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Digital storytelling at CPUT & eportfolios at SU
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Digital storytelling at CPUT & eportfolios at SU

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  • Jolanda
  • Jolanda
  • Transcript

    • 1. Challenge: Digital Literacies Sonja Strydom and Daniela Gachago
    • 2. 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
    • 3. Harold Rheingold• Five fundamental digital literacies, online skills: – attention, – participation, – collaboration, – critical consumption of information (or "crap detection"), – and network smarts
    • 4. ChallengesHorizon report
    • 5. Digital storytelling at CPUTDaniela Gachago
    • 6. Context
    • 7. Established• Paper based portfolio practice• Collection of evidence• Individual work• Feedback from tutor
    • 8. outcomes• Deepen student reflection Intended• Increase student engagement• Address issues of diversity in the classroom• Develop digital literacies
    • 9. 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).
    • 10. • Social cohesion• Critical reflection• Motivation / student Benefits engagement• Director’s chair - pride• Authentic audience• Transfer of academic content into community• Development of various literacies
    • 11. • 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)
    • 12. Mobile learning and digital stories
    • 13. Mobile learning and digital stories
    • 14. 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!
    • 15. 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• gachagod@cput.ac.za or barnesv@cput.ac.za
    • 16. e-Portfolios
    • 17. outcomes• Intended Deepen student reflection• Increase student engagement• Embed graduate attributes• Evidence for assessment / accreditation• Develop digital literacies
    • 18. ‘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
    • 19. e-Portfolio Process
    • 20. ‘…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)
    • 21. • 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
    • 22. • Institutional control vs student ownership Challenges• E-portfolio platform• Diverse literacy skills• Expected support• Process vs product• Student motivation / incentives
    • 23. Example: English Major
    • 24. Example: Leadership and lifelong learning