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Digital Literacies Baselining ODHE

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Report given to the national meeting of ODHE at Storrs Hall. 9th February 2012

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Digital Literacies Baselining ODHE

  1. 1. DIGITAL LITERACIES Dr Bex Lewis Technology BASELINING Enhanced Learning FellowORGANISATIONAL DEVELOPMENT IN University of HIGHER EDUCATION GROUP Winchester
  2. 2. OVERVIEWWhat is digital literacy?  Definitions exerciseWhat is the project?Survey Results  Fears/Possibilities Exercise  Who are our students?  With reference to the SDF baselining reportWhat actions do we take in the light of this? What‟s in our potential toolbox?
  3. 3. What does the term „digital literacy‟ bring to mind for you?
  4. 4. INTRODUCTION  The ODHE has been successful in winning £10,000 funding from JISC for a two-year project on Digital Literacies (DL), which JISC defines as: "digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society"Image Credit: http://www.jiscdigitalmedia.ac.uk/video-assist
  5. 5. PROJECT BID: WHAT DOES ODHE WANT TO GET FROM THIS PROJECT? Digital Literacies are becoming increasingly embedded within organisational processes. Few, if any, organisational changes do not have DL aspects. HE Staf f cannot escape engagement. As the Times Higher Education comments , current hierarchical modes of working are outmoded. For many this is a positive, democratic change, for other s, an unwelcome shif t. Change management is a core aspect of Organisational Development (OD) and practitioners are therefore central to embedding a more digitally literate culture. Anecdotal evidence suggests that many OD practitioners are not comfor table with DLs. Oppor tunities for the ef fective use of DLs can easily be missed or not enthusiastically promoted. This bid is about helping organisational developers to gain confidence with DLs through building better under standing of best practice. ODs would then be able to contribute much more ef fectively to organisational take -up of DL initiatives.  Davidson, C. „So last century‟, Times Higher Education, 28/04/11 (http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=4 15941&c=2) http://jiscdesignstudio.pbworks.com/w/page/48784157/ODHE%20DL
  6. 6. DAVID BAUME, SEDA ‘If we all do it properly, and climb and stay out of our bunkers, this will be a cross-community project on a grand and productive scale’https://programmesupport.pbworks.com/w/page/478 52388/DL%20Overview%20(Associations)
  7. 7. HTTP://WWW.SURVEYMONKEY.COM/S/ODHEDIGLIT
  8. 8. GENERAL INFORMATION ABOUT RESPONDENTS
  9. 9. TECHNOLOGY AWARENESS asdasdasd  A ny t h i n g to d o w i t h c o m p ute r s / IT Oh no  M a c h i n e s f r o m w a t c h e s to s p a c e s h i p s Life  E l e c t r o ni c / d ig i t a l m e d i a I T s y s te m s  A r a n g e o f to o l s a n d p r o c e s s e s t h a t C o m p ute r s support the work I do. A ny t h i n g t h a t r e q u i r e s a n i n te r f a c e l i ke a P C , M a c , i P h o n e , v i d e o  S o m et h i n g t h a t e i t h e r h a s e l e c t ro n i c c o n f e r e nc i n g f a c i l i t i e s , d a t a or moving parts could be a p r o j e c to r, e - w h i te b o a r d , et c . te l e p h o n e , p c a c a r o r a t r a c to r ! S o f t wa r e s u p p o r t / s o l ut io n s , k i t to  A ny t h i n g to d o w i t h e l e c t r o n i c v e r s i o n e n a b l e a c t i v i t ie s ( w o r k o r l e i s u r e ! ) o f s o m et h i n g N ew I T s y s te m s , a p p s , p l a t f o r m s , d ev i c e s , et  C o m m un i c a t io n c.  P C , i P a d s , V L E s et c s I n te r e s t i n g d ev i c e s !  C o m p ute r s C o m p ute r s , m o b i l e d ev i c e s , m u l t i f u n c t io n a l d ev i c e s et c .  C o m p ute r b a s e d a n d p r o b a b l y H m m . w h a t ‟ s n ew ! ? c h a l l e ng i n g ! N ew w ay s o f d o i n g t h i n g s  iPad2. I want one D e p e n d s o n t h e c o n tex t , b u t s o m et i m e s c a n b e d a u n t i n g !
  10. 10. TECHNOLOGY CONFIDENCE
  11. 11. EXERCISE (15-20 MINS)POSSIBILITIES FEARS
  12. 12. TECHNOLOGY ACCESS
  13. 13. EMAIL A workflow tool as well as  Used to have separate communication method per sonal email but easier to For work and per sonal use manage just one account Far too much really but it is  I have 5 accounts for dif fering the culture of my working reasons environment  I dont use personal e -mail I use email on my lap top ver y much as I am sick of it which conver ts to a desk top because it is so much a via a docking station which feature of working life! provides easy access to the  This is University policy University network , and on my (Acceptable Use Policy) iPhone. although there is some leeway Work and per sonal use, inform to receive personal email e.g. and question professional membership information.  I have 4 other per sonal accounts that I use or dif ferent purposes
  14. 14. ENGAGING WITH THE TOOLS T he three m ost u sed „professional‟ tools are:  E-Surveys  Google Docs  University proprietary systems T he three tools with hig hest awareness, bu t haven‟t used are:  E-Portfolios  Podcasting  Twitter T he three tools t hat have been u sed professionally but are no longer being used:  Wikis  VLE (Moodle/VLE)  Podcasting/Virtual Classroom/Virtual Response Systems T he three tools about which t here is least awareness are:  Bookmarking  Personal Response Systems  Online presentation tools such as Prezi
  15. 15. THE MISSING TOOLS? Other?
  16. 16. SOCIAL MEDIAhttp://www.theconversationprism.com/presentation/
  17. 17. WHO ARE OUR STUDENTS?http://news.bbc.co.uk/1/hi/education/8577 272.stm (March 2010)  1/3 Part-Time  1/6 from Overseas  More mature students  More at-home students  Familiarity online  Global perspective  Business partnerships  Pick & Mix degrees
  18. 18. STUDENT EXPECTATIONS? Global (Used to creating their own YouTube videos, and expecting a quick response – from anywhere in the world!) Responsive (Used to rapid response/feedback, 3 week guarantee “too long”) Flexible (Used to having more than one starting point) Interactive (Looking for a relationship of trust, staff/student partnership: The teacher has a role of leader, but needs „distributed leadership‟) Often facile or trivial
  19. 19. DIGITAL VISITOR/RESIDENThttp://digital-fingerprint.co.uk/2011/12/visitors-residents-with-daveowhite-jisc/
  20. 20. HTTP://BIT.LY/9NOI1Z Instead of trying to mass- produce children who are good at taking tests and memorizing things, schools should emphasize personal development, Robinson said. Not all kids are good at the same things, and the education system shouldnt pretend they Sir Ken Robinson should all turn out the Why teaching is not like making same, he said. motorcars‟, by John D. Sutter, CNN, March 17, 2010 7:00 a.m. EDT
  21. 21. READ MORE…http://www.slide share.net/drbexl /the-21st- century-learner- blended-learning- tools-and-the- use-of-social- networksnearly 3000 views
  22. 22. CLASSROOM MATERIALS
  23. 23. TECHNOLOGY IN TEACHING ROOMS
  24. 24. LOCATIONS ACCESS
  25. 25. LEARNING & TRAINING: FORMAL
  26. 26. LEARNING & TRAINING: INFORMAL Informal: None  Not muc h, not ver y - dabbled in Fac ebook I of ten get help from colleagues in the b u t d o n t r e a l l y g e t i t , s a m e w i t h Tw i t t e r of fice to use the computer system  Informal: None Most is informal e.g. Prezi, wiki, Google  Im mostly self-taught because the formal docs versions (above) are mainly really poor Most of the stuf f Ive tried informally has and I dont have time to fiddle with poorly been ver y intuitive - you just need the designed on-line learning packages that time to be able to experiment (and tend to frustrate as they are not designed someone to advocate, encourage!) to answer specific issues. Self taught, learned all the bad habits  Advice and learning from colleagues S e l f t a u g h t Tw i t t e r a n d B l o g g i n g a n d W e b  S e l f - t a u g h t w i t h Tw i t t e r, F a c e b o o k , G o o g l e design - has its limitations. docs, blogging sites etc. These I find that this is really the only way to technologies are very intuitive and are learn - and at the point of need s u p p o r t e d b y g o o d Yo u Tu b e t u t o r i a l s e t c . so have been fairly easy to learn and A bit hit and miss and easy to leave for understand. another day  Loads of self taught stuff Self taught e.g. the introduction of M i c r o s o f t 2 0 1 0 f r o m 2 0 07. A l s o o n e t o  Formal: None one support provided by colleagues  Te l e l c a s s e s a n d Te l e w o r k s h o p s M o s t o f m y l e a r n i n g i s b y t r i a l a n d e r r o r.  Formal: None - self taught Sometimes this works well - of ten I forget  1-2-1 sessions with my daughter - how I did something so find it dif ficult to perfect!! repeat  No formal learning - done on the hoof!
  27. 27. FURTHER COMMENTI made some assumptions about the terminology you used in this survey - something in that?! I wonder how many of us do that? Learning the basics of when to use what tool would be good and save hours trying to use something where another tool would serve better.
  28. 28. TOOLBOX: AN OVERVIEW http://www.scribd.com/my_document_collections/3474752 http://digital-fingerprint.co.uk/2011/06/digital -media-trends-4-0/
  29. 29. HTTP://WWW.YOUTUBE.COM/WATCH?V= 0EUEL3N7FDS
  30. 30. SOCIAL MEDIA EXPLAINED
  31. 31. FURTHER COMMENTS As an older worker and a senior manager I have tried hard to be enthusiastic and engage with new tools despite the fact that most of them are not needed in my role. I am also hugely frustrated at the lack of discipline in the use of these tools by others and the tendency to drop face-to-face conversations in favour of remote discussion. Tools need to be fit for purpose and fit for the people using them. The language needs to be simple and understandable and the tools themselves easy to use and reasonably obvious. My experience of technology is that it has added endless amounts of time to my working day instead of making it quicker. It also provides me with the greatest source of negative stress.
  32. 32. MOVING FORWARD Where do we go with the information provided today? What already exists that could be piggybacked on?
  33. 33. MOVING FORWARD: TECHNOLOGY SOLUTIONS Online Space exists: http://www.lfhe.ac.uk/networks/od/odgroup.html  Blog?  Group commits to 1-2 posts per year?  Project Reviews  Tools/Techniques  Book Reviews… Twitter? LinkedIn/Facebook Group? Mobile Device Report ( UoW) http://www.winchester.ac.uk/blog/archive/2011/10/11/mobi le-devices.aspx Skype based coaching/mentoring?
  34. 34. WHERE TO GO FOR RESOURCES? SOME STARTING POINTS: JISC webinars:  http://www.jisc.ac.uk/events/webinars.aspx Digital Fingerprint:  http://digital-fingerprint.co.uk/  http://digital-fingerprint.co.uk/category/times-higher-education/ Winchester blog:  http://www.winchester.ac.uk/blog/archive/tags/Technology%20Enha nced%20Learning/default.aspx  http://www.winchester.ac.uk/blog/archive/tags/Blended%20Learnin g/default.aspx
  35. 35. CONTACT DETAILS Email: Bex.Lewis@winchester.ac.uk Twitter: @drbexl, @digitalfprint, @TEL Winch http://www.slideshare.net/d rbexl Phone: 01962 826455

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