Your SlideShare is downloading. ×
0
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Learning in the disciplines event Feb 2012
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Learning in the disciplines event Feb 2012

1,298

Published on

Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) …

Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.

Published in: Education, Business
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,298
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Introduction to project JISC/national context Institutional context – SEWG, SU Brief overview of phases
  • Faculty Learning Communities Variety of activities to prompt discussion and capture data Looking at this from change management perspective Releasing all FLC resources as OER
  • Findings and outputs of the Faculty Learning Communities Faculty-specific sets of learner digital literacy attributes: access, skills, practices, identity Faculty definition of digital literacy
  • Analysing disciplinary differences Focussing on different skills Different priorities within the skill sets Variations in language used to describe DL Skills or practice? Levels of granuarity
  • Implications for design of staff development and support materials for various groups
  • What might this mean for learning and teaching?
  • Transcript

    • 1. Professionalism in the Digital Environment (PriDE) Project sponsor: Gwen van der Velden Project manager: Kyriaki Anagnostopoulou Project officer: Vic Jenkins Project officer: Nitin Parmar Project officer (Dissemination): Sarah Turpin Project Adviser: Matt Benka
    • 2. Aims and objectives <ul><li>Establish an institutional vision for the development of digital literacies </li></ul><ul><li>Embed digital literacies at the core of the institution’s strategic planning process </li></ul><ul><li>Engage students in the process as change agents </li></ul><ul><li>Map how disciplinary differences and cultures shape the development of digital literacies </li></ul><ul><li>Explore how institutional structures and processes enable and/or hinder the embedding of digital literacies </li></ul><ul><li>Wide and effective dissemination </li></ul>
    • 3. Faculty Learning Community Faculty Learning Community Faculty Learning Community School Learning Community Division for Lifelong Learning UKOLN VITAE SCAP STUDENTS UNION PriDE Project Team PriDE Steering Group ETC Institutional Learning Community Student engagement
    • 4. Faculty Learning Communities <ul><li>Faculty of Engineering and Design </li></ul><ul><li>Faculty of Humanities and Social Sciences </li></ul><ul><li>Faculty of Science </li></ul><ul><li>School of Management </li></ul>Define and articulate ‘digital literacies’ in the disciplines Audit and carry out needs analysis for students/staff
    • 5. “ A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing, presenting relevant information, supported by access to the appropriate hardware and software.” Initial outputs and findings from the FLCs “ A digitally literate person in the Faculty of Humanities and Social Science is critically and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments, and in establishing coherent identities.”
    • 6. Next steps: analysing disciplinary differences <ul><li>Disciplines focussing on different skills </li></ul><ul><li>Different priorities within the skill sets </li></ul><ul><li>Variations in language used to describe digital literacies </li></ul><ul><li>Skills or practice </li></ul><ul><li>Levels of granularity of skills </li></ul>
    • 7. Perceived provision of support and development
    • 8. Development and importance of DL attributes
    • 9. Support and development channels for staff
    • 10. Learning in the disciplines What might this mean for learning and teaching in the disciplines?
    • 11. http://digilitpride.wordpress.com/ Professionalism in the Digital Environment (PriDE)

    ×