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Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth Wong Memorial Lecture, NUS
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Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth Wong Memorial Lecture, NUS


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Ruth Wong Memorial Lecture in Education Series …

Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)

Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.

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  • 1. Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age EiRP-Ruth Wong Memorial Lecture on Education University Hall Auditorium National University of Singapore (NUS) 4 October 2013 Professor Mike Keppell Executive Director Australian Digital Futures Institute Director, Digital Futures - CRN 1Friday, 4 October 13
  • 2. Guiding words... n “A reminder and examine and re-examine the ends and means of education...” (Ho Wah Kam, 1995, p.v) n Emphasis on holistic teaching in student education (Wong Hee-Ong, 2013, p.47) 2 Moebius strip If an ant were to crawl along the length of this strip, it would return to its starting point having traversed the entire length of the strip (on both sides of the original paper) without ever crossing an edge (Wikipedia). 2Friday, 4 October 13
  • 3. Foreshadowing... n “With the development of educational technology other methods than the lecture could be used to enrich classroom teaching” (p.27) n Quality... ”will involve changes and improvements in instructional approaches and methods besides those in physical facilities” (p.26) 3 3Friday, 4 October 13
  • 4. Research Futures n “Concerning educational research, it was important from the start to obtain the services of those who had not only some training abroad but had thought through local problems and issues and were sensitive enough to select the right problems for attention” (p.32) 4 4Friday, 4 October 13
  • 5. Overview n Background n Digital future n Digital literacies landscape n ADFI digital literacies n New mindsets 5 5Friday, 4 October 13
  • 6. Design Educational Technology Innovation Solving real- world problems Authentic learning interactions Transformation Leadership Background 6Friday, 4 October 13
  • 7. Digital Future 7Friday, 4 October 13
  • 8. Horizon Report 8 8Friday, 4 October 13
  • 9. Trends ‣ People expect to be able to work, learn, and study whenever and wherever they want. ‣ The abundance of resources and relationships will challenge our educational identity. ‣ Students want to use their own technology for learning. ‣ Personalisation - learning, teaching, place of learning and technologies 9 9Friday, 4 October 13
  • 10. 10Friday, 4 October 13
  • 11. New Generation Students 11Friday, 4 October 13
  • 12. Rapport with technology 12Friday, 4 October 13
  • 13. Student- generated content (learner- as-designers) Connected students (knowledge is in the network) 13Friday, 4 October 13
  • 14. Owning the Place of Learning rapport with technology mobile generate content personalise connected adapt space to their needs 14Friday, 4 October 13
  • 15. Digital Literacies Landscape 15Friday, 4 October 13
  • 16. 16Friday, 4 October 13
  • 17. Europe - Digital Agenda Scoreboard 2012 n 73% of EU 27 households had access to the internet n A lack of skills is the second most important reason for not having access to the internet n Only 53% of the labour force - confident that they had sufficient digital skills to change jobs. n Age, gender, and education remain the key challenges. Older people, women, those with lower levels of education tend to have lower level digital skills. n agenda/files/scoreboard_digital_skills.pdf 17 17Friday, 4 October 13
  • 18. mp3 2009-2014 18Friday, 4 October 13
  • 19. 2010, Ministry of Education, Singapore 19Friday, 4 October 13
  • 20. 2011, Ministry of Education, Singapore 20Friday, 4 October 13
  • 21. UNESCO ICT Competency Framework for Teachers n Technology literacy - learn more effectively n Knowledge deepening - apply to real-world problems n Knowledge creation - create new knowledge 21 competency-framework-for-teachers/ 21Friday, 4 October 13
  • 22. Literacy is a contested concept n Literacy is at present recognized to be a plural and dynamic concept (p.9) n Consider all literacies on a continuum... n We demonstrate differing levels and uses of literacy according to our environments and needs. n There is no single notion of literacy as a skill which people possess (multiple literacies). 22 22Friday, 4 October 13
  • 23. Literacy is a contested concept n There is currently no universally accepted definition of media literacy, information literacy, digital literacy, or even of “media” itself. n ‘Digitally literate ...use new digital tools to engage with the news and information ecosystem... n The digital divide is much more than a ‘technology access’ divide; without the skills to use the technologies an even greater divide emerges – the information literacy divide. n unesco_mil_indicators_background_document_2011_final_en.pdf 23 23Friday, 4 October 13
  • 24. Wheeler Digital Literacies n Social networking skills n Transliteracy skills n Maintaining Privacy n Managing Identity n Creating content n Organising and sharing content n Reusing/repurposing content n Filtering and selecting content n Self broadcasting 24 24Friday, 4 October 13
  • 25. Cognitive Technical Social- Emotional Information literacy Critical literacy Multi-literacies Socio-emotional literacy Critical literacy Operational literacy Critical literacy Digital literacy NG (2012) Can we teach digital natives digital literacy? Computers & Education 59 (2012) 1065–1078 25Friday, 4 October 13
  • 26. Literacies n Literacy is no longer “the ability to read and write” but now “the ability to understand information however presented.” n Can't assume students have skills to interact in a digital age n Literacies will allow us to teach more effectively in a digital age (JISC, 2012) 26 26Friday, 4 October 13
  • 27. ADFI Digital Literacies 27Friday, 4 October 13
  • 28. 28Friday, 4 October 13
  • 29. 29Friday, 4 October 13
  • 30. ADFI Major Projects n Digital Futures - Collaborative Research Network n Regional Universities Network (RUN) Maths and Science Digital Classroom: A Connected Model for all of Australia n Aged Care Community, Education, Research & training (ACCERT) n Network of Australasian Tertiary Associations (NATA) n Making the Connection: Improving access to Higher Education for Low SES Students with ICT Limitations project 30 30Friday, 4 October 13
  • 31. Personalised Learning 31Friday, 4 October 13
  • 32. Personal Learning Spaces ‣ Integrate formal and informal learning spaces ‣ Customised by the individual to suit their needs ‣ Allow individuals to create their own identities. ‣ Recognises ongoing learning and the need for tools to support life-long and life-wide learning. 32 32Friday, 4 October 13
  • 33. Connectivism ‣ Knowledge has changed to networks and ecologies (Siemens, 2006). ‣ Need improved lines of communication in networks. ‣ “Connectivism is the assertion that learning is primarily a network-forming process” (p. 15). 33 33Friday, 4 October 13
  • 34. 34Friday, 4 October 13
  • 35. Spaces 35Friday, 4 October 13
  • 36. Spaces for Knowledge Generation n Physical, blended or virtual ‘areas’ that: n enhance learning nthat motivate learners npromote authentic learning interactions n Spaces where both teachers and students optimize the perceived and actual affordances of the space (Keppell & Riddle, 2012). 36 36Friday, 4 October 13
  • 37. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic 37 37Friday, 4 October 13
  • 38. Virtual Learning Spaces Blending - Affordances - Equity? 38Friday, 4 October 13
  • 39. Mobility 39Friday, 4 October 13
  • 40. Mobility n Global mobility n Mobility of people n Technologies to support mobility n Adapting our teaching and learning? n Assessment? 40 40Friday, 4 October 13
  • 41. Undergraduate Students and IT n Monitors students relationship with digital technologies n Portable devices are the ‘academic champions’ n 3x as many students used e-books or e-textbooks than in 2010 n Survey of 100,000 students across 195 institutions 41 41Friday, 4 October 13
  • 42. Seamless Learning Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012). 42Friday, 4 October 13
  • 43. 43Friday, 4 October 13
  • 44. New Mindsets 44Friday, 4 October 13
  • 45. New Mindsets n Privileging mobile learning and teaching access n Embedding digital literacies into all aspects of curriculum, learning, teaching and assessment. n Privileging diverse places of learning as opposed to a singular place of learning 45 45Friday, 4 October 13
  • 46. New Mindsets n Assisting teachers and students to develop their own personalised learning strategy n Privileging user-generated content 46 46Friday, 4 October 13
  • 47. n“Each day brings new questions and insights. The teacher is a perpetual learner.....” (p. 22) 47 Text*Beauty is in the detail..... *CHNG Huang Hoon, discussion 47Friday, 4 October 13
  • 48. 48 Questions? 48Friday, 4 October 13