Challenge: Digital Literacies Sonja Strydom and Daniela Gachago
New generation of students…• My computer is the nucleus of my workspace• When I need information I go online• Besides IM or email my cell phone is my primary method of communication• I’m usually juggling five things at once• My attention span is very small• I want instant gratification• I get bored very easily Oblinger 2008
Harold Rheingold• Five fundamental digital literacies, online skills: – attention, – participation, – collaboration, – critical consumption of information (or "crap detection"), – and network smarts
Established• Paper based portfolio practice• Collection of evidence• Individual work• Feedback from tutor
outcomes• Deepen student reflection Intended• Increase student engagement• Address issues of diversity in the classroom• Develop digital literacies
Literature review• DST facilitates the development of a full range of digital literacies, necessary for 21st century graduates (Hull, 2003)• as and when required, so that they are using (and learning) the tools to achieve a real purpose rather than as skills that can be checked off as completed (Olney, Herrington, & Verenikina, 2009).
• Social cohesion• Critical reflection• Motivation / student Benefits engagement• Director’s chair - pride• Authentic audience• Transfer of academic content into community• Development of various literacies
• Diverse literacy skills levels to start with Challenges• Access to Technology• Time• Trusting students• Adapting model to specific discipline• Process vs product• Assessment• Dissemination of stories (access, copyright)
effective practice• Thorough step by step planning Key points for• Involvement of inter-disciplinary team with various skills• Provision of access to infrastructure and resources• Scheduled time in computer lab• Step by step guidance for students (scaffolding)• Student assistants/support (especially when dealing with large classes)• Use of software that is freely available on the Web• Virus management• Research on practice / design based model• Trust students’ resourcefulness and creativity!
Any questions?• www.cput.ac.za/blogs/edutech• http://www.cput.ac.za/blogs/edutech/digital- storytelling-resources/• YouTube channel: http://www.youtube.com/user/CPUTstories• email@example.com or firstname.lastname@example.org
outcomes• Intended Deepen student reflection• Increase student engagement• Embed graduate attributes• Evidence for assessment / accreditation• Develop digital literacies
‘A digital collection of authentic and diverse evidence (e-portfolio) drawn from a larger archive (PLE) that represents what a person has learned over time, on which a person has reflected, designed for presentation to one or more audiences for a particular rhetorical purpose’ (NLII, 2003)Defining e-portfolios
‘…it is argued that the real value of e- Literature reviewportfolios are not necessarily in theshowcasing of the product, but rather inthe process of learning and reflectiontaking place in collecting evidence andreflecting on experiences…’ (Barrett, 2011)‘…e-portfolio practices require metacognitive skills of students since they arerequired to ‘construct’ and‘integrate’, combined with the expectationof ‘making sense’ of their learning(Dalton, 2007, p. 101)
• Development of own learning goals• Collaboration Benefits• Deeper levels of learning by means of critical reflection• Motivation / student engagement / student- centered• Authentic audience• Development of various literacies
• Institutional control vs student ownership Challenges• E-portfolio platform• Diverse literacy skills• Expected support• Process vs product• Student motivation / incentives