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Slides from JISC Digital Literacies workshops, session 1

Slides from JISC Digital Literacies workshops, session 1

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Dl slides 1 Dl slides 1 Presentation Transcript

  • Date VenueDeveloping Digital LiteracyHelen Beetham, Rhona Sharpe, Greg Benfield, Sarah Knight
  • Digital Literacy Welcome – Who we are Helen is a consultant Dr. Rhona Sharpe is to JISC, in which role principal lecturer in the she supports JISC Oxford Centre for work on learning Staff and Learning literacies for a digital Development at Oxford age, curriculum design Brookes University where and Open Educational she is responsible for the Resources, as well as research and consultancy other aspects of e- activities of the learning development unit. Recently her research and strategy. has focussed on learners experiences of e- learning.. Dr Greg Benfield is a senior lecturer, e- Sarah Knight, JISC e- learning specialist Learning Programme educational developer Manager with at Oxford Brookes responsibility for University in OCSLD. curriculum design His work focuses on programme and supporting e-learning. digital literacies
  • Digital Literacy What have we learnt to date?2006-08 Learners experiences of e-learning programmeStudents success depends on strategies for integrating ICT intoacademic practice; students strategies and preferences differ widely2009 Learning Literacies for a Digital Age studyDigital literacy needs to be integrated across the curriculum: learnersdevelop through authentic tasks in meaningful situations2010 Supporting Learners in a Digital AgeNine institutional case studies in developing learners digitalcapabilities: listening to and responding to learners as a theme2011 Digital literacy workshop seriesCascading outcomes of LliDA and SLIDA: tools for organisational andcurriculum development; sharing best practice2011-13 Developing Digital Literacies programmeFunded institutional projects, integrating digital literacy developmentacross the board; community consultation View slide
  • Digital Literacy What have we learnt to date?2006-08 Learners experiences of e-learning programmeStudents success depends on strategies for integrating ICT intoacademic practice; students strategies and preferences differ widely2009 Learning Literacies for a Digital Age studyDigital literacy needs to be integrated across the curriculum: learnersdevelop through authentic tasks in meaningful situations2010 Supporting Learners in a Digital AgeNine institutional case studies in developing learners digitalcapabilities: listening to and responding to learners as a theme2011 Digital literacy workshop seriesCascading outcomes of LliDA and SLIDA: tools for organisational andcurriculum development; sharing best practice2011-13 Developing Digital Literacies programmeFunded institutional projects, integrating digital literacy developmentacross the board; community consultation View slide
  • Digital Literacy Why are we here? “digital literacy expresses the sum of capabilities an individual needs to live, learn and work in a digital society”•what capabilities will your graduates need in the C21st?•what challenges do they face in developing them?•how can you help them develop literacies of/for the digital?
  • Digital Literacy Maps of the territoryProgramme of the day – activities! – we will capture and shareReflective pro-forma for you to take awayTwitter/blog tag #JISCdiglitDelegate list – follow people upOnline materials: http://bit.ly/jiscdiglitavailable under CC (by-sa) license for repurposing and reuseSubscribe to the mailing list JISC-DIGLIT-PUBLIC
  • Online materials linked from http://bit.ly/diglit in the Design Studio
  • Digital Literacy Activity1. Using paper and a pencil or pen, and working in pairs, draw your neighbour
  • Digital Literacy Activity1. Using paper and a pencil or pen, and working in pairs, draw your neighbour2. Label your drawing with key features of a digitally literate person3. Use terms and ideas that will be familiar in your institution, subject area, or setting4. There will be opportunities to add and refine your ideas during this session
  • Digital Literacy Why is this an issue now? Impacts of New demandsdigital media on educationon knowledge
  • Digital Literacy New ways of knowing
  • Digital Literacy New ways of knowingTransfer of attention from print to screenMultiplicity of media: hyperlinked and hybrid mediaBlurred boundaries of information/communicationUbiquitous access to information and to connected othersRoutine surveillance and capture of processes/eventsNetworked societies and interest groupsPower of the crowd (web 2.0, massive social data sets)Offloading of cognitive tasks onto digital tools and networksPresentation of self in digital contextsOpen scholarship and open publishing
  • Digital Literacy New ways of knowing
  • Digital Literacy Using ways of knowing to expand yourcharacterisation of a digitally literate person.What kinds of How is it expressed What new data isexpertise and know- and shared? being captured andhow? managed?What does What does it mean What forms ofinnovation look like? to be critical? judgement are needed?
  • Digital Literacy What are graduate attributes?
  • Digital Literacy What are graduate attributes? ‘These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are ability, dispositions, qualities which enable knowledge gained to be translated into a discipline and work place context.Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs
  • Digital Literacy Why graduate attributes? ‘qualities that prepare graduates as agents of social good in an unknown future.’ (Bowden et al, 2000) ‘attributes that help prepare our students to tackle the ever evolving challenges facing them during and at the end of their studies’ (University of Edinburgh)
  • Future Work Skills 2020 Sense making Computational thinking Social intelligence New media literacy Adaptive thinking Cognitive load management Cross-cultural competency Transdisciplinarity Virtual collaboration Design mindsetDavies, A., Fidler, D., Gorbis, M. (2011) Future Work Skills 2020. Institute for theFuture, for the University of Phoenix Research Institute. University of Phoenix.
  • Digital Literacy An example: Oxford Brookes UniversityFive graduate attributes agreed at Oxford Brookes University.Digital literacy defined as… The functional access, skills and practices necessary to become . . . a confident, agile adopter of a range of technologies for personal, academic and professional use.(https://wiki.brookes.ac.uk/display/slidacases/Oxford+Brookes)
  • Digital Literacy An example: University of WolverhamptonThree graduate attributes at University of WolverhamptonDigital literacy defined as our graduates will be confident users of advanced technologies; they will lead others, challenging convention by exploiting the rich sources of connectivity digital working allows. (https://wiki.brookes.ac.uk/display/slidacases/Wolverhampton)
  • Digital Literacy Using graduate attributes to expand yourcharacterisation of your digitally literate learner.What What for? What context?confidence exploit professional technologyagility challenge personal convention