Changing student practices and digital literacies

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Jisc webinar 2 May 2013

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  • Changing student practices and digital literacies

    1. 1. Which best describes your role?A. Supporting/managing e-learning or technology-enhanced learningB. Staff and educational developmentC. Lecturer/course leaderD. Professional services eg library, careers, student supportE. Other – please use chat box to give detailHow do you currently engage with students around digital literacies? (Pleasetype in the chat)02/05/2013 Developing Digital Literacies slide 1
    2. 2. Changing Student Practices and Digital Literacies Introduction - Sarah Davies, Programme Manager, Jisc Digital literacies: changing student practices– Lesley Gourlay, Institute of Education, Digital Literacies as a PostgraduateAttribute Students as change agents and digital pioneers– Elizabeth Dunne, University of Exeter, CASCADE project Undergraduates as change agents to support digital literacies– Mark Kerrigan, University of Greenwich, Digital Literacies in Transition project Student ePioneers: agents of change for digital literacies development– Richard Francis & Rauri Pountain, Oxford Brookes University, InStePP project Questions after each input; 15 mins for discussion at the end02/05/2013 Developing Digital Literacies slide 2
    3. 3. Digital literacies:changing studentpracticesLesley GourlayInstitute of Education
    4. 4. About the projectResearch work year 1:Survey analysisFocus groups (PGCE, taughtMasters, distance Masters, PhDstudents)Longitudinal, multimodaljournaling (12 students, 9-12months, 3-4 interviews;images, video and text)
    5. 5. Studentorientations:CombatCurationCoping
    6. 6. How can rich student databe used?At IOE it has influenced the establishment of anIT Users’ Group & also intervention work, year 2:Synchronous tutorials, Academic Writing CentreFocus groups on interactive guides, LibraryStaff digital literacies, Learning Technologies UnitSense of narrative, and the ‘day-to-day’ ofstudent engagementPowerful resource for developmental activitiesand reflection on practice
    7. 7. Linkshttp://diglitpga.jiscinvolve.org/wp/http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/DigLitPGAttribute.aspxhttp://www.slideshare.net/lesleygourlayhttp://www.slideshare.net/martinoliver
    8. 8. STUDENTS AS CHANGE AGENTSand DIGITAL PIONEERSJISC webinar, May 2013CASCADE -Elisabeth Dunne
    9. 9. There is a difference between an institution that ‘listens’ tostudents and responds accordingly, and an institution that givesstudents the opportunity to explore areas that they believe tobe significant, to recommend solutions and to bring about therequired changes.The concept of ‘listening to the student voice’ – implicitly if notdeliberately – supports the perspective of student as‘consumer’, whereas ‘students as digital pioneers’ explicitlysupports a view of the student as ‘active collaborator’ and ‘co-producer’, with the potential for transformational change.INSTITUTIONAL ETHOS
    10. 10. To implement research rich initiatives in 5 Colleges thatillustrate what digital scholarship means and what counts as adigitally literate research professionalTo provide professional development for staff and students inresearch rolesTo use postgraduate students as Change Agents (Pioneers) tosupport student and staff development in digital literacy‘CASCADE’ OBJECTIVES
    11. 11. CASCADE INTERNS• Several Postgraduates from each College joined CASCADEto create a group of 17 ‘interns’• Most of these were Postgraduate Researchers, stronglyembedded in their disciplines• Payments for up to £600 were available for participation ininitiatives with the project team-engaging with intern group activities/skills sharing-developing a small-scale digital literacy project of theirchoice-writing a case study…
    12. 12. ‘Supporters’ - through sharing expertise with each other andsupporting others in learning ways of working with technology(e.g. showing each other their favourite referencing tools).‘Producers’ or ‘Creators’ - for example by developing resourcesthat will be useful to others across the University (e.g. theproduction of online resources for new international students, or aFacebook site)‘Pioneers’ - in their subject areas, using their personaltechnologies in novel ways and finding new uses for technology(e.g. for data visualisation and presentation).‘Transformative agents of change’ - where post graduates whoare digital specialists and/or are strongly motivated by changehelp to transform the culture of their department (e.g. bydeliberately finding ways to change conversations and practicesamongst peers and other stakeholders).
    13. 13. Digital Literaciesin TransitionUniversity of Greenwich2013@DLinHEhttp://www.DLinHE.com
    14. 14. What is the project about?
    15. 15. http://www.HEI-FLYERS.orgStudents are DL Change Agents
    16. 16. Interdisciplinary Working• Supports buy-in from the entire university• Mix of students from academic years• Mix of students from academic subjects• Excellent mix of skills and abilities• Increased networking and staff buy-in• Potential to be truly representative of the university (student body)
    17. 17. Recruitment & AccreditationStep1• Online expression of interest andthe completion of a simpleapplication for.Step2• Creation of a format neutralartifact, aligned to thecompetencies of the roleStep3• Attendance at aselectionworkshop1.Tap into as many networks as possible to advertise the studentships (understand what the project is offerthose that want to engage);2.Be clear and transparent on the grading and selection process;3.Provide structured instructions for the format neutral artefact remembering that offering too muchguidance risks over determining what applicants produced and offering too little guidance risks leavingapplicants unsure of what was required from them;4.Design the outputs from each step carefully as they can be recycled and used as part of the bigger project;
    18. 18. Hints and tips (students)Hints:Maintaining good communication skills and developingan understanding of students needs.Maintaining regular feedback and implement studentsuggestions.Tips:Group discussions can enable the understanding ofstudent views and an understanding of development.Our experiences of the project:We have had very open and free discussion and havebeen treated as peers with individual voices ratherthan students.We have the feeling of making an impact on digitallearning.We receive positive and structured feedback.
    19. 19. Richard Francis & Rauri PountainJISC Webinar2 May 2013Student ePioneers: agents ofchange for DL developmentInStePP is a JISC-funded projecthttps://wiki.brookes.ac.uk/display/instepp/Home JISC inspires UKcolleges and universities in the innovative use of digitaltechnologies, helping to maintain the UKs position as a globalleader in education. www.jisc.ac.uk
    20. 20. • Institution pursuing multiple forms of student engagement• All too easy for these initiatives to be subservient to thedominant ethos of consumerism: market research for productenhancement• Project has promoted idea of partnership relationship, partieswith complementary skills,• Objective of establishing new transformative roles for studentsacross disciplines• Digital literacy the vehicleInstitutional Partnership
    21. 21. •Trainer•Mentor•Resource creator•Researcher•Entrepreneur•First three established•Last two in pilotePioneer Roles
    22. 22. • Semestral recruitment by PL SE network in Faculties assisted byprofessional association liaison officer and InStePPCommunications intern• Consultancy and ePioneer training provided by Careers serviceand learning support staff (library, IT and learning technology)• Faculty and directorate staff commission ePioneers to partner onsmall-scale digital literacy development initiatives• Commissions signed off by project team and handed over toePioneer community to self-assign• PL SEs manage and monitor progress and delivery ofcommissions• On completion of commission accompanied by reflective portfolioePioneer eligible for ILM endorsed consultancy certificateRecruitment and commissioning
    23. 23. • All Faculties and 3 Directorates engaged• via SESE: RA for project evaluation and matched funding forPL SEs• Embedded in SESE:• Supported by PVC SE• PL SEs as partnership leads in all faculties:• for line management of ePioneers• cascading partnership dl development to facultycolleagues• liaison with faculty learning technologists• Student co-organising L&T Conference• Increased awareness and deployment of range of studentpartner rolesChanging institutional practices
    24. 24. • Critical self-awareness and self-confidence - as importantas DL capabilities: desire to effect change• Negotiation of roles, outcomes, deliverables; role switching• Shared responsibility for DL development• Value of project and time management• Career choice insight• Confidence to seek employment opportunities withininstitution (internships, service desk, teaching)New light on student role
    25. 25. • New academic pathway for work-based learning:ePioneers using partnership experience towards academiccredit on Independent Study Module in two faculties• Impact on other strategic initiatives:• Moodle rollout Phases 1 & 2 - ePioneers astrainers, mentors• Make Moodle Mine - good practice guidelines for social-constructivist learning with Moodle• Reading list process review (Learning Resources)• Focus on team initiativeImpact on curriculum development

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