Report given to the national meeting of ODHE at Storrs Hall. 9th February 2012

1. DIGITAL LITERACIES Dr Bex Lewis
Technology
BASELINING Enhanced
Learning
Fellow
ORGANISATIONAL DEVELOPMENT IN
University of
HIGHER EDUCATION GROUP Winchester

2. OVERVIEW
What is digital literacy?
 Definitions exercise
What is the project?
Survey Results
 Fears/Possibilities Exercise
 Who are our students?
 With reference to the SDF baselining report
What actions do we take in the light of this?
What‟s in our potential toolbox?

3. What does the term „digital literacy‟ bring to mind for you?

4. INTRODUCTION
 The ODHE has been successful in winning £10,000 funding
from JISC for a two-year project on Digital Literacies
(DL), which JISC defines as:
"digital literacy defines those
capabilities which fit an
individual for living, learning and
working in a digital society"
Image Credit: http://www.jiscdigitalmedia.ac.uk/video-assist

5. PROJECT BID: WHAT DOES ODHE WANT
TO GET FROM THIS PROJECT?
 Digital Literacies are becoming increasingly embedded within
organisational processes. Few, if any, organisational changes do not
have DL aspects. HE Staf f cannot escape engagement. As the Times
Higher Education comments , current hierarchical modes of working are
outmoded. For many this is a positive, democratic change, for
other s, an unwelcome shif t. Change management is a core aspect of
Organisational Development (OD) and practitioners are therefore
central to embedding a more digitally literate culture.
 Anecdotal evidence suggests that many OD practitioners are not
comfor table with DLs. Oppor tunities for the ef fective use of DLs can
easily be missed or not enthusiastically promoted. This bid is about
helping organisational developers to gain confidence with DLs through
building better under standing of best practice. ODs would then be able
to contribute much more ef fectively to organisational take -up of DL
initiatives.
 Davidson, C. „So last century‟, Times Higher Education, 28/04/11
(http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=4
15941&c=2)
 http://jiscdesignstudio.pbworks.com/w/page/48784157/ODHE%20DL

6. DAVID BAUME, SEDA
‘If we all do it properly, and
climb and stay out of our
bunkers, this will be a cross-
community project on a grand
and productive scale’
https://programmesupport.pbworks.com/w/page/478
52388/DL%20Overview%20(Associations)

7. HTTP://WWW.SURVEYMONKEY.COM/S/ODHEDIGLIT

8. GENERAL INFORMATION ABOUT
RESPONDENTS

9. TECHNOLOGY AWARENESS
 asdasdasd  A ny t h i n g to d o w i t h c o m p ute r s / IT
 Oh no  M a c h i n e s f r o m w a t c h e s to s p a c e s h i p s
 Life
 E l e c t r o ni c / d ig i t a l m e d i a
 I T s y s te m s
 A r a n g e o f to o l s a n d p r o c e s s e s t h a t
 C o m p ute r s
support the work I do.
 A ny t h i n g t h a t r e q u i r e s a n i n te r f a c e
l i ke a P C , M a c , i P h o n e , v i d e o  S o m et h i n g t h a t e i t h e r h a s e l e c t ro n i c
c o n f e r e nc i n g f a c i l i t i e s , d a t a or moving parts could be a
p r o j e c to r, e - w h i te b o a r d , et c . te l e p h o n e , p c a c a r o r a t r a c to r !
 S o f t wa r e s u p p o r t / s o l ut io n s , ' k i t ' to
 A ny t h i n g to d o w i t h e l e c t r o n i c v e r s i o n
e n a b l e a c t i v i t ie s ( w o r k o r l e i s u r e ! )
o f s o m et h i n g
 N ew I T
s y s te m s , a p p s , p l a t f o r m s , d ev i c e s , et  C o m m un i c a t io n
c.  P C , i P a d s , V L E s et c s
 I n te r e s t i n g d ev i c e s !
 C o m p ute r s
 C o m p ute r s , m o b i l e d ev i c e s , m u l t i
f u n c t io n a l d ev i c e s et c .  C o m p ute r b a s e d a n d p r o b a b l y
 H m m . w h a t ‟ s n ew ! ? c h a l l e ng i n g !
 N ew w ay s o f d o i n g t h i n g s  iPad2. I want one
 D e p e n d s o n t h e c o n tex t , b u t
s o m et i m e s c a n b e d a u n t i n g !

10. TECHNOLOGY CONFIDENCE

11. EXERCISE (15-20 MINS)
POSSIBILITIES FEARS

12. TECHNOLOGY ACCESS

13. EMAIL
 A workflow tool as well as  Used to have separate
communication method per sonal email but easier to
 For work and per sonal use manage just one account
 Far too much really but it is  I have 5 accounts for dif fering
the culture of my working reasons
environment  I don't use personal e -mail
 I use email on my lap top ver y much as I am sick of it
which conver ts to a desk top because it is so much a
via a docking station which feature of working life!
provides easy access to the  This is University policy
University network , and on my (Acceptable Use Policy)
iPhone. although there is some leeway
 Work and per sonal use, inform to receive personal email e.g.
and question professional membership
information.
 I have 4 other per sonal
accounts that I use or
dif ferent purposes

14. ENGAGING WITH THE TOOLS
 T he three m ost u sed „professional‟ tools are:
 E-Surveys
 Google Docs
 University proprietary systems
 T he three tools with hig hest awareness, bu t haven‟t used are:
 E-Portfolios
 Podcasting
 Twitter
 T he three tools t hat have been u sed professionally but are no longer
being used:
 Wikis
 VLE (Moodle/VLE)
 Podcasting/Virtual Classroom/Virtual Response Systems
 T he three tools about which t here is least awareness are:
 Bookmarking
 Personal Response Systems
 Online presentation tools such as Prezi

16. THE MISSING TOOLS?
Other?

17. SOCIAL MEDIA
http://www.theconversationprism.com/presentation/

18. WHO ARE OUR STUDENTS?
http://news.bbc.co.uk/1/hi/education/8577
272.stm (March 2010)
 1/3 Part-Time
 1/6 from Overseas
 More mature students
 More at-home students
 Familiarity online
 Global perspective
 Business partnerships
 Pick & Mix degrees

19. STUDENT EXPECTATIONS?
 Global (Used to creating their own YouTube
videos, and expecting a quick response – from
anywhere in the world!)
 Responsive (Used to rapid
response/feedback, 3 week guarantee “too
long”)
 Flexible (Used to having more than one starting
point)
 Interactive (Looking for a relationship of
trust, staff/student partnership: The teacher
has a role of leader, but needs „distributed
leadership‟)
 Often facile or trivial

20. DIGITAL VISITOR/RESIDENT
http://digital-fingerprint.co.uk/2011/12/visitors-residents-with-daveowhite-jisc/

21. HTTP://BIT.LY/9NOI1Z
 Instead of trying to mass-
produce children who are
good at taking tests and
memorizing
things, schools should
emphasize personal
development, Robinson
said. Not all kids are good
at the same things, and
the education system
shouldn't pretend they Sir Ken Robinson
should all turn out the Why teaching is 'not like making
same, he said. motorcars‟, by John D. Sutter, CNN, March
17, 2010 7:00 a.m. EDT

22. READ MORE…
http://www.slide
share.net/drbexl
/the-21st-
century-learner-
blended-learning-
tools-and-the-
use-of-social-
networks
nearly 3000 views

23. CLASSROOM MATERIALS

24. TECHNOLOGY IN TEACHING ROOMS

25. LOCATIONS ACCESS

26. LEARNING & TRAINING: FORMAL

27. LEARNING & TRAINING: INFORMAL
 Informal: None  Not muc h, not ver y - dabbled in Fac ebook
 I of ten get help from colleagues in the b u t d o n ' t r e a l l y g e t i t , s a m e w i t h Tw i t t e r
of fice to use the computer system  Informal: None
 Most is informal e.g. Prezi, wiki, Google  I'm mostly self-taught because the formal
docs versions (above) are mainly really poor
 Most of the stuf f I've tried informally has and I don't have time to fiddle with poorly
been ver y intuitive - you just need the designed on-line learning packages that
time to be able to experiment (and tend to frustrate as they are not designed
someone to advocate, encourage!) to answer specific issues.
 Self taught, learned all the bad habits  Advice and learning from colleagues
 S e l f t a u g h t Tw i t t e r a n d B l o g g i n g a n d W e b  S e l f - t a u g h t w i t h Tw i t t e r, F a c e b o o k , G o o g l e
design - has its limitations. docs, blogging sites etc. These
 I find that this is really the only way to technologies are very intuitive and are
learn - and at the point of need s u p p o r t e d b y g o o d Yo u Tu b e t u t o r i a l s e t c .
so have been fairly easy to learn and
 A bit hit and miss and easy to leave for understand.
another day
 Loads of self taught stuff
 Self taught e.g. the introduction of
M i c r o s o f t 2 0 1 0 f r o m 2 0 07. A l s o o n e t o  Formal: None
one support provided by colleagues  Te l e l c a s s e s a n d Te l e w o r k s h o p s
 M o s t o f m y l e a r n i n g i s b y t r i a l a n d e r r o r.  Formal: None - self taught
Sometimes this works well - of ten I forget  1-2-1 sessions with my daughter -
how I did something so find it dif ficult to perfect!!
repeat  No formal learning - done on the hoof!

28. FURTHER COMMENT
I made some assumptions about the
terminology you used in this survey -
something in that?! I wonder how many
of us do that? Learning the basics of
when to use what tool would be good and
save hours trying to use something
where another tool would serve better.

29. TOOLBOX: AN OVERVIEW
 http://www.scribd.com/my_document_collections/3474752
 http://digital-fingerprint.co.uk/2011/06/digital -media-trends-4-0/

30. HTTP://WWW.YOUTUBE.COM/WATCH?V=
0EUEL3N7FDS

31. SOCIAL MEDIA EXPLAINED

32. FURTHER COMMENTS
 As an older worker and a senior manager I have tried
hard to be enthusiastic and engage with new tools
despite the fact that most of them are not needed in my
role. I am also hugely frustrated at the lack of discipline
in the use of these tools by others and the tendency to
drop face-to-face conversations in favour of remote
discussion. Tools need to be fit for purpose and fit for the
people using them. The language needs to be simple and
understandable and the tools themselves easy to use and
reasonably obvious. My experience of 'technology' is that
it has added endless amounts of time to my working day
instead of making it quicker. It also provides me with the
greatest source of negative stress.

33. MOVING FORWARD
 Where do we go with the information provided today?
 What already exists that could be piggybacked on?

34. MOVING FORWARD: TECHNOLOGY
SOLUTIONS
 Online Space exists:
http://www.lfhe.ac.uk/networks/od/odgroup.html
 Blog?
 Group commits to 1-2 posts per year?
 Project Reviews
 Tools/Techniques
 Book Reviews…
 Twitter?
 LinkedIn/Facebook Group?
 Mobile Device Report ( UoW)
http://www.winchester.ac.uk/blog/archive/2011/10/11/mobi
le-devices.aspx
 Skype based coaching/mentoring?

35. WHERE TO GO FOR RESOURCES?
 SOME STARTING POINTS:
 JISC webinars:
 http://www.jisc.ac.uk/events/webinars.aspx
 Digital Fingerprint:
 http://digital-fingerprint.co.uk/
 http://digital-fingerprint.co.uk/category/times-higher-education/
 Winchester blog:
 http://www.winchester.ac.uk/blog/archive/tags/Technology%20Enha
nced%20Learning/default.aspx
 http://www.winchester.ac.uk/blog/archive/tags/Blended%20Learnin
g/default.aspx

36. CONTACT DETAILS
Email:
Bex.Lewis@winchester.ac.uk
Twitter:
@drbexl, @digitalfprint, @TEL
Winch
http://www.slideshare.net/d
rbexl
Phone: 01962 826455