LINQ12  Educators' Digital Literacies
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

LINQ12 Educators' Digital Literacies

on

  • 287 views

Presentation for LINQ12, Brussels (Conference on Quality and Innovation in Learning)

Presentation for LINQ12, Brussels (Conference on Quality and Innovation in Learning)

Statistics

Views

Total Views
287
Views on SlideShare
230
Embed Views
57

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 57

http://afdujardin.wordpress.com 56
http://www.linkedin.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Design as a means of balancing all these dimensions
  • Collective blogging as an example of pedagogical designEmbedding digital literacies in a Reflective Practice moduleAuthentic task and assessmentThe self and the community

LINQ12 Educators' Digital Literacies Presentation Transcript

  • 1. EDUCATORS’ DIGITAL LITERACIES:THE ROLE OF PEDAGOGICAL DESIGNIN INNOVATIONF. Dujardin, Sheffield Hallam University, UK
  • 2. Designing for multiple contexts Knowledge • Digital literacies society • Networked self Higher • Standards Education • Relevance MA professional • Quality in teaching communication • Innovation
  • 3. Pedagogical design – Collective blogging as casestudy
  • 4. Outline Three key concepts:  Blogging  Metaphorof learning  Academic literacies „New‟ methodological approach – ethnographic action research Discussion points  Widening the communicative ecology  Planning socio-cultural animation  Implication for educators‟ digital literacies
  • 5. Why focus on blogging?Paradigmatic technologyKnowledgesharing toolPersonal orcollective?
  • 6. Powerful metaphors‘Diary’ ‘Participation’ personal space  blog as „open‟ space privacy  public difficult to share and  community to assess  “active sociality” (Lankshear and Knobel 2006)  assessment?Trialogical approach to ‘knowledge creation’ – self, community,outputs
  • 7. „Academic literacies‟ Part of the New Literacies movement  lookingbeyond established literacies  power relations and expectations Self-awareness – educators as “recontextualisation agents” (Coleman 2012) in the use of ICT  „authentic‟ use of ICT or normalisation?  enculturation into a dominant order of high tech and global capitalism (Tusting 2008) or encouraging critical confidence (Goodfellow and Lea 2007) ?
  • 8. Ethnographic action research Communicati ve ecology Reflexivity Socio- cultural animation Social mapping
  • 9. Widening the communicativeecology1. Routine stage – using the VLE and observing students‟ reactions2. Refinement stage – introducing blogs within the VLE3. Integration stage – using a private collective blog set up in WordPress, while keeping the VLE for module information and submissions
  • 10. Socio-cultural animation  Scaffolding „new‟ practices in knowledge creation  enablingmature learners to become „digital residents‟  managing understandings of educational practices  Authentic use of blog for meaning-making  Mediating more than disciplinary knowlege
  • 11. Conclusion: new roles foreducators Catalyst Curator Mediator
  • 12. Thank youfor listening