Learning in the disciplines event Feb 2012

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Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.

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  • Introduction to project JISC/national context Institutional context – SEWG, SU Brief overview of phases
  • Faculty Learning Communities Variety of activities to prompt discussion and capture data Looking at this from change management perspective Releasing all FLC resources as OER
  • Findings and outputs of the Faculty Learning Communities Faculty-specific sets of learner digital literacy attributes: access, skills, practices, identity Faculty definition of digital literacy
  • Analysing disciplinary differences Focussing on different skills Different priorities within the skill sets Variations in language used to describe DL Skills or practice? Levels of granuarity
  • Implications for design of staff development and support materials for various groups
  • What might this mean for learning and teaching?
  • Learning in the disciplines event Feb 2012

    1. 1. Professionalism in the Digital Environment (PriDE) Project sponsor: Gwen van der Velden Project manager: Kyriaki Anagnostopoulou Project officer: Vic Jenkins Project officer: Nitin Parmar Project officer (Dissemination): Sarah Turpin Project Adviser: Matt Benka
    2. 2. Aims and objectives <ul><li>Establish an institutional vision for the development of digital literacies </li></ul><ul><li>Embed digital literacies at the core of the institution’s strategic planning process </li></ul><ul><li>Engage students in the process as change agents </li></ul><ul><li>Map how disciplinary differences and cultures shape the development of digital literacies </li></ul><ul><li>Explore how institutional structures and processes enable and/or hinder the embedding of digital literacies </li></ul><ul><li>Wide and effective dissemination </li></ul>
    3. 3. Faculty Learning Community Faculty Learning Community Faculty Learning Community School Learning Community Division for Lifelong Learning UKOLN VITAE SCAP STUDENTS UNION PriDE Project Team PriDE Steering Group ETC Institutional Learning Community Student engagement
    4. 4. Faculty Learning Communities <ul><li>Faculty of Engineering and Design </li></ul><ul><li>Faculty of Humanities and Social Sciences </li></ul><ul><li>Faculty of Science </li></ul><ul><li>School of Management </li></ul>Define and articulate ‘digital literacies’ in the disciplines Audit and carry out needs analysis for students/staff
    5. 5. “ A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing, presenting relevant information, supported by access to the appropriate hardware and software.” Initial outputs and findings from the FLCs “ A digitally literate person in the Faculty of Humanities and Social Science is critically and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments, and in establishing coherent identities.”
    6. 6. Next steps: analysing disciplinary differences <ul><li>Disciplines focussing on different skills </li></ul><ul><li>Different priorities within the skill sets </li></ul><ul><li>Variations in language used to describe digital literacies </li></ul><ul><li>Skills or practice </li></ul><ul><li>Levels of granularity of skills </li></ul>
    7. 7. Perceived provision of support and development
    8. 8. Development and importance of DL attributes
    9. 9. Support and development channels for staff
    10. 10. Learning in the disciplines What might this mean for learning and teaching in the disciplines?
    11. 11. http://digilitpride.wordpress.com/ Professionalism in the Digital Environment (PriDE)

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