Finding out what learners actually do
§ Careful, empirical examination of what learners
actually do is largely absent’ (Oliver, 2015, p. 367)
Researching digital literacy
within an institutional context
1. Difference. Learner experiences vary
considerably. How can we talk about difference
in a meaningful way?
2. Design. How can we design learning
experiences that develop the practices and
attributes of successful learners?
3. Data. How can we keep track of how we are
doing in developing digital literacy?
FE Digital Student Project
23 sector reports
8 peer reviewed articles
25 case studies
7 institutional documents
12 focus groups
6 further education colleges
6 consultation events
Loads of post-its
Data collection methods
Learner profile Card sort
The Learner and their Context, Becta
Chris Davies and Rebecca Eynon
“They’re [the Chromebooks] not that good.They’re
probably good if you know how to work them properly
but I know they’re not that difﬁcult but none of us have
been told how to use it.” (Focus group 3, Level 2 learner)
For the intensive
“I think we learn more from one
another than we do from the tutors.”
(Focus Group 6, Level 2)
Because basically our lessons revolve around usingYouTube, just in
Sociology, we do the lesson outside of school and then bring it in,
so the social media actually really helps with learning.
(Focus Group 5,A Level)
of skills is
Social digital literacy
practices are valued
and new practices
The ways that most
learners use technology
in support of their
studies is …
influenced by the
What do you do to
literacies in your
Developing the practices and attributes of
successful learners for a digital age
• Are intentional, self-aware, manage
boundaries and distractions and
have good information literacy skills
(self regulated learning)
• Personalise their learning
environment to suit their needs
• Are engaged participants (social,
• Use technology to present
themselves and their work to
different audiences (identity)
• Are confident and agile with their
technology use (experimentation)Sharpe & Beetham (2010)
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.
Developing digital literacies
within a course
Digital literacy as a graduate attribute
A digitally literate learner is ﬂexible and reﬂective,
conﬁdent and capable of selecting appropriate
tools and software for eﬀective scholarship and
Conﬁdent users of advanced technologies...
exploiting the rich sources of connectivity digital
working allows (Wolverhampton University)
To be eﬀective global citizens and interact in a
networked society (Leeds Metropolitan
and ersonal literacy
Digital and information
Why graduate attributes?
“Every undergraduate programme will include the
development of the five graduate attributes”
• Case studies
• Mapping tools
A. Plan for the inclusion of ICT resources within the teaching
of classes of primary-aged children
B. Application of IT skills within a technical or commercial
environment, particularly CAD systems and data transfer
between such systems.
C. Gather, organise and deploy a variety of digital sources
pertaining to the subject.
D. Present to an audience using appropriate media.
E. Evaluate the role of assistive technologies in the
development of xx practice.
Evaluation Part 1
How is digital literacy defined within the
With your neighbour, can you identify the disciplines?
Quick plug for 53 book
Prioritise: activities to get started"
Participate: encourage contribution
Personalise: make learning personal"
Progress: encourage time on task"
Present: activities for lifelong learning"
Ensure new business models meet
(and manage) learners’ expectations
92% satisfaction withVLE
Ability to access
materials and contact
tutors out of class time
Inconsistency in use
How are we doing?
1. How much has your coursework emphasised
the following mental activities?
2. How often have you done each of the
3. How much has your experience at this
institution contributed to your knowledge, skills
and personal development in these areas?
How are we doing?
Brookes Survey of Student Engagement
digital sources of
Used technology to
others or engage
Used technology to
reflect on and
Using technology in
How often have you?
- used technology to reflect on and record you learning
- collaborate with others
Graduate Attributes as a measure of
Learning gain in Active
ABC Learning Gains
project with OU and