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Developing a holistic Digital Literacy programme
Susan Halfpenny, Stephanie Jesper & Tony Wilson
Learning & Teaching Strategy
2015 - 2020
The what and why, and the how and why
• Every academic programme to have
distinct...
Enter ‘Teaching
& Learning’
<pursued by a bear>
All programmes to be mapped to
articulate how each module enabled
students to progress to the PLOs by
working on….
About w...
The Win
Digital literacy incorporated at a programme design level…
(Yay!)
iii) How the programme learning outcomes develop...
Student Digital Literacy Programme
Blended Digital Literacy Project York Pedagogy
Projects
Teaching
Excellence
Framework
E...
Enter ‘Academic
Liaison’
<pursued by Teaching & Learning>
Embedding digital skills into programmes
 Working with departments
Start by consulting the Programme, Stage 1 and Module ...
What should change look like?
Activities/assessments in modules should match the PLOs and
learning outcomes for the module...
Some examples of
changes made
BA Education Studies (Stage 1)
Core Module:
Introduction to Skills for Studying Education
(A...
Challenges/lessons learnt
Leave plenty of time to start discussions
Identifying the right people to talk to
Ensure that Ac...
Meanwhile…
Teaching materials database
Teaching materials database
Teaching materials database
The left hand and the right hand
Embedded
Generic
Integrated
The way through the labyrinth…
The way through the labyrinth…
The way through the labyrinth…
The other side…The good stuff
Discussions!Actions!
Sociology Dept.
The other side…
> No
 Differing priorities
 Differing...
Get stuck in!
Try!
Experiment!
Do!
Fin.
Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson
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Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson

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Developing a holistic digital literacy programme - Jesper, Halfpenny & Wilson

  1. 1. Developing a holistic Digital Literacy programme Susan Halfpenny, Stephanie Jesper & Tony Wilson
  2. 2. Learning & Teaching Strategy 2015 - 2020 The what and why, and the how and why • Every academic programme to have distinctive clear objectives • Carefully designed student work clarifying expectations • Interactions between staff and students designed to propel student learning
  3. 3. Enter ‘Teaching & Learning’ <pursued by a bear>
  4. 4. All programmes to be mapped to articulate how each module enabled students to progress to the PLOs by working on…. About what students could do, not what they would know. The Big Map
  5. 5. The Win Digital literacy incorporated at a programme design level… (Yay!) iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology- enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)? “ ”
  6. 6. Student Digital Literacy Programme Blended Digital Literacy Project York Pedagogy Projects Teaching Excellence Framework Employability Strategy & the York Award Student Partnership Agreement Drivers Student Leadership Programme Integrated Embedded Generic Approaches Support for StudentsSupport for Staff Teaching materials database Enhancement workshops Supporting Student DL website Programme Design Document Digital Skills Guides Generic Teaching Software Support Sites Online Tutorials Outputs
  7. 7. Enter ‘Academic Liaison’ <pursued by Teaching & Learning>
  8. 8. Embedding digital skills into programmes  Working with departments Start by consulting the Programme, Stage 1 and Module PLOs Then….. Conversations with stakeholders Programme Leaders Module leaders Discuss current skills support - Do the students have the skills they need to meet the PLOs? Consider opportunities for change What would change look like?
  9. 9. What should change look like? Activities/assessments in modules should match the PLOs and learning outcomes for the module Skills training should therefore support those activities Limit more generic training sessions - training should be fully embedded with tutor present Introducing a new tool/adding additional skills activity needs to complement activities already taking place - should not create additional workload A “little and often” approach
  10. 10. Some examples of changes made BA Education Studies (Stage 1) Core Module: Introduction to Skills for Studying Education (Autumn Term) Support Provided: Workshop to help the students prepare for a group presentation. Followed up with attendance at the presentations to give further feedback on use of sources. Digital Capabilities: +1 +1 Information Literacy Digital communication and collaboration BA Education Studies (Stage 1) Core Module: Introduction to Contexts of Education (Autumn Term) Support Provided: Attended lecture to introduce google doc activity to help students prepare for poster presentation. Provided feedback to students directly onto the Google doc. Followed up by attending poster presentation. Digital Capabilities: +1 +1 Information Literacy Digital communication and collaboration BA Linguistics (Stage 1) Core Module: Introduction to Sociolinguistics (Spring Term) Support Provided: Attended lecture to present interactive activity using Padlet to help students prepare for their 1,500 word summative essay. Students were asked to consider the information sources they would need and where they would find them. They were also asked to think about the skills they would need to critically engage with and manage their sources Digital Capabilities: +1 +1 Information Literacy Digital communication and collaboration BA French (Stage 1) Core Module: French Language and Society I (Autumn Term) Support Provided: Delivered workshop designed to help the students to complete their first year project. Focus of the workshop was on evaluating sources to ensure that they select appropriate French sources for their project. Digital Capabilities: +1 Information Literacy
  11. 11. Challenges/lessons learnt Leave plenty of time to start discussions Identifying the right people to talk to Ensure that Academic staff are clear about what support you are offering and what you can do to help ease their workload. Prepare and bring own ideas to the table for meetings
  12. 12. Meanwhile…
  13. 13. Teaching materials database
  14. 14. Teaching materials database
  15. 15. Teaching materials database
  16. 16. The left hand and the right hand Embedded Generic
  17. 17. Integrated
  18. 18. The way through the labyrinth…
  19. 19. The way through the labyrinth…
  20. 20. The way through the labyrinth…
  21. 21. The other side…The good stuff Discussions!Actions! Sociology Dept. The other side… > No  Differing priorities  Differing skills & confidence levels  Misinterpretation & misunderstanding
  22. 22. Get stuck in! Try! Experiment! Do!
  23. 23. Fin.

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