University of Stirling - Developing the Digital Practitioner - Aug 2014
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Presentation & workshop with PGCEd students at the University of Stirling - with colleague Shelaine Fraser-Robertson
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University of Stirling - Developing the Digital Practitioner - Aug 2014
- 1. Developing the Digital Practitioner 1 Developing the Digital Practitioner Jisc RSC Scotland @ University of Stirling Thursday 4th August 2014 Joan Walker Shelaine Fraser-Robertson Except where otherwise noted, this work is licensed under CC-BY-NC-ND
- 2. Developing the Digital Practitioner 2 Jisc Jisc is a company with charitable status, which provides the UK higher education, further education and skills sectors support on the use of digital technologies.
- 3. 12/11/2014 Developing the Digital Practitioner image from wikicommons licensed under the Creative Commons Attribution 2.0 Generic license University of Stirling – Sept 2014
- 4. Developing the Digital Practitioner 4 Competency How Basic skills in the digital realm Literacy What Capabilities which fit an individual for living, learning and working in a digital society Fluency When and Why Agile, instinctive, sophisticated and multifaceted use of technology. The Digital Practitioner
- 5. Developing the Digital Practitioner 5 The Digital Practitioner in Context New Professional Standards Key Trends Restructuring Learner Expectations
- 6. Developing the Digital Practitioner 6 Digital Literacies Access / Skills / Practice techno-literacy choosing and using technologies, ICT & Web skills, personalising the learning environment .... information literacy finding, accessing, evaluating, reviewing, using, analysing, managing, applying information .... media literacy critical evaluation, creative production, data visualisation, expressing & sharing ideas .... academic practice critical thinking, research, problem solving, academic writing, analysis, synthesis, experimentation .... techno-social practice communication, collaboration, participating in networks, sharing, tagging, peer review ....
- 7. Developing the Digital Practitioner 7 Your Digital Literacy Skills How did you come across your digital literacy skills? Was it primarily: A. Self-taught? - 559062 B. Peer –taught? - 559068 C. Formal training? - 661207 http://www.polleverywhere.com/joanwalker OR Text the CODE to +447624806527
- 8. Developing the Digital Practitioner 8 Digital Literacies – Digital Natives? »Learners’ ICT skills are less advanced that educators think (Nicholas et al. 2008, JISC 2008-9) »Learners’ experience many difficulties transposing practices from social context into formal learning (Cranmer 2006) »Some aspects of learners’ everyday practice with technology are at odds with practices valued in traditional academic teaching (Beetham 2009)
- 9. Developing the Digital Practitioner 9 Digital Literacies – Supporting Learners »Effective integration of digital literacies in Learning and Teaching Strategy »Tutor skills and confidence with technology is critical to learners’ development »Support in migrating to more ICT based study practices »Digital literacies need to be supported as learners engage in academic and authentic tasks Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA project) 2009. (phase 1)
- 10. Modernising Learning Changing Pedagogies Discovery Learning Collaborative Learning Reflective Activities Using & Creating Multimedia Peer Review eAssessment Technology Solutions Web-based Software • Virtual Learning Environments • ePortfolios • Social Media Mobile & Wireless Technologies
- 11. Developing the Digital Practitioner 11 The Accessibility Affordances »Accessibility & Widening Access »Differentiation »Assistive Technologies »Mobile Developments http://tinyurl.com/tablet-accessibility http://www.scoop.it/t/tablet-devices-living-learning-productivity
- 12. Developing the Digital Practitioner 12 What does it look like? Case studies – www.rsc-scotland.org Jisc RSC Scotland Showcase
Editor's Notes
- Key Trends People expect to be able to work & learn in a more flexible way, wherever and whenever they want Technologies used are increasingly cloud based The world of work is increasingly collaborative using collective intelligence, teamwork and group communications & employers have specific expectations for new staff, including communication, collaboration and critical thinking skills The same trend is emerging in education with a shift towards online collaborative pedagogical models The Open education movement exemplified by the huge amount of open content and open collections The possibilities for new relationships using social media tools Alternatives and supplements to traditional university courses and accreditation (MOOCs, open badges) There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement.- Learning Analytics - As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights. Learner Expectations Increasingly learners are ICT literate with high expectations of ICT availability, interactive teaching resources & learning materials and want to be able to use their own technologies along with institutionally provided tools. Peers play an important and often unacknowledged role in the learning experience. Whether through one to one text messages, instant messaging or facebook groups it mostly occurs without the support or knowledge of their tutors. IMO the significance of informal social activities for learning is underestimated and it places more emphasis on having effective communication channels. Restructuring & Regional Outcomes We all know that the Post 16 education in Scotland is undergoing a significant change and refocssing more explicitly on The Right Learning in the Right Place / High Quality and Efficient Learning / Developing the workforce - so ther eis a drive to provide a flexible curriculum that meets regional economic need Professional Standards Newly refreshed standards that acknowledge the need for continuing professional development to meet the future needs, challenges and expectations of those in the FE sector who have responsibility for learning & teaching.
- Techno - literacies characteristic - rapid change with economic and social drivers Academic literacies typically slow change with cultural and institutional inhibitors Key skills required by learners learning in the cloud / future:
- You’ll be familiar with this term Digital Natives – there’s an implication when it’s used - that because learners have grown up with computers that there ‘s an expectation that they would in turn have excellent digital literacy skills but research has not corroborated this theory: - As well as the educators perceptions perhaps being inaccurate, learners have little awareness that their information literacies are relatively weak - their skills are focused on a ‘need to know’ or ‘interest’ basis – maybe gaming / communicating but not articulating or reflecting necessarily. Learners’ experience many difficulties transposing practices from social context into formal learning And there is a clash of academic/internet knowledge cultures, particularly around plagiarism, assessment and originality in student writing
- Some of the issues around digital literacies 1 - A lack of ownership at institutional level means that learning literacies and digital literacies are rarely the basis of an integrated strategy / staff working in the areas that traditionally support information literacy / academic scholarship and ICT still operate in relative isolation from one another 2 - Tutor still insufficiently competent and confident with digital technologies for learning despite evidence that learners are strongly influenced by their example 3 - Still quite poor support for learners to develop strategies to make effective use of technologies for learning - some institutional barriers still exist in terms of the use of personal technologies and social networks 4 - e.g. Be specific about what kinds of collaboration might be appropriate, establish peer review processes and setting group assignments. - in some subjects literacies are so embedded in subject teaching that its not recognised - e.g. visual / media literacies in art and it might be a first step to identify these within programmes
- 7 - The impact of new and ubiquitous technologies enable new paradigms of learning & teaching to be developed which increase the possibilities for Personalised Learning and improve Learner Engagement. Although online instructional materials are widely available and make use of digital images, video animation and are great for understanding and replaying processes – they are still in my opinion rather passive so it’s more about learning activities that engage learners to process & assimilate information in new and more exciting ways. Discovery learning and enquiry based approaches / like structured web quests using eResources (e.g. simple activity sheets with hyperlinks to rich resources – means that the onus shifts from being given information to learners finding out information & sharing it with peers – a much more proactive activity) Collaborative learning / with collective outputs that exploit new technologies (e.g. planning an event or constructing a and information resource using software features that enable co-editing that results in tangible output of the collaborative process – WIKI, Google doc) Reflective activities using online tools which measures distance travelled and learning taking place rather than assessment of knowledge or skill and demonstrates to learners their own progress. (using Blogs or ePortfolio to record diary type journal entries) Using multimedia creatively and for assessment purposes. Internet access is all that’s required to access, record, store and stream video and audio to the desktop. (e.g. Digital images may provide a mechanism for students to demonstrate and record skills acquisition, using audio may be a vehicle which would allow learners to provide a much richer account of what they have learnt than a written account ) Peer Review – a formal term to describe the process of commenting or adding to others’ contributions (tools that enable comment , discussion or enable a star rating for example) eAssessment / both formative and summative which can provide quick and relevant feedback to learners and support personalisation of the learning experience. (and you know designing e-assessments – especially those that address higher order skills a critical area for staff development) Technology holds the key to enabling new pedagogies and I’ll provide an overview of them here and try to outline how they can impact on learning & teaching. Together these technologies that you see here are collectively becoming known as “learning platforms” and there are more alternatives now to choose from and I guess that’s making strategic decisions even more difficult. If you add to that the move towards open source software & the range of free web based applications that are available now its not hard to see how difficult it is for an institution to accommodate individual preferences. There are more details topic briefings on each of these on our website each of which last no more that 15 minutes.