Simon Walker & Mark Kerrigan. University of Greenwich, London, UK
The relationship of
Critical Digital Literacy
to the Lar...
Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environment:
Characteristics & Values
Ex...
Set of Social Practices and making meaning of digital tools.
Lankshear & Knobel (2008)
Definitions
skills literacies
Digit...
What do we know/challenges for Learning Design?
How/what/where should we teach DL (if at all)?
Q2. Which would increase th...
National UK Digital Literacy programme
Student perception of their skills and
abilities in the in-depth survey was
not nec...
Digital Literacy in Transition
The student journey…..
Digital Literacy
InformationJunkieYourScore=10
InformationJunkieYourScore=10
InformationJunkieYourScore=10
No university is exempt
InformationJunkieYourScore=10
Institutional responses
InformationJunkieYourScore=10
Digital Literacy
Considering the
pace at which HE
and the digital
environment is
changing, w...
InformationJunkieYourScore=10
The Critical Digital Literacy model
Persona
InformationJunkieYourScore=10
Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environmen...
Activity Learning Design assumptions Critical Digital literacy
implications
1. Roles handed out to trainee
teachers in sam...
Activity Learning Design Critical Digital literacy
implications
4. Debrief Verbal discussion and careful
facilitation to d...
InformationJunkieYourScore=10
Engage
with
students
Reflection
Professional
Development
Design
and Plan
Learning Environmen...
DL & Curriculum mapping. Institution and Programme considerations
Digital literacy and Learning Design alignment
Learning Design graded at Level 10 CDL…
(high CDL (staff & student)
Learnin...
InformationJunkieYourScore=10
Digital Literacy
What do we know/challenges for Learning Design?
1. Every student’s starting...
The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map
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The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map

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Presentation given at ICEM 2013 Nanyang Technological University

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  • So how might this play out in practice and against the DL CM map?
  • Overlaid on role play
  • how a mapping process could consider the framework from the angle of granularity and learning environment.
  • The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map

    1. 1. Simon Walker & Mark Kerrigan. University of Greenwich, London, UK The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map
    2. 2. Engage with students Reflection Professional Development Design and Plan Learning Environment: Characteristics & Values External Agencies Institution Educator Learner All pedagogical approaches All disciplines Educational Philosophy A range based on assumptions about the Learning Environment Theories & Methodologies Guidance Representation Sharing Core Concepts of Learning Design Tools Resources Implementation Program Module Session Learning Activities Level of Granularity Teaching Cycle Feedback Assessment Learner Analytics Evaluation Learner Responses Creating learning experiences aligned to particular pedagogical approaches and learning objectives Learning Design Conceptual Map – Larnaca Declaration
    3. 3. Set of Social Practices and making meaning of digital tools. Lankshear & Knobel (2008) Definitions skills literacies Digital literacy defines those who exhibit a critical understanding and capability for living, learning and working in a digital society. Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)
    4. 4. What do we know/challenges for Learning Design? How/what/where should we teach DL (if at all)? Q2. Which would increase the employability of your learners - Literacy or Digital Literacy? Q1. Which would increase the effectiveness of your learners – Literacy or Digital Literacy?
    5. 5. National UK Digital Literacy programme Student perception of their skills and abilities in the in-depth survey was not necessarily matched with the reality Digital Literacy attributes are not universal Information Junkie Your Score = 10
    6. 6. Digital Literacy in Transition The student journey…..
    7. 7. Digital Literacy
    8. 8. InformationJunkieYourScore=10
    9. 9. InformationJunkieYourScore=10
    10. 10. InformationJunkieYourScore=10 No university is exempt
    11. 11. InformationJunkieYourScore=10 Institutional responses
    12. 12. InformationJunkieYourScore=10 Digital Literacy Considering the pace at which HE and the digital environment is changing, what Learning Designs will students need five years from now? Question Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999
    13. 13. InformationJunkieYourScore=10 The Critical Digital Literacy model Persona
    14. 14. InformationJunkieYourScore=10 Engage with students Reflection Professional Development Design and Plan Learning Environment: Characteristics & Values External Agencies Institution Educator Learner All pedagogical approaches All disciplines Educational Philosophy A range based on assumptions about the Learning Environment Theories & Methodologies Guidance Representation Sharing Core Concepts of Learning Design Tools Resources Implementation Program Module Session Learning Activities Level of Granularity Teaching Cycle Feedback Assessment Learner Analytics Evaluation Learner Responses Creating learning experiences aligned to particular pedagogical approaches and learning objectives The Learning Design conceptual map
    15. 15. Activity Learning Design assumptions Critical Digital literacy implications 1. Roles handed out to trainee teachers in same role groups Written text on a page Text delivered: app / tweet/ vine/ webpage/ vodcast/podcast Text received using: PC / tablet/ smartphone 2. Role groups meet F2F / single location/small group size/discussion constrained to physical environment Large group size/distributed/virtual/collab orative space using cloud and BYOD …to discuss and conduct research Role equates to speaking and acting Research could be: online/through own and professional social networks/ skype /using BYOD 3. Role play enacted See above Could be: virtual/ cross- cultural/international/ enquiry based, etc Learning Design: Role Play
    16. 16. Activity Learning Design Critical Digital literacy implications 4. Debrief Verbal discussion and careful facilitation to de-role / assume normal identity. No evidence of digital footprint Verbal discussion: IM back channel/potential for photographic , video/audio distribution. Reputation management. Potential for long digital footprint Reflections written up in digital formats drawing upon resources in group. Dissemination through channels Teachers role and critical literacies required: management of activity, identity management across physical and virtual, assessment of multi-modal forms , ability to read ‘texts’, application of CM framework to apply LD.
    17. 17. InformationJunkieYourScore=10 Engage with students Reflection Professional Development Design and Plan Learning Environment: Characteristics & Values External Agencies Institution Educator Learner All pedagogical approaches All disciplines Educational Philosophy A range based on assumptions about the Learning Environment Theories & Methodologies Guidance Representation Sharing Core Concepts of Learning Design Tools Resources Implementation Program Module Session Learning Activities Level of Granularity Teaching Cycle Feedback Assessment Learner Analytics Evaluation Learner Responses Creating learning experiences aligned to particular pedagogical approaches and learning objectives Learning Design Conceptual Map – Larnaca Declaration
    18. 18. DL & Curriculum mapping. Institution and Programme considerations
    19. 19. Digital literacy and Learning Design alignment Learning Design graded at Level 10 CDL… (high CDL (staff & student) Learning Design graded at Level 2… Low CDL (staff & student)
    20. 20. InformationJunkieYourScore=10 Digital Literacy What do we know/challenges for Learning Design? 1. Every student’s starting point is is unique and thus their journey will be different so learning designs must reflect this diversity; 2. Effective designs that take into account CDL will likely be the born through collaboration 3. Provide rewards and recognition for Learning Design activity 4. Develop institutional approach to Learning Design, using employers as drivers for curriculum change
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