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Developing Digital Literacy: 5 Ps for online learners

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Keynote for Robert Gordon University Annual Teaching and Learning Conference, 9 May 2014.

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Developing Digital Literacy: 5 Ps for online learners

  1. 1. Robert Gordon University 9 May 2014 Rhona Sharpe @rjsharpe DEVELOPING DIGITAL LITERACY: 5 P’S FOR ONLINE LEARNERS
  2. 2. We live in a world that is open networked
  3. 3. Where technology is ubiquitous familiar
  4. 4. Where learning environments are… social personal mobile with cats
  5. 5. How are learners operating in this open, networked, digital world?
  6. 6. Participatory Iterative A shared, collective inquiry A tool for positive change Changes our relations with students Learner experience research
  7. 7. TRUE OR FALSE? Q1. Learners of the same generation share similar approaches, attitudes and skills with regards to technology use Q2. Learners’ transfer their ways of using technology from social to educational contexts
  8. 8. TRUE OR FALSE? Q3. Learners think they are digitally literate Q4. Learners are digitally literate Q5. Incoming students expect teaching staff to have a good grasp of how to use established digital technology.
  9. 9. TRUE OR FALSE? Q1. Learners of the same generation share similar approaches, attitudes and skills with regards to technology use Q2. Learners’ transfer their ways of using technology from social to educational contexts
  10. 10. Q1: The Digital Native Myth Rosen (2012).
  11. 11. TRUE OR FALSE? Q1. Learners of the same generation share similar approaches, attitudes and skills with regards to technology use Q2. Learners’ transfer their ways of using technology from social to educational contexts
  12. 12. Q2: Tech savvy students “I just click here and oops that isn’t what I wanted, so I do a lot of that and I find it quite helpful. You learn something every time you go around and around the menus” Jeffrey et al. (2011, p.403)
  13. 13. Q2: New literacy practices Gourlay, L. & Oliver, M. (2014)
  14. 14. TRUE OR FALSE? Q3. Learners think they are digitally literate Q4. Learners are digitally literate Q5. Incoming students expect teaching staff to have a good grasp of how to use established digital technology.
  15. 15. Q3: Confident technology users 81% believe they are digitally literate 88% love digital technology. 1.6% use their smartphone for study In general, students believe they are more digitally literate than their peers and staff. Emma Woods, Westminster University, JISC Transformation project
  16. 16. TRUE OR FALSE? Q3. Learners think they are digitally literate Q4. Learners are digitally literate Q5. Incoming students expect teaching staff to have a good grasp of how to use established digital technology.
  17. 17. The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use Oxford Brookes University (2010) Strategy for Enhancing the Student Experience. Q4: Defining digital literacy dlf.brookesblogs.net
  18. 18. ‘Literacy’ implies socially and culturally situated practices, often highly dependent on the context in which they are carried out. Beetham & Oliver (2010)
  19. 19. TRUE OR FALSE? Q3. Learners think they are digitally literate Q4. Learners are digitally literate Q5. Incoming students expect teaching staff to have a good grasp of how to use established digital technology.
  20. 20. Incoming students expect  Teaching staff have a good grasp of how to use established digital technology and incorporate technology into their teaching in an appropriate manner. Ubiquitous free-at-the-point-of-use access will be provided to the all of the Web. A VLE populated with comprehensive organisational information and course related materials. It will be possible to easily connect any number of personal devices to the network White, Beetham & Wild (2013) http://digitalstudent.jiscinvolve.org Q5: High expectations of tutors
  21. 21. OVERVIEW Incoming students have high expectations 1. of institutions to provide robust and accessible technology 2. of teachers to incorporate technology into their teaching in an appropriate manner Incoming students 3. often do not have the access or skills to use technology to support their study 4. sometimes demonstrate highly personalised, contextualised practices we can learn from.
  22. 22. What activities help develop effective practices for online learning? prioritise personalise participatepresent progress
  23. 23. 1. PRIORITISE I got behind and it was too hard to catch up
  24. 24. What unsuccessful online students want us to know 19.7% I got behind and it was too hard to catch up 14.2% I had personal problems 13.7% I couldn't handle combined study plus work/family 7.3% I didn't like the online format 7.3% I didn't like the instructor's teaching style 6.8% I experienced too many technical difficulties Fetzner (2013)
  25. 25. 1. PRIORITISE: IDEAS TO TRY Learner readiness quiz Shared calendar Twitter chat Watching events Virtual office hours #phdchat #wenurses
  26. 26. 5/8/2014 Online Learning Readiness Student Self-Assessment Online Learning Readiness Questionnaire Before enrolling in an online course, you should first assess your readiness for st epping int o t he online learning environment . Your answers t o t he following quest ions will help you det ermine what you need t o do t o succeed at online learning. Post -survey feedback will also provide you wit h informat ion on what you can expect from an online course. Inst ruct ions: Choose t he most accurat e response t o each st at ement . Then click t he Am I Ready? but t on. QUESTIONS Agree Somewhat Agree Disagree 1.  I  am good  at  setting  goals  and  deadlines  for myself. 2.  I  have  a  really  good  reason  for taking  an  online  course. 3.  I  finish  the  projects  I start. 4.  I  do  not  quit  just  because  things  get  difficult. 5.  I  can  keep  myself  on  track  and  on  time.   6.  I  learn  fairly  easily. 7.  I  can  learn  from things  I hear, like  lectures,  audio  recordings, or podcasts. 8.  I  have  to  read  something  to  learn  it  best. 9.  I  have  developed  good  ways  to  solve  problems  I run  into. 10.  I learn  best  when  I figure  things  out  for myself. 11.  I like  to  learn  in  a  group, but  I can  learn  on  my  own  as  well.
  27. 27. 2. PERSONALISE “No, of course I do not have my computer on when I am trying to learn because sometimes it distracts me because I have the Messenger on or I will read the newspapers and I don’t like that if I am trying to learn”. (Winter et al, 2010, p.78)
  28. 28. 2. PERSONALISE: IDEAS TO TRY Improve onscreen reading. Readability.com Genius hour for content curation e.g. Pinterest, Lessonpaths, Live Binders Disconnecting e.g. Stayfocussed.com, Getpocket.com Getpocket.com
  29. 29. 3. PARTICIPATE “Log into Facebook and Skype to see what others are doing – we have a quiz for one of the units that we decide that we’ll try and do together this afternoon..” Andrews & Tynan (2012, p. 574)
  30. 30. 3. PARTICIPATE: IDEAS TO TRY Window shots Course glossary Annotated bibliography Blogging rubric Edit Wikipedia entries Crowdsource maps
  31. 31. REFERENCE ME
  32. 32. 4. PRESENT: IDEAS TO TRY Repositories Infographics Online posters Virtual conference Daily create Follow @ds106dc
  33. 33. H818: THE NETWORKED PRACTITIONER Open Studio, multimedia posters, virtual conference, badges, Cloudworks . . . beyond
  34. 34. 5. PROGRESS: IDEAS TO TRY Charting toolkit Badges Learning analytics
  35. 35. Activities that help to develop effective practices for online learning: 1. Are based on our understanding of how learners experience online learning 2. Encourage the development of personalised practices which meet each learners’ needs 3. Engage learners as active participants 4. Provide opportunities for learners to present themselves and their work 5. Give feedback and reward for progress
  36. 36. SEND ME YOUR IDEAS rsharpe@brookes.ac.uk @rjsharpe
  37. 37. REFERENCES Andrews, T., & Tynan, B. (2012). Distance learner : connected, mobile and resourceful individuals. Australian Journal of Educational Technology, 28(4), 565-579. Beetham, H. & Oliver, M. (2010) The changing practices of knowledge and learning, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York. Benfield, G. (2012) InstePP Evaluation report. Oxford Brookes Unversity. Oxford. Fetzner, M. (2013). What do unsuccessful online students want us to know? Journal of Asynchronous Learning Networks, 17(1). Gourlay, L. & Oliver, M. (2014) Learner experiences vs the learner experience: visual and ethnographic methodologies, ELESIG webinar http://elesig.ning.com/page/webinars Jeffrey, L., Bronwyn, H., Oriel, K., Merrolee, P., Coburn, D., & McDonald, J. (2011). Developing digital information literacy in higher education: obstacles and supports. Journal of Information Technology Education, 10, 383-413. Rosen, L. (2012) iDisorder. Understanding our obsession with technology and overcoming its hold on us. Palgrave MacMillan. Weller, M. (2011) The digital scholar: how technology is transforming scholarly practice. Bloomsbury. London. White, Beetham & Wild (2013) Students' expectations and experiences of the digital environment Literature review. http://digitalstudent.jiscinvolve.org

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