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Oc tel mooc week 2


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Presentation to week 2 of the ALT OcTEL MOOC on learners' experiences of e-learning and on digital literacies

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Oc tel mooc week 2

  1. 1. Learner’s experiencesof TEL | OcTEL#2Helen Beethamtwitter helenbeethamblog design-4-learning.blogspot.com
  2. 2. • Critiquing OcTEL #2:‘Readiness’ to learn‘What are we like?’ as learners• What do we (really) know aboutour learners?Learners making sense of their own learningLearner differences as resources for learning• Digital literacyConceptual modelsDeveloping successful digital learnersTowards a critical digital literacy?I’ll be on about: you may be:Completing pollsusing chat, tweeting etcAccessing resourcesreading, thinking, using chat,contributing your own ideasWorking in groupsusing whiteboard, chat,co-constructing outcomes
  3. 3. Do they keep the data and use it to support students? Is this a marketing exerciseencouraging students to apply when perhaps they aren’t ready? Do thesequestionnaires give a clear idea of what an online course is actually like?fieryred1In the case of the San Diego questionnaire there were helpful pointers as to howreadiness could be improved whereas in the others the outcome was that justadvice that I shouldn’t do an online course which was not particularly useful.SueBarnesmore comprehensive quiz highlights online learning success is linked to learnerautonomy, proactivenessanortcliffe (by twitter)All four of these questionnaires read to me like disclaimers designed to protect therelevant universities from irate students who may not learn successfully online.HelenB‘readiness to learn online’
  4. 4. What do you consider the main reason learners aredirected to these questionnaires?A. So the university can adapt or tailor provision to the needs of particular learners(adaptive teaching)B. So the university can signpost learners to resources tailored to their particularneeds (responsive diagnosis)C. So the university can research how well provision is meeting the needs ofdifferent learners (quality enhancement)D. So learners can adapt their expectations (‘not getting sued’)vote now!‘readiness to learn online’
  5. 5. ... it matters what we do with the information:• adapt?• respond?• offer strategies forsuccess?• take responsibility forlearners’ development?When we ask about learners’needs/aptitudes/goals/preferences...
  6. 6. • technical competence ... ‘digital literacy’• language and culture (including culturesof learning)• individual sensory, motor or cognitiveimpairments• learning preferences and disciplines,such as the ability to schedule self-pacedlearningOcTEL week2 course materialsWhat do we need to know about our learners?
  7. 7. What do we need to know about our learners?
  8. 8. write in the chat box now!What one question would you ask if you hadto predict success with online learning?
  9. 9. ‘I learn pretty easily’‘technology won’t make a bad teacher into a good teacher, and it won’t necessarilymake a good teacher any better either’Liz Masterman, OcTEL #1 webinar
  10. 10. • ... but thefundamentals ofsuccessfullearning have not• resources forlearning are stillunequallydistributed• digitaltechnologiesbreak down some barriers to access but reinforce other kinds ofinequality (see refs) - they are not a magic leveller• It’s what learners do with technology in a study setting that countsContexts and tools for learning have changed
  11. 11. Research on and reflection by early adoptersmay not tell us much about the experiencesand outcomes for other learnersWhat are we like?
  12. 12. Research on and reflection by early adoptersmay not tell us much about the experiencesand outcomes for other learnersWhat are we like?
  13. 13. In what ways are we like/unlike learners forwhom MOOCs might be the only way ofaccessing higher level courses?write in the chat box now!What are we like?
  14. 14. What do you know already?Thinking about the learners inyour context, respond to thefollowing statements..Finding out about learners
  15. 15. A. True of most learnersB. Not true of most learnersC. Learners are fundamentallydivided on this issueLearners want more use to be made of digitaltechnologies in their formal learning
  16. 16. Learners like to integrate their social(personal) and learning mediaA. True of most learnersB. Not true of most learnersC. Learners are fundamentallydivided on this issue
  17. 17. A. True of most learnersB. Not true of most learnersC. Learners are fundamentallydivided on this issueLearners can apply their skills with social/personal technologies to academic study
  18. 18. Learners are different
  19. 19. • Technology changes the relationshipbetween learning and life• Aptitudes to learn and aptitudes withICT are highly context dependent• Learners are not bundles of attributes -they are purposeful and continuouslymaking sense of their own learning• How learners experienceTEL as analternative research paradigmLearners are different
  20. 20. How in practice can we find outmore about learners’ experienceswith technology (withoutembarking on a researchprogramme!)?write in the chat box now!Finding out about learners
  21. 21. Here you can download a checklist for thinking aboutlearners and some research findings (but no substitutefor doing your own)Also a quiz designed to help learners understand theirdigital capabilities and preferences
  22. 22. Eleni Zazani’s Digital Researcher profile
  23. 23. Questions and thoughts so far...write in the chat box... or put up your hand anduse the mic
  24. 24. Digital literacy - conceptual models
  25. 25. Digital literacy - a developmental model
  26. 26. Digital literacy - a developmental modelaccess andawarenessfunctionalskillssituatedpracticesattributes andidentitiesWhat experiences do learners needto develop DLs?Learners’conceptions,values, goals,expectations andidentity informhow theyexperience(technologyenhanced)learningLearners’experiences leadthem to form newconceptions,values, goals,expectations andultimatelyidentities
  27. 27. Digital literacy - a developmental modelDigital Literacies Workshops: Literacies development framework (learner perspective)Attributes/IdentifiesI create a learning environment that suits my preferences and needsI plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomesI am critical in my reading of messages in different media, and in my use of different technologiesI judge digital resources, environments, networks and opportunities for their value to me and othersI design original projects and generate my own goals, using digital devices/media to help realise themI behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safetyI participate actively in global networks as well as in my digitally-enhanced local communityICT capabilities Information/media capabilities Learning/thinking capabilitiesI choose, use and blend technologies from arepertoire, to suit the demands of the situationI explore the capabilities of devices andapplications beyond the basicsI personalise devices and services to suit meI update my know-how as new technologiesand approaches emergeI share ideas and express myself in a varietyof mediaI choose, use and blend media forcommunicating ideasI repurpose, adapt and re-edit content for avariety of audiencesI scope research questions and projects, anduse information to address themI study under my own initiative and in theways that suit meI participate in learning communities andgroupsI build knowledge collaborativelyI solve complex problems using appropriatetoolsSkills(discretecapabilities)I can:use search engines, online services, data,analysis toolsuse a range of media-capture devicesuse a range of editing applicationsuse communication and presentation toolsuse professional and academic (subject-specific) toolsI can (use digital media to):locate and access informationcompare, evaluate and select informationorganise and manage informationapply information to problems and questionsanalyse and synthesise informationcommunicate informationI can (use digital media to):take notescomplete and submit assignmentsconstruct argumentssolve problemsmanage time and tasksevidence, cite and reference appropriatelyread and write academic contentuse number appropriately etcFunctionalaccessI have access to:networked device(s)robust reliable networksmedia devices e.g. camera, phone, data stickgeneral apps/software/servicesspecialist hardware and software for my courseassistive technology that I needI have access to:information sources and serviceslearning contentrelevant research content / datasearch toolsmedia capture and production / editing toolsI have access to:learning opportunities e.g. courses of studylearning resourcespeers and learning groupsteachers, mentors and expertsa space for learningthe time to learnAvailable under a Creative Commons license from the JISC Design Studio of thinkingand acting)
  28. 28. Take yourself into one of these groups:1.Access (issues of basic digital entitlement)2. Skills (foundational capabilities, competent use)3. Practices (habits, situated activities, repertoire of use)Main room: identities/attributes10 mins: what do your learners need to be successful?use the whiteboardDefining digital literacy - collaboratively
  29. 29. Reporting back...Defining digital literacy - collaboratively
  30. 30. Developing Digital Literacies 2011-2013
  31. 31. Digital Literacies 2011-2013
  32. 32. digital literacies (or successful digital learning practices)are hybrid, subject-specific, embeddedstaff worry about digitally capable learners: in factlearners depend on staff for successful strategieslearners are often confused about the legitimacy of theirdigital expertise, and it may be hiddenlearners have diverse and situation-dependent attitudesto digital technologies for learningmost learners flourish in a supportive BYOD environmentbut issues of disadvantage must be addressedWhat we have learned
  33. 33. Value learners’ digital know-how and treat it as a resourcee.g. through groupwork, flexible assessment optionsEmbed digital literacy into the curriculum via meaningfullearning activitiesAddress learners’ digital identities by helping themprogressively make their work more publicly visibleTry these: co- and reverse mentoring, students asresearchers, staff/student collaborations, using tech foradaptive teaching, inter-disciplinary projects, using tech tobridge on-off campus learning, student commissioning, self-organised study/support groups, digital champions,accredited awards...What works