Liverpool Digital Literacy Project


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Presentation for Online Programmes Tutor Conference, July 2011

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Liverpool Digital Literacy Project

  2. 2. About me<br />Teaches Digital Marketing at the University of Southampton <br />Programme Director for the MSc in Digital Marketing. <br />Currently developing workshops encouraging digital presence and literacyfor educational and/or career purposes<br />Member of project team developing university strategy for digital literacy <br />Co-organiser of 2nd International Conference on Personal Learning Environments, Southampton<br />Laureate/Uol Faculty Conference 2011<br />
  3. 3. “No more disruptive innovation, please”<br />Laureate/Uol Faculty Conference 2011<br />
  4. 4. “Digital deviants”<br />THE article claims online education to be the home of “slow track” academics <br />“Online lecturers with good minds offer a quality of scholarly independence that the university needs if it is to keep its degree programmes relevant in a digitally connected world.”<br />In Christensen terms, disruptive innovation progresses by stealth because it is ignored by “complacent incumbents”<br />Laureate/Uol Faculty Conference 2011<br />
  5. 5. Digital Literacy<br /><ul><li>“Digital literacy is the ability to locate, organise, understand, evaluate, and analyse information using digital technology. It involves a working knowledge of current tools and an understanding of how they can be used”
  6. 6. “The active management of online activities such as collaboration, networking , reviewing, content creation and curation in order to ‘stand out from the crowd’ in today’s job market”
  7. 7. “an ability to respond positively to change”</li></ul><br /><br /><br /><br /><br />
  8. 8. In practice this means…<br />collection, management and evaluation of information<br />effective communications for networking, sharing and profile building<br />safety and security<br />curation and creation of digital materials<br />To investigate - Other topics? Emphasis?<br />Laureate/Uol Faculty Conference 2011<br />
  9. 9. Curtin University<br />“Triple-i Curriculum” is way ahead of the UK in the integration of online portfolios <br />Aims to produce highly-employable global citizens with expertise beyond their primary discipline<br />Emphasis on inter-disciplinary, intercultural and international awareness to foster global citizenship<br />“Life-wide” learning recognises that life experience and extracurricular activities can differentiate students from others with similar degrees<br />“Life-long”component fostered as community membership extends to alumni and prospective students<br />Laureate/Uol Faculty Conference 2011<br />
  10. 10. Classmates<br />Friends<br />Family<br />Teachers<br />Experts<br />Coworkers<br />Contacts<br />Video Conferencing<br />Evaluating Resources<br />Locating Experts<br />Microbloging<br />Scholarly Works<br />“Life-wide” and “life-long” learning<br />Synchronous Communication<br />Information Management<br />Library/Texts<br />Instant Messaging<br />Mobile Texting<br />Open CourseWare<br />Subscriptions readers<br />RSS<br />Social Networks<br />Blogs<br />Wikis<br />Social Bookmarking<br />Podcasts<br />Wendy Drexler (2008)<br />
  11. 11. Project idea<br />Objective is to develop “best practice” in preparing students for study, work and life in the digital age<br />UOL students operate within the Blackboard “walled garden” = opportunity with BB9 to update approach?<br />How to equipstudents with basic digital skills necessary for a “21st century” career<br />Some employers are specifying 50+ Klout scores and 250+ twitter networks in their recruitment policies<br />Add extra layer to specialist subject knowledge, enabling students to ‘stand out from the crowd’ in a competitive workplace.<br />Laureate/Uol Faculty Conference 2011<br />
  12. 12. Linchpin<br />
  13. 13. Project rationale<br />Currently students are encouraged to develop appropriate norms and behaviours of working with their colleagues and tutors on Blackboard <br />Opportunities and challenges presented by the broader online environment receive less attention <br />A recent report ‘Supporting learners in the digital age’ (SLIDA, 2010) concluded that simply growing up online is not in itself sufficient for educational purposes <br />Many UOL students are of an age and/or cultural background whereby online study is still an unfamiliar experience for them <br />Laureate/Uol Faculty Conference 2011<br />
  14. 14. Project methodology<br />Assess incoming students’ level of digital literacy via survey at programme induction and tutor interviews<br />Develop DL approachbased on the gaps/weaknesses identified<br />Implement and evaluate a trial<br />Refine and implement more broadly <br />Laureate/Uol Faculty Conference 2011<br />
  15. 15. The “digitally literate” student<br />be proactive, confident and flexible adopters of a range of technologies for personal, academic and professional use<br />use appropriate technology effectively to search for and store high-quality information<br />curate, reflect and critically evaluate the information obtained<br />engage creatively and productively in relevant online communities<br />be familiar with the use of collaboration tools to facilitate groupwork and project management<br />be aware of the challenges inherent in ensuring online privacy and security<br />Have developed appropriate communication skills for peer and tutor interaction within an ‘always on’ environment<br />Laureate/Uol Faculty Conference 2011<br />
  16. 16. Digital literacy at Southampton<br />Integration into MSc Digital Marketing programme<br />Curriculum Innovation Programme<br />Digital Literacy Special Interest group (cross university)<br />The Personal Learning Environment Conference (#PLE_SOU)<br />Laureate/Uol Faculty Conference 2011<br />
  17. 17. Questions for group discussion<br />What “good” or “bad” examples of digital literacy have you observed in your students?<br />What aspects of DL do you think should be emphasised?<br />What support might be necessary for tutors?<br />Laureate/Uol Faculty Conference 2011<br />
  18. 18. Comments <br />Laureate/Uol Faculty Conference 2011<br />
  19. 19. The PLE for marketing students<br />Assessed blog posts: reflections on the learning process, reinforced with face to face meetings<br />Continual assessment and feedback throughout module (online and offline)<br />Students encouraged to find relevant online materials and report back to the group<br />Live tweeting in class, with remote participants <br />Encouragement to use online bookmarking and sharing tools<br />
  20. 20. Challenges<br />*Very* variable levels of digital skills amongst students<br />Variable levels of staff ‘buy in’<br />Entrenched expectations of a ‘traditional’ learning experience. They were not used to:<br />reading or critiquing each others’ work<br />making their work publically available online<br />‘thinking across’ modules<br />building up assignment work from the start of a module rather than at last<br />
  21. 21. Examples <br />For examples of students who have really embraced the approach, see Natasha’s blog and Maria’s blog.<br />Summary video of Soton MSc student experiences through their whole programme: Http://<br />