Changing Learning Landscape Event


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Presentation for SEDA's development programme for the Changing Learning Landscape

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  • What are the students in this lovely graphic talking about? What are they thinking? How do they feel about the use of technology in their studies? How much do we really know about them?Then talk through text on ‘How much do we really know about students’ slide and following.Outline structure – discuss some of our findings re where we are now with digital literacy, look at the approaches taken by some of our projects, and have a chance to engage with some of the resources produced by the projects and Jisc
  • This is what you could call a ‘shell definition’ – it allows for expansion within your own context; for considering what are the key digital literacies in your university, college, or discipline or service context.The definition highlights why digital literacies are important – they are necessary for students to make the most of their learning opportunities and to maximise their employability when they leave.
  • Contextualise digital literacies for services and disciplines and be clear what it means for your institution overallCreate opportunities for digital issues to be discussed across policy arenasGenerally requires a lot of pushing on all fronts/ keeping lots of balls in the air!Useful if digital literacies can be linked with another strategic priorityGreat to get it into strategies – but needs to be the right strategy, and needs to be implementedImportant to have evidence of the need for changeWider institutional changes can provide opportunities for embedding
  • The specific prompts to audit from the documentation supplied by Jisc are the first 6 points.To add depth to this, most projects also wanted to do something to understand more about the student digital learning experience.Helps you to understand where you are, and provides evidence of where more work may be needed.For findings, see the baseline reports page on the Design Studio at
  • Students are big users of tech to organise their complex lives - and get very frustrated if things get in the way of this - eg multiple logins, lack of connectivity, stuff that won't work on mobile.Students do reliably seem to be bigger users of mobile than staff.  'Checking against' what was sanctioned or deemed 'appropriate' by lecturerswas described by all students in this study. While they remain so focused on theexpectations of their tutors, it is important that students receive consistent messages about,for example, online collaborations, the value of wikipedia, the use of facebook to exchangecourse notes, and the recording of lectures.
  • A range of different types of tools, case studies, models, learning design, lessons learned etc which support teams in designing, developing and delivering curriculum in their institutions. Assessment and employability Assessment for learningAssessment managementAuthentic assessmentFeedback and Feed forwardLongitudinal and ipsative assessmentPeer assessment and reviewSelf-monitoring and self-evaluationWork-based learning and assessmentAssessment and curriculum design Assessment in strategy and policyBalancing effectiveness and efficiency in assessment & feedbackEngaging stakeholders in assessment and feedbackLearner perspectives on assessment and feedbackModels of change in assessment and feedbackProcesses supporting assessment and feedback Wide-scale and cross institutional implementation 
  • Changing Learning Landscape Event

    1. 1. Lawrie Phipps, Jisc – Organisational Change
    2. 2. • With thanks to:• Dave White• Sarah Davies• Helen Beetham• Rhona Sharpe• The whole of the CLL team, especiallySEDA
    3. 3. What are the students in thispictureWhat are the students in thispicture
    4. 4. ‘I just don’t – I really don’tunderstand why Wikipedia is so taboobecause – I mean, I do understand thatanyone can add information on therebut then again anyone can make awebsite, anyone can make a journal, itdoesn’t make it like an educationalsource.’
    5. 5. ‘…also there’s so manypeople that can edit andmodify Wikipedia pagesso you can have a lessbiased and morestandardized information.’
    6. 6. ‘I always stick with thefirst thing that comes up onGoogle because I think that’sthe most popular site whichmeans that’s the mostcorrect.’
    7. 7. How much do we really know aboutstudents?Personal devicesICTskillsNetworking andcollaborationLearningskills
    8. 8. What is ‘digital literacy’?those capabilities which fit anindividual for living, learning andworking in a ‘digital’ society
    9. 9. What is ‘digital literacy’ in yourcontext?• What kinds of skills and attributes do yourstudents need to be effective learners andemployable graduates?• What are the key skills for academics andprofessionals in a digital world?
    10. 10. Dont Leave College WithoutThese 10 Digital Skills**
    11. 11. 1. Setting Up a Wi-Fi Network2. Backing Up to the Cloud3. Basic Photo Editing4. Basic Video Editing5. Google Drive and Microsoft Office6. HTML and Basic Coding7. Setting Up a Website and Domain8. Converting File Formats9. Online Banking
    12. 12. Digital literacy – a working definitionICT literacyInformation literacyMedialiteracyCommunication andcollaborationDigitalscholarshipIdentitymanagementLearningskills
    13. 13. 10. Branding YourselfBy ProtoplasmaKid (Own work) [CC-BY-SA-3.0(], viaWikimedia Commons
    14. 14. Stages of developmentaccess and awarenessskillspractices incontextattributesidentity(Beetham and Sharpe 2009 & 2010)I am...I do...I can...I have...
    15. 15. Oxford Brookes
    16. 16. Exeter and Greenwich• Exeter Cascade:• 17 student interns: post-graduate researchers– Digital innovators and emerging subject specialists who caninfluence undergraduates and staff– Undertake programme of personal development– Acting as co-researchers– Leading digital literacy development in their academic setting• Greenwich – Digital literacies in transition– Engaging UG students as part of the project research team– Developing students, then supporting them in carrying outresearch on eg student views and skills– Producing materials to support other students
    17. 17. Digital Literacy and theOrganisation
    18. 18. An analogous studentexperience is important nomatter what campus, whatcourse, or whateverindividual needs.This is not only true forstudents!
    19. 19. Support for student digital literacy developmentSelf-assessmenttools &reflectionLearningmaterials &guidanceWorkshops,classes,surgeriesEmbeddedin subjectteaching
    20. 20. Barriers EnablersSupport for Staff?
    21. 21. Institutional responses?
    22. 22. Individual as InstitutionCharacteristics• Highly visible, perhaps persistent• Readily engage in dialogue• Collaborations and part of networks(connectivist in their approach?)• Sometimes off topic
    23. 23. Institutional responses
    24. 24. Digital literacies in the disciplines
    25. 25. Strategic embedding of digital literaciesHarnesschangeEvidenceContextualisedDiscussionParallelactivitiesStrategic push
    26. 26. Reviewing institutional support for digitalliteraciesTools for Digital literacy• Areas covered by theinstitutional audit tool• Understanding learners’experiences
    27. 27. ‘I always stick with thefirst thing that comes up onGoogle because I think that’sthe most popular site whichmeans that’s the mostcorrect.’Jisc design studio
    28. 28. Reviewing institutional support for digitalliteraciesEvidenceStrategiesand policiesProfessionalservicesCurriculumpracticesInfrastructure& learningenvironment DigitalexpertiseSpecialprojectsLearningexperience
    29. 29. Understanding learners’ experiences
    30. 30. Surveying learners and staff• Need to be clear on what you really need to know, and keepit as short as possible• Some example areas:– Technology use (eg devices, operating system, applications)– What they’re used for (personal use, study, research, teaching...)– Digital skills/confidence/practices and how these are acquired– Processes and perceptions of the use of digital resources andtechnologies within courses• Need to know enough about your respondents to know ifthey’re representative
    31. 31. May need ethics approvalJoe Loong
    32. 32. Split into groups to look at the following aspects of theaudit:Strategies and policiesSupport from professional servicesSupport in programmes of studyIT and learning environment infrastructureand supportDeveloping digital expertiseScan through the questions, providing answers, or pointersto the answers, where you canAim to identify and feed back on those questions for whichyou don’t have the answer
    33. 33. Beyond DigitalLiteracy
    34. 34. • Change occurs at the junction• Tools are just Tools• Digital is only the canvas upon whichchange is played out.• Ontological errors• for example e-learning, m-learning anddigital researcher.
    35. 35. Potentially creating asituation wheretechnology diverts energyand resource away frompeople and process andinto capital expenditure on‘things’
    36. 36. • Digital sits beneath practice• Affordances will rise to the surface• Practice is the foci of investment• The Tool is irrelevant, as long as it can function• Organisation as an OrganismPost - Digital
    37. 37. Summary• Students have varying degrees of digital literacy andmost need guidance on some aspects• Digital literacies can be effectively aligned with otherkey drivers and change programmes in the institution• Jisc Developing Digital Literacies programme• There are stages of development of digital literacieswhich need to be considered when planning support• Key digital literacies in your context• Key aspects of auditing your support for digital literaciesand identified areas where more information is needed
    38. 38. Jisc Design Studio
    39. 39. @lawrie