilities at some level.JISC, 2011, Developing digital literacies: Briefing Paper in support of JISC Grant Funding 4/11, available from http://www.jisc.ac.uk/media/documents/funding/2011/04/Briefingpaper.pdf, date accessed 19th December 2013
  • Photo Credit: <a href="http://www.flickr.com/photos/66603426@N05/6691220069/">fiddleoak</a> via <a href="http://compfight.com">Compfight</a> <a href="http://creativecommons.org/licenses/by-nc-sa/2.0/">cc</a>
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  • Are all components of the Threshold Standard equal? If they are, then meeting the whole of the standard is important… if they aren’t, then how to people know how to prioritise the components?
  • Where the Threshold Standard was prescriptive we found most compliance… but least exemplary practice.Where the Threshold Standard was more vague, we found much less compliance… but most exemplary practice, for example where the
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  • Building the Blackboard foundations for a digitally literate university

    1. 1. Building the Blackboard Foundations For a digitally literate university SARAH HORRIGAN Senior Learning Technology Advisor University of Derby
    2. 2. ABOUT ME SARAH HORRIGAN Senior Learning Technology Advisor University of Derby s.horrigan@derby.ac.uk
    3. 3. ABOUT THE UNIVERSITY OF DERBY University of Derby 22,000 students (HE and FE) 2,000 members of staff Supported by a central TEL team of 20, working with IT Services to support Blackboard
    4. 4. WHAT WE ARE GOING TO LEARN TODAY 3 main things…
    5. 5. WHAT WE ARE GOING TO LEARN TODAY 1. The impact of Blackboard goes beyond bits and bytes 2. To build digital practice you have to understand it first 3. Unpick what constitutes good practice and systematically look for it
    6. 6. OUR CHALLENGE What do we mean by IMPACT?
    7. 7. What does impact look like? Image source: http://www.flickr.com/photos/61243293@N00/3876648568/
    8. 8. What questions should we ask?
    9. 9. Image source: http://xkcd.com/1289/
    10. 10. BACKGROUND Threshold standard Benchmarking ‘Improving the quality of eLearning’ What doing?
    11. 11. Are we digitally literate?
    12. 12. Image source: http://www.flickr.com/photos/41604911@N08/4751558220 “digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society” - JISC, 2011
    13. 13. DIGITAL LITERACY Attributes/ identities Practices Skills Functional access DIGITAL LITERACY FRAMEWORK, Beetham and Sharpe (2010)
    14. 14. OUR SOLUTION What do we mean by IMPACT?
    15. 15. University of Derby Threshold Standards
    16. 16. Blackboard Exemplary Course Program Rubric
    17. 17. 3Es Framework (2011) Edinburgh Napier University
    18. 18. Analysis Design Testing Standardisation Application THE PROCESS
    19. 19. WHAT DID WE DISCOVER? Image source: http://www.flickr.com/photos/66603426@N05/6691220069/
    20. 20. LOTS OF TUMBLEWEED MOMENTS Image source: http://www.flickr.com/photos/47223993@N03/6336363394
    21. 21. LOTS OF “STUFF”
    22. 22. NOT LOTS OF INTERACTION Image source: http://www.flickr.com/photos/62457680@N00/480700277
    23. 23. THE PARADOX OF PRACTICE Image source: http://www.flickr.com/photos/pensiero/9683138961
    24. 24. THE PARADOX OF PRIORITY
    25. 25. THE PARADOX OF CONFORMITY
    26. 26. … AND DIGITAL LITERACY? Attributes/ identities Practices Skills Functional access DIGITAL LITERACY FRAMEWORK, Beetham and Sharpe (2010)
    27. 27. … WE FOUND GAPS… DIGITAL LITERACY FRAMEWORK, Beetham and Sharpe (2010) ? Practices ? Functional access
    28. 28. SO
    29. 29. WHAT ARE WE DOING ABOUT ALL THIS?
    30. 30. Image source: http://www.flickr.com/photos/21678183@N03/2371903317
    31. 31. Image source: http://www.flickr.com/photos/21678183@N03/2371903317
    32. 32. Image source: http://www.flickr.com/photos/21678183@N03/2371903317
    33. 33. Image source: http://www.flickr.com/photos/21678183@N03/2371903317
    34. 34. Image source: http://www.flickr.com/photos/21678183@N03/2371903317
    35. 35. Image source: http://www.flickr.com/photos/60057912@N00/5490878766/">
    36. 36. DO THIS NEXT Combine what people are doing with what Blackboard can do to get a sense of the state of digital literacy
    37. 37. DO THIS NEXT … and then you can really start to move digital practice forward
    38. 38. THANK YOU! SARAH HORRIGAN Senior Learning Technology Advisor University of Derby s.horrigan@derby.ac.uk

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