The Digital Practitioner - UHI VC workshop


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  • Change to CameraWelcome & Introductions – very please d to be here today and hope you find the morning interesting and interactive
  • This is our remit and we are funded through Jisc by the Scottish Funding Council to support FE & HE – and we try to do this in a pragmatic way – by offering solutions to everyday challenges associated with using technology for Learning & Teaching. Some of you yesterday would have got a run through from Celeste
  • We’ve set out objectives and I hope that this what your expecting and I hope that you are prepared to get involved with our activities which will give you a chance to engage with each other and also hopefully demonstrate some of the technologies in practice.
  • Traditional Presentations – but what’s important is an internet connection either laptop / tablet / smartphone – links are provided along with QR codes for easy access – you’ll need a QR code reader to use them. We have quite an ambitious morning ahead technology wise and so as a natural pessimist I’d ask you be patient with technology if there are any glitches. So In order to facilitate some dialogue & Q&A we’ve decided to use a chat facility to complement the VC – to try to make it easier for us to manage questions and discussion and to give you a feel for how this might work in the context of your own activities.
  • First of all then perhaps you could start with a quick introduction just so we know folk are online and not having too many difficulties with the little application.So it’s our intention for to use this tool to generate questions which can be dealt with in context and also some have some peer interaction and discussion that can add value to the session. If you’d like to ask a question please indicate e.g. I have a question – or type in the question – Celeste is going to moderate this chat-room and at question time will direct me to give you an opportunity to speak or relay the question whatever’s appropriate.
  • Key Trends (Horizon report ) NMC (New Media Consortium and the EDUCAUSE Learning Initiative, an EDUCAUSE Program)2012 / 13People 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 and critical thinking skills — talents that are often acquired or enhanced through informal learning.The same trend is emerging in education with a shift towards online collaborative pedagogical models / huge amount of open content and the possibilities for new relationships using social media tools and alternatives and supplements to traditional university courses and accreditation (MOOCs, open badges,)The use of social media is impacting on how scholarly materials are evaluated and new matrices to do this are really in their infancy – e.g. Wikipedia is often cited in this context but what about how Blogs by academics (quite common now) – rated? Tagged? Ping back s/ re-tweets – all new legitimate methods that have yet to be formalised and that’s challenging.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. Use of Learning Analytics -1 year- MOOCs & Tablet computing2 – 3 years – gamification of learning & learning analytics3 – 5 years – 3D printing (rapid desktop prototyping) & wearable technology.Learner ExpectationsIncreasingly 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 OutcomesWe 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 PlaceHigh Quality and Efficient LearningDeveloping the workforce - so providing a flexible curriculum that meets regional economic needProfessional StandardsNewly 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. (from standards doc) They identify the need for staff to be ICT literate, and focus on the term “Digital Practitioner” and this is reinforced by the development of many digital literacy projects undertaken in the last couple of years through the Jisc digital literacies programme ………
  • 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 learningAnd there is a clash of academic/internet knowledge cultures, particularly around plagiarism, assessment and originality in student writing
  • This pool is nont live
  • Someof the issues around digital literacies1 - 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 example3 - 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
  • Competency / literacy from Jisc - JISC LLiDA project - – paraphrased from Michael Resnick (Prof learning research at MIT 2002) Analogous with learning a second language From LLiDATechno - literacies characteristic - rapid change with economic and social driversAcademic literacies typically slow change with cultural and institutional inhibitors
  • So we’ve distilled research from an ex Jisc colleague Doug Belshaw and identified 3 areas of focus for this next activity – looking at the range of activities that staff need to be able to do we’ve prepared and little drag and drop activity now – just a couple of minutes and then perhaps we can have a little discussion around it.So do these activities reflect your job? Is there sufficiently advice and guidance on how to operate in the digital environment effectively ? How do you adapt your teaching strategies to take account of the current context and digital technologies.
  • All browsers have bookmark functionality – so when you’re on a site you can bookmark it. It does rely using the same hardware although you can import and export bookmarkk.Online services are being used more and more and I’d like to focus on one of these that we use quite extensively here at RSC Scotland called
  • The now ubiquitous nature of “Smart” mobile devices and individuals having several pieces of hardware that they use( PC, Laptop, Tablet, Phone, means being able to access information on the go is more critical than video - everyone is a publisher - x
  • is an online service that enables you to create collections of online resources and presents it in a attractive, visual, user friendly magazine style – it’s free for up to 5 separate topics.
  • You create a topic and start “scooping” resources into your topic as you find them – there is a little bookmarklet ( a little application that sits on your browser ribbon – also trawls for topics that are predefined by you and offer suggestions to you.It’s considered social media so there is a social media element to it and like other social media services you can follow people who have similar interest or who are specialists in their field and keep an eye on there suggestions and re-scoop onto your own topics.
  • So it’s about curating topics that you can share with others - colleagues, students – when you scoop a page it enhances your scoop with media from the site – images and also video
  • So behind the panel I’ve highlighted here is You tube - this is a you tube video I want to feature – the video will be embedded and can be played form within the your post – you can add your own insight in the panel you see there and you can share using other social media apps if you choose.
  • also have mobile apps – for tablet devices it’s called and for the smart phone its retainsthe name Scoop.itSO you can access collections on the go forma a variety of different devices. Not the only one of course – Pinterest, Tumbler and one I’ve been alerted to recently called Weheartit
  • Time for 5 minutes to take a look at one of our collections and get a feel for the software
  • Aim to look at the challenges in becoming a proficient Digital Practitioner – thinking about the set of skills requiredTaking into account the current reshaping of the FE sector there is a need to look at how the curriculum will develop and the role of the digital practitioner within it
  • Appropriate Pedagogy – always staring point for L&T no matter what context/tools.High Learner Expectation – People expect to be able to work and learn whenever and wherever they want - Anytime Anywhere learningHigh expectiion of ICT availabilty /intearactive L&T resourcesInstitutional Barriers – Restrictions on the use of Social Media tools and Personal devices – Acceptable Use Policy
  • Tutors don’t need to be a technical expert to use the online tools and resources - but in order to use them effectively, you will need to feel reasonably confident with them which can be gained through familiarisation with a range of O/L resources / networksConsider systems to be used by both tutors and learners i.e. for O/L delivery VC/Webinar software and learning platform e.g. Moodle – open in different browsers to aid alternating between different windows/programsBuild in time to lessons courses to allow learners to familarise themselves with the equipment – for courses send out Induction notes e.g. login instructions and instructions on test areas to allow learners to test their equipment – earphones/mic/webcam.Ife-tutor be unable to resolve any technical issues it is important that know who to contact to get help. Offer an alternative i.e. a phone number for learners who perhaps were having trouble accessing an online course particularly if synchronous delivery – realtime.
  • Refer to institutional or system policies about minimum age requirements and consider if you need to set up separate areas or policies for younger participants. Good collaborative ice – breaking exercise create own netiquette guidelinesHave policies in place regarding how to escalate any issues and how you will deal with unacceptable behaviour, for example, deleting an account or removing material or referring this to a system administrator.
  • The professional practice and development of lecturers as Digital Practioners will play a key role in any curricular redesign.To add some contextualisation these challenges have been categorised into 4 main scenarios, showing example challenges under each scenario. Teaching a course across different campusesWorking with remote learners – New methods of delivery, new ways to communicate, using equipment and technology confidently, e-SafetyPersonalising LearningPromoting Independent learning – delivery methods – flipping the classroom, Course design/structure include self study materials / peer learning channels , social media tools, forums / source a variety of materials, Open Educational ResourcesMeeting Individual Needs – new ways to communicate synchronous v asyncronousBlended LearningIntegrating face to face with remote new methods of deliverySupporting learners in an online environment – new ways to communicate, socialisation / e-safetyCommunicating and Collaborating at a Distance.Using online communication tools effectively – equipment and technology confidence / effective course designDeveloping online skills-set – time management, netiquette, e-safety
  • iTech Case StudiesJisc RSC Scotland promote the use of technology in academic institutions through our Case Studies, which capture and showcase innovative use of technology for learning and teaching; shared in a timely fashion in a bite-sized way. Every Case Study submitted appears on our website, and are automatically put forward for a Jisc RSC Scotland iTech Award, which will be presented at our Annual Conference and iTech Awards event in June.Categories include: L&T, Access and Inclusion, Assessment, Learner Support Services, Learner AmbassadorThe following are examples of technology in practice and each has been attached to one of the 3 Cs but the practicalities of being Digital Practitioner will mean that all 3 will be involved to provide and effective learning experience.
  • Communication iTech WINNER L&T FETo encourage communication between tutors and learners a Blog set up – login required – barrier – FB requested by students, led by studentsSecure groups set up. No-one outwith the group can view it. Facebook e-safetySet clear expectations of how the page will be usedSet parameters for the appropriate use of FacebookThe importance if responding in a timely fashion and informallyKeeping learners informed : course content, competition venues and times, forthcoming assessments.Teaching tool – post pictures of hair styles created – tutor feedback – recreated hair style postedGone beyond initial expectation now includes:School links – for prospective students – find out more about the courseLocal salons – promoting employability – seasonal work opportunities – learners can share photos of their workCommunity collaboration – local camera club have been involved in the events run by the hairdressing team in the townFacebook familiar and popular with learners – nearly always on!
  • Using QR codes and Android tablets for library induction sessions at Perth College UHI.Library inductions - those absent from study for sometimePreviously verbal induction session followed by question sheets to be complete in groupsSamsung tablet per group or own smartphonesGroup working – peer learning build confidence Short QR codes and devices training sessionLibrary tours created using softchalk – content authoring softwareInformation about library services and resourcesOnline quiz instantly accessible – Survey Monkey saved time with instant resultsQR codes used in other ways e.g. to get learner feedbackLearners who have been out of edication for sometine not only re-introduced to an eduvational establishment bit using up-to-date technology.
  • Cumbernauld College has used Pinterest in the Art Department to catalogue the work of a wide range of artists as a resource for studentsKeep track of collections of websites for reference and research in college and at homeCreate online “pinboards” for an unlimited number of topics or their choiceUsers can search Pinterest and Scoop-it! and “repin” websites pinned by other users. Opt to “follow” other users’ boards, which means that they receive all newly-pinned items in a feed on their homepage. Pin straight from the internet, using a pin-marker which is installed on the toolbar of their browser. Invite other users to join boards for group projects.Senior lecturer writing 16,000 pins on 87 boardsExcellent visual research & referencing toolEffective collaboartive learning toolNow being used in other curricular areas i.e. travel (destinations), business (shop fronts), hospitality (food), beauty
  • Approaches from prospective students who work away from homeThe process of setting up to help students study in a more flexibly was underwayChallenge to get main concepts and theorem to come alive for distance learners Initially materials created in PDF/WORD format for VLE, but theorems/concepts still problematicCreated short videos – well received – time consuming to make bespoke videosLooked at commercial products – then sourced a US college that had created short animation engineering lessons – free for student useProblem when running them as some students lacked sufficient bandwidth – technicians compressed the files to make the suitablePartnership with British Council in projects in Palestine and Egypt – certain amount of adapting for foreign delivery.Own distance learning students from North Sea Oil Rigs to Middle East.Contents – creating, sourcing and adapting suitable materials. Communication across the world. Creation – effective course design
  • TQFE Induction Pathways @ University of Dundee induction workshops were carried out at Uni but Uni systems unlike home environmentSmall group struggled to navigate VLE successfullyVoluntary online induction pathway created – gradual confidence building step by step Modified to include key skill required to successfully complete the programmeNow mandatory to be completed before accessing the assessment which has worked wellSeveral iterations – additional benefits – identified participants requiring additional support – academic and technological skills attained simultaneouslyTQFE webinar tutorials – adobe connect – again a process that has evolved regaring structure and timings, but now an additional well used learning opprotunity for participants – recorded so can be viewed at a later convenient time – open discusiion at end of session to promote socialisation aspect / online learning community.Student volunteers providing training sessions on Mahara e-portfolio – process involving training, shadowing, script writing and peer supporting. Even had students demonstrating to staff at a leading learning café.Gamekeeping students spend considerable time outwith the classroom in the field – patchy connectivity. Learning materials created and uploaded to Dropbox cloud service, studets download them when in range of internet access and can view them offline as it suits them.
  • The Digital Practitioner - UHI VC workshop

    1. 1. Jisc RSC Scotland @ UHI Virtual Conference Wednesday 21st August 2013 The Digital Practitioner Session Celeste McLaughlin Joan Walker Shelaine Douglas
    2. 2. Celeste McLaughlin Joan Walker Shelaine Douglas The Jisc Regional Support Centre for Scotland exists to advise and support FE & the small HE institutions to realise their ambitions in the deployment of information and communications technology at both a strategic and operational level.
    3. 3. To gain a common understanding of the Digital Practitioner in the context of FE/HE education. To engage in a practical approach to determine the skills and knowledge required to become a more effective Digital Practitioner. To give an overview of some technologies that can support learning and help to meet the challenges of becoming a Digital Practitioner. Through a variety of “hands-on” activities provide an opportunity to try some useful tools and see others in action. Aims and Objectives
    4. 4. Session 1 – Introductions & Format The Digital Practitioner In Context and Key Skills Session 2 – Technologies to Support Learning Session 3 – Challenges for the Digital Practitioner Comfort break (around 11:00) Session 4 – The Digital Practitioner in Practice Summary with Q&A Overview of the morning
    5. 5. Presentations Elements of the morning will include some formal presentations Interactivity Interactive elements will be through accessing websites with links and QR codes provided on screen and will include using some learning objects, some polls and some online applications. Question & Answer sessions Opportunities for Q&A will be built in to the sessions, with a chat site used to manage questions and for more general discussion. Format of the session
    6. 6. Ask a question: Question / Name / Location Contribute to discussion: Name / Location Using the Chat for Q&A or discussion
    7. 7. image from Flickr by opensourceway licensed through cc
    8. 8. Session 1 Image from Flickr by LeoReynolds licensed for use through Creative Commons
    9. 9. New Professional Standards Key Trends Restructuring Learner Expectations The Digital Practitioner in context
    10. 10. ‣ 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) Digital Literacies - Digital Natives?
    11. 11. Your Skills as an Educator? How did you come across your digital literacy skills? Was it primarily: A. Self-taught? B. Peer –taught? C. Formal training? POLLEVERYWHERE: OR Text the CODE to +447624806527 (no longer live) Digital Literacies
    12. 12. ‣ 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) Digital Literacies – Supporting Learners
    13. 13. Your Perception as an Educator? Nicol’ s findings are that Learners’ ICT skills are less advanced that educators think – in your experience is this A. Accurate? B. Learners ICT skills are below your expectation? C. Learners ICT skills are above your expectation? POLLEVERYWHERE: OR Text the CODE to +447624806527 (no longer live) Digital Literacies
    14. 14. 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
    15. 15. What skills does a Digital Practitioner need to become fluent in?
    16. 16. image from Flickr by opensourceway licensed through cc
    17. 17. Session 2 Image from Flickr by LeoReynolds licensed for use through Creative Commons
    18. 18. Bookmarking Alternatives = Digital Curation • Organise topic based collections using online tools • Add “bookmarklets” to you browser toolbar
    19. 19. Using the Cloud to Access your Information
    20. 20. iPad app –! iPhone app –!
    21. 21. Access Jisc RSC Scotland’s Topic – supporting the digital practitioner Hands on activity
    22. 22. image from Flickr by opensourceway licensed through cc
    23. 23. Voicethread is a collaborative, multimedia platform that holds images, documents and videos in slides which are navigated and interacted with. VoiceThread
    24. 24. Connect through a cloud based application – Web Browser / Internet Connection / Adobe Flash. - Connect - Collaborate - Communicate Collaborate and Create – Upload, share and discuss documents, presentations, images, audio files and videos. Communicate – Comment on slides using Microphone / webcam / text / audio-file upload. VoiceThread
    25. 25. - Example – New York Tour.VoiceThread
    26. 26. image from Flickr by opensourceway licensed through cc
    27. 27. Session 3 Image from Flickr by LeoReynolds licensed for use through Creative Commons
    28. 28. The Challenges Of Becoming a Digital Practitioner
    29. 29. The Challenges Of Becoming a Digital Practitioner
    30. 30. The Challenges Of Becoming a Digital Practitioner New Ways to Communicate • Understanding New Mediums • Tutor to Tutor / Tutor to Learner / Learner to Learner – Socialisation - Collaboration - Peer Learning • Providing effective feedback
    31. 31. The Challenges Of Becoming a Digital Practitioner Understanding Evolving Pedagogies to Enable Effective Course Design • Social constructivism / Connectivism • Structure – F2F / Online – Loose / Tight • Contents – Sourcing suitable resources – e-Tivities – Synchronous/ Asynchronous
    32. 32. Using Equipment and Technology Confidently • Have the ability to navigate a range of online resources / networks – Confidence • Consider the systems to be used both tutors and learners • Build time into lesson/course to enable learners to familiarise themselves with systems • Create a process for reporting technical issues – for both learners and tutors The Challenges Of Becoming a Digital Practitioner
    33. 33. eSafety of Tutors and Learners • Netiquette • Dealing with Conflict e-Safety & e-Safeguarding Scoop-it The Challenges Of Becoming a Digital Practitioner
    34. 34. image from Flickr by opensourceway licensed through cc
    35. 35. Teaching Out With The Classroom •Teaching a course across different campuses •Working with remote learners Personalising Learning •Promoting Independent learning •Meeting Individual Needs Blended Learning •Integrating face to face with remote •Supporting learners in an online environment Communicating and Collaborating at a Distance. •Using online communication tools effectively •Developing online skills-set Meeting Different Scenarios
    36. 36. Anagram Clue: 10 minutes
    37. 37. Session 4 Image from Flickr by LeoReynolds licensed for use through Creative Commons
    38. 38. e-Safety Activity e-Tivity e-Safety & e-Safeguarding Scoop-it
    39. 39. image from Flickr by opensourceway licensed through cc
    40. 40. creation iTech Case Studies Jisc RSC Scotland promote the use of technology in academic institutions through our Case Studies, which capture and showcase innovative use of technology for learning and teaching; shared in a timely fashion in a bite-sized way. Annual Conference and iTech Case Studies Awards content communication The Digital Practitioner – In Practice
    41. 41. Content – Communication - Creation Stranraer Cutting Crew Facebook @ Dumfries and Galloway College • Student Requested and Led – Set Up Facebook Page • Secure Groups • Initially for General Communication • School Links • Local Salons – Employability • Community Collaboration Learners Facebook Confident – No Training – Nearly Always On! Case Study – Stranraer Cutting Crew
    42. 42. Content – Communication - Creation Using QR codes and Android tablets for library induction sessions at Perth College UHI. • Library inductions - those absent from study for sometime • Samsung tablet per group or own smartphones • Short QR codes and devices training session • Library tours created using soft chalk • Information about library services and resources • Online quiz instantly accessible – Survey Monkey “Positive Feedback & Instant Quiz - effective learning ” Case Study – Perth College
    43. 43. Content – Communication - Creation Pinterest: The Art of Digital Curation @ Cumbernauld College • Pinboard style photo-sharing website • Create and mange pinboards in different topics • Share / Follow / Like other users’ pinboards • Excellent visual research & referencing tool • Effective collaboartive learning tool “16000 pins – 87 boards and counting ...” Case Study – Cumbernauld College
    44. 44. Content – Communication - Creation Delivering a full HNC Engineering Course on the VLE @ Anniesland College • Prospective students – working away from home • VLE to be used to create more flexible learning • Challenge – make concepts/theorems ‘come alive’ • PDFs/WORD docs discounted –negative student feedback • Short videos – good but time consuming - compressed • Sourced short animations free for educational use “Geographical span : North Sea Oil Rigs to Middle East” Case Study – Anniesland College
    45. 45. More iTech case Studies… • TQFE Induction Pathways @ University of Dundee • Webinar Tutorials to support TQFE Distance Learners @ University of Dundee • Student Led e-Portfolio Training Sessions @ Angus College • Using Cloud services- delivering learning in the field to Gamekeeping Student @ UHI Image from Flickr by paulm licensed through CC More Case Studies
    46. 46. To gain a common understanding of the Digital Practitioner in the context of FE/HE education. To engage in a practical approach to determine the skills and knowledge required to become a more effective Digital Practitioner. To give an overview of some technologies that can support learning and help to meet the challenges of becoming a Digital Practitioner. Through a variety of “hands-on” activities provide an opportunity to try some useful tools and see others in action. Summary - Aims and Objectives
    47. 47. image from Flickr by opensourceway licensed through cc
    48. 48. 0141 585 0022 Contact Us Celeste McLaughlin Joan Walker Shelaine Douglas