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Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
Pietsch - Embedding transliteracy values: staff development in the post digital age
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Pietsch - Embedding transliteracy values: staff development in the post digital age

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  • 1. Post-Digital By alecmcintEmbedding transliteracy value: staff development in the post digital age Anne Pietsch, Roehampton University
  • 2. Delivering Transformational changeJISC Transformations programme SEDA Professional Development Framework (PDF)Aimed at supporting institutional staff SEDAs PDF provides recognition foracross 57 university projects to effect higher education institutions, theirlarge-scale organisational professional development programmeschange, underpinned by ICT, where there and the individuals who complete thoseis an objective to: programmes.•enhance student experience•improve operational efficiency •It uses a range of named awards to recognise different types of professional•enhance organisational capability for development.business and community engagement •All named awards share a common set of values and core development outcomes and each named award has its own set of specialist outcomes.
  • 3. The problemHow can ‘third space’ professionals become enablers who promote new approaches to using learning technology and aid others in adopting them. This is a staff, organisational and a technological problem space but it is also pedagogical one.The Questions• Does the SEDA “Embedding Learning Technologies” course provide the pedagogical framework to address the problem?• Which JISC tools can be used in the development process and as course materials?Aims• Develop an institutional approach to support and develop staff to be leaders in enabling change• Increase and develop engagement with technology• Enhance student (and staff) experience network.a.0003 by inconvergent
  • 4. Defining terms• Post Digital• Third space professional• Transliteracy network.a.0003 by inconvergent
  • 5. Post Digital • More concerned with being human, than with being digital • Digital as a embedded part of our daily life • Impact of technology on our interactions, culture, social structures • Constant state of flux, change is the normPost-digital Siri by moleitau
  • 6. Third space professionals (Whitchurch)• Typically non academic roles• Multidimensional, span academic and professional roles• Issues around moving and communication across different disciplines• Often act as change Human Bridge by cbboss agents, but not always acknowledged
  • 7. Exploring TransliteracyThe concept oftransliteracy is embeddedin the very earliesthistories of humancommunication, providinga cohesion of modesrelevant towriting, interpretation andinteraction.Thomas, S. (2008) KIOSK @ STRP by iMAL.org
  • 8. Transliteracy qualities• Ability to understand a range of tools• Participation in collective behaviour• Awareness of cultural historical context• Sense of physicality/spatial life world• Multimodal sensibility(Thomson , 2007) Multimodal Transport By D1v1d
  • 9. Embedding Transliteracy values in CDP• SEDA Embedding learning technologies ( ELT)• Created learning opportunities that are authentic, reflective, collaborative and achievable• Underpinned by appropriate pedagogical model network.a.0003 by inconvergent
  • 10. Connectivism: A pedagogical framework for developing transliteracy values ?"Connections between disparate ideas and fields can create new innovations.The starting point of connectivism is the individual. Personal knowledge is comprised of anetwork, which feeds into organizations and institutions, which in turn feed back into thenetwork, and then continue to provide learning to individual. This cycle of knowledgedevelopment (personal to network to organization) allows learners to remain current intheir field through the connections they have formed. ...This amplification oflearning, knowledge and understanding through the extension of a personal network is theepitome of connectivism."Quoted from: Connectivism: A Learning Theory for the Digital Age (Siemens, 2005)itdl.org/journal/jan_05/article01.htm network.a.0003 by inconvergent
  • 11. Structure of the course• 10 weeks, blended learning• Supported through Action Learning Sets, tutorials, and weekly podcastsAssessed activities• Reflective Portfolio demonstrating how SEDA values and outcomes are met• Reflective peer reviewed reading log• CPD needs log• Implementation and evaluation of a project Bowl with structured wall by Peter Remnemark
  • 12. Why a project?• SEDA ELT - Specialist Outcome• Motivation - Authentic experience- related to the role• Project plan - Better fit with a professional cohort• Opportunity for adopting transliteracy practices through participative and reflective learning• Develop a shared institutional approach to embedding technology.
  • 13. My project is looking at Training and Development for administrators through a peer My project is based around the development support programme. This is planned to be of fully and partially online classes, and how implemented through self evaluation these can vest be supported by department exercises, small group exercises to share best administration. practice, online sessions and feedback opportunities. My project will focus on looking at the Moodle quiz tool which is widely used within the departments I support for bothMy project is to develop a distance or formative and summative assessment. Iblended learning course, for new staff in would like to establish and documentparticular, that will induct them in the processes and procedures for using this tooleffective use of Roehamptons key learning effectively with a specific focus in outlyingtechnologies namely, Moodle and Turnitin. key things lecturers should consider and do before rolling out a quiz or online exam. My project is to use video clips (screen capture and digital film) to go alongside written information, to encourage My project is to use video clips (screen students to familiarise themselves with capture and digital film) to go important processes/policies within the alongside written information, to encourage university. students to familiarise themselves with . important processes/policies within the university.
  • 14. Use of JISC tools• Reflective activities, in groups or alone• Focused on developing an understanding of how people learn• Supporting project work• Developing understanding of CPD development needs• Developing understanding of own digital identity Tools By Dan Shouse
  • 15. I create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferences I plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomes I design original projects, problems and questions that are meaningful to me and others I am a critical reader of messages in different media, and a critical user of different technologies I judge digital resources, environments, networks and opportunities for their value to me and others Attributes/ I behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety Identifies JISC Digital Literacies Development frame work: Learners perspective ICT capabilities Information/media capabilities Learning/thinking capabilities I choose, use and blend technologies to suit I share ideas and express myself in a variety I study under my own initiative and in the Practices my needs of media ways that suit me(ways of thinking I explore the capabilities of technology I choose, use and blend media for I participate in learning communities and and acting) I personalise technologies and services communicating ideas groups I repurpose, adapt and re-edit content for a I build knowledge collaboratively variety of audiences I solve complex problems using I scope research questions and creative appropriate ICT tools projects, and use information to address them I can: I can: I can: use search engines, online services, data, locate and access information take notes analysis tools compare, evaluate and select information complete and submit assignments Skills use a range of media-capture devices organise and manage information construct arguments (personal use a range of editing applications apply information to problems and questions solve problems capabilities) use communication and presentation tools analyse and synthesise information manage my time and tasks use professional and academic (subject- communicate information evidence, cite and reference appropriately specific) tools read and write academic content use number appropriately I have access to: I have access to: I have access to: networked device + range of apps information sources and services learning opportunities robust networks learning content learning resourcesFunctional access media devices e.g. camera, phone my preferred media peers and learning groups specialist hardware or software for my teachers, mentors and experts course a space for learning assistive technology that I need the time to learn
  • 16. Digital Literacy Baseline Survey based on Digital Literacy Framework
  • 17. Evidencing Change TemplatePersona Exercise Visitor/Residence Exercise
  • 18. So what?Anticipated outcomes include:•Developing a shared approach to implementing technologyenhanced learning design within the university•Foster collaborative partnerships between differentdepartments in the university•New opportunities for staff development for digital literaciesand small scale project management•Embed SEDA ELT course in UKPSF•Enable third space professional to lead and communicatechange effectively•Create opportunities for development of new approachesand tools for real life issues.•Enhance staff and student experience through embeddingtechnologies in ways that work for all stakeholdersnetwork.a.0003 by inconvergent
  • 19. VisionDeveloping leaders in liminal roles who:• display confidence and engagement with technology• are able to make effective use of existing and new technologies• demonstrate empathy with and an understanding of cultural practices in different professional domains• are able to communicate across institutional contexts and through appropriate media• can facilitate shared approaches to embedding learning technologies• foster an understanding of what it means too successfully embed a learning technology through helping others to develop new skills and behaviours. network.a.0003 by inconvergent
  • 20. References and resources• Bibliography ( on Talis Aspire)• SEDA ELT Course Reading List• Thinking about Literacy (Scoop.it research log)• Researching Transliteracy (Pinterest research log) network.a.0003 by inconvergent
  • 21. Anne PietschRoehampton Universitya.pietsch@roehampton.ac.uk/ Question Mark Graffiti by Bilal Kamoon

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