Liverpool Digital Literacies keynote

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Halloween themed guest lecture on e-learning and the 'uncanny' relationship between academic knowledge and digital expertise.

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Liverpool Digital Literacies keynote

  1. 1. Making sense of learning in a digital ageUniversity of Liverpool, October 31st 2012#livdiglitHelen Beetham @helenbeetham
  2. 2. Happy Halloweencc. http://www.soil-net.com
  3. 3. experience the uncanny....digital know-how academic learning cc. http://www.soil-net.com
  4. 4. be haunted by... the student who ismore digitally capable than you are the colleague who believes nothing has improved on the printing press cc. http://www.soil-net.com
  5. 5. and enjoy...some good stories reasons to be cheerful cc. http://www.soil-net.com
  6. 6. Co mTe pu ac te hin rs g in & Te Le ach ar nin in g g Ini A bit of history Te tia Ne ch tiv tw no e JIS or k lo gy C ed Le Pr e- a og lea rn Be rn ing nc ing hm pr ar og Te kin ra ch g m no m log e- Le e y- ar De En nin ve ha g lop nc ing ed Di Le git ar al nin Lit g er ac 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 ies
  7. 7. A bit of history1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 From computers to networks to technology-enhanced environments From teaching with technology to learning with technology From discrete activities to digital literacies and a digital curriculum
  8. 8. Digital technology is systemic in education ‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)
  9. 9. Digital technology is systemic in education
  10. 10. Digital technology is systemic in educationStudents’ first experiences of University are primarily digitalStudents use their digital devices, services and networks tosupport their studies whether we invite them to or notSpecialised, dedicated systems attuned to academicpracticesMost digital technologies and practices we take for grantedoriginated in University (research) departmentsUniversities are big businesses dependent on ICT basedbusiness systems
  11. 11. But not everybody is happy about it
  12. 12. the digital university as a haunted house cc licenced to country_boy_shane on Flickr and Fotopedia
  13. 13. The digital university as a haunted house...Many students (and staff) see virtual learning as inimical toa full engagement in the university experienceThe expectation that students (and staff) will be digitallyliterate is introducing new stresses and inequalitiesUniversities no longer have a monopoly on valuedknowledge or even on HE-standard learningThe internet is forcing universities to become globalinstitutions
  14. 14. What are you hopeful or excited about?What are you fearful or worried about? #livdiglit post-its cc. http://ninaturns40.blogs.com
  15. 15. questioning the ghostcc licenced to Scr47chy on Flickr and Fotopedia
  16. 16. The wonderful digital futureuseable devicesfrictionless adoptionpersonal knowledge environmentslearning embedded into daily lifeinformation-rich objects, locationsintelligent agents...‘If the technology is good enough wedon’t need digital literacy’
  17. 17. The constant scholarThe work feels the same as ever; the media can feel novel, ofcourse, but it doesnt feel to me like anything substantive haschanged.Why are we using the term ‘digital’ at all? It’s just being criticaland reflective about the resources we’re using. Isn’t all this technology just a distraction • from the real business of study? cc licenced to lisby1 via flickr and fotopedia http://www.fotopedia.com/items/flickr-3956791025
  18. 18. Against the wonderful digital future:learners are not doing it for themselves• Active knowledge building and sharing are minority activities to which most learners are introduced by educators (Selwyn 2009-11)• Learners experience many difficulties transposing practices from social contexts into formal learning (Cranmer 2006)• Learners struggle to critically evaluate online resources (BLibrary)• NetGen (<25yo) use ICT more for social/leisure but older and better qualified people use it more for study (Ramanau et al. 2010)• Learners engagement with digital media is complex and differentiated (Bennet et al. 2008, Hargittai 2009)• Students are fundamentally divided on the use of digital devices and services for study (NUS surveys 2010-12) Digitally proficient learners need a solid grounding in academic practice to succeed
  19. 19. Against the constancy of scholarship:knowledge practices are changing Transfer of attention from print to screen Multiplicity of media: hyperlinked and hybrid media Blurred boundaries of information/communication Ubiquitous access to information and to connected others Routine surveillance and capture of processes/events Networked societies and interest groups Massive, interlinked data sets and related tools Offloading of cognitive tasks onto digital agents and networks Presentation of self in digital contexts Open data, open research, open publishing New modes of data visualisation New research questions and specialist areas
  20. 20. Disciplines and technologiesare questioning each other
  21. 21. What are they saying? #livdiglit What questions is your discipline asking of digital technology? What would you like technology to do that enhances your practices and values as an academic in your subject area? What questions is digital technology asking of/in your discipline? How are you having to adapt your methods and practices e.g. data capture and analysis, collaboration, research communication, writing, teaching?
  22. 22. now you see it...
  23. 23. Define digital literacyin a way that makes sense for your department #livdiglit post-its ‘capabilities that fit an individual for living, learning and working in a digital society’
  24. 24. Learning literacies in a digital age 2009-2010
  25. 25. Digital Literacies baseline study 2011-2012
  26. 26. Some conclusions the practices that underpin effective learning in a digital age‣are meaningful in the context of academic disciplines‣are an aspect of students’ emerging identities‣require a confident but also a critical attitude to ICT‣are creative/productive as well as critical/assimilative‣are both formal and informal (and blur these boundaries)‣emerge in meaningful activities in which technologiessupport the purpose authentically
  27. 27. But at the moment... ‣students are confused about how digital technologies can legitimately be used to support academic study ‣students’ practices may be hidden: personal study habits, outsourced curriculum, ‘grey area’ activities ‣support is fragmented, expectations are not managed ‣students require training and/or mentoring for advanced and specialised applications ‣‘bring your own skills’ is a source of potential disadvantage
  28. 28. What can we do?cc. http://www.soil-net.com
  29. 29. Explore the interface with students
  30. 30. Explore the interface with students http://www.youtube.com/watch? v=e3WwfP34Qv0&feature=youtu.be
  31. 31. Develop hybrid approaches and paths of leastresistanceAcademic referencing• Zotero: fits with practices of browsing• Mendeley and Delicious: fit with practices of social networking• Endnote: steep learning curve, expensive, inaccessible• Students understand the underlying values: acknowledge your sources; build explicitly on the knowledge of others• At the start of an academic career, format matters much less than building references, mapping the territory, getting it captured
  32. 32. Allow a repertoire of technologies and viewpoints•Students are often unclear about how to work with data in meaningful ways•More and more data sets are openly available to use for learning and research•Data visualisations are one way students are developing a repertoire of different viewpoints and methods, and drawing different conclusions
  33. 33. Use tech/no tech as tools for critical thinking
  34. 34. Have students participate in public debates
  35. 35. Open digital texts to critique http://www.youtube.com/watch? v=MmdlBEs1HEk&feature=youtu.be cc licensed to Matthew Hayler, Exeter Cascade project 03.14 to 05.01
  36. 36. Involve students in research http://www.youtube.com/watch?v=sbtf- wCglX0&feature=youtu.be cc licensed to Erin Walcon, Exeter Cascade project 04.17
  37. 37. Conclusions: towards a critical digital literacy• We may never ‘catch up’ with students’ digital know-how...• ... but academic values, practices and methods remain uniquely valuable.• Try: co-mentoring, students as pioneers, public expression of ideas, digital story-telling...• Students’ digital know-how can be treated as a resource.• Encouraging a critical approach to technologies as you would to ideas.
  38. 38. Questions and comments #livdiglit @helenbeetham
  39. 39. For our conclusions #livdiglit post-itsHopes, fears andrecommendations
  40. 40. JISC Developing Digital Literacies programme#jiscddl
  41. 41. 12 institutional projects

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