Design as a means of balancing all these dimensions
Collective blogging as an example of pedagogical designEmbedding digital literacies in a Reflective Practice moduleAuthentic task and assessmentThe self and the community
LINQ12 Educators' Digital Literacies
EDUCATORS’ DIGITAL LITERACIES:THE ROLE OF PEDAGOGICAL DESIGNIN INNOVATIONF. Dujardin, Sheffield Hallam University, UK
Designing for multiple contexts Knowledge • Digital literacies society • Networked self Higher • Standards Education • Relevance MA professional • Quality in teaching communication • Innovation
Pedagogical design – Collective blogging as casestudy
Outline Three key concepts: Blogging Metaphorof learning Academic literacies „New‟ methodological approach – ethnographic action research Discussion points Widening the communicative ecology Planning socio-cultural animation Implication for educators‟ digital literacies
Why focus on blogging?Paradigmatic technologyKnowledgesharing toolPersonal orcollective?
Powerful metaphors‘Diary’ ‘Participation’ personal space blog as „open‟ space privacy public difficult to share and community to assess “active sociality” (Lankshear and Knobel 2006) assessment?Trialogical approach to ‘knowledge creation’ – self, community,outputs
„Academic literacies‟ Part of the New Literacies movement lookingbeyond established literacies power relations and expectations Self-awareness – educators as “recontextualisation agents” (Coleman 2012) in the use of ICT „authentic‟ use of ICT or normalisation? enculturation into a dominant order of high tech and global capitalism (Tusting 2008) or encouraging critical confidence (Goodfellow and Lea 2007) ?
Ethnographic action research Communicati ve ecology Reflexivity Socio- cultural animation Social mapping
Widening the communicativeecology1. Routine stage – using the VLE and observing students‟ reactions2. Refinement stage – introducing blogs within the VLE3. Integration stage – using a private collective blog set up in WordPress, while keeping the VLE for module information and submissions
Socio-cultural animation Scaffolding „new‟ practices in knowledge creation enablingmature learners to become „digital residents‟ managing understandings of educational practices Authentic use of blog for meaning-making Mediating more than disciplinary knowlege
Conclusion: new roles foreducators Catalyst Curator Mediator