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A critical, collective, community based approach to enhancing digital development in Higher Education


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Keynote for ARLG Conference, 4 June, 2019

Published in: Education
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A critical, collective, community based approach to enhancing digital development in Higher Education

  1. 1. A critical, collective, community based approach to enhancing digital development in Higher Education Sheila MacNeill (@sheilmcn) ARLG Conference, 4 June 2019, #arlg19
  2. 2. The (post) digital age
  3. 3. “We need to be able to articulate an understanding of what universities are for that is adequate to our time if we are to be able to decide what to do.” (Collini , S, 2017, Speaking of Universities)
  4. 4.
  5. 5. Critical frames of reference • Challenging neo-liberalism • Discursive, reflective, dialogic process, grounded in critical pedagogy • Open education
  6. 6. Information Literacy • ... the adoption of appropriate information behavior to obtain, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society. (Johnston and Webber 2003)
  7. 7. Information literacy as: “situated epistemological practice within a given context, which can be understood using a variety of theoretical approaches and research methods, and developed by more sophisticated pedagogical strategies.” (Johnston, MacNeill, Smyth, 2018)
  8. 8. Information literacy enriching digital capability and strategic development • Enriches and broadens discussion • expands the idea of the digital to include informational dimension of the Internet and digital technologies. • Expanding and sharing practice of librarians, lecturers, educational developers, learning technologists and their practice communities. • Holistic approach – beyond basic technical capabilities
  9. 9. Agency and/or personhood • Agency: social and individual, neo-liberal • Personhood: holistic, totality of experience • Understanding, challenging, changing political contexts • Enhanced criticality • Personhood explicit part of curriculum • The Stanford Civic Online Reasoning project (2016)
  10. 10. People and pedagogy not technology and managerialism
  11. 11. Academic development and open education at the heart of organisational development Revised conceptual matrix,, MacNeill, Johntson, Smyth, (2018 )
  12. 12. Critically engaged staff development as a key part of digital transformation Academic development as critical practice – central to digital transformation Utilise porosity between academic developers, educational developers, librarians, learning technologists Challenge structures current CPD/professional recognition/metrics are modelling
  13. 13. Re-centering “the digital”
  14. 14. The curriculum as an open and negotiated space
  15. 15. Porosity (2) Open scholarship (2) Co-location(2) Co-production(2) Participation Public pedagogy Praxis (1) (3) Designed physical and digital learning spaces Self-selected digital learning spaces Formal and informal learning communities Public third spaces Digital third spaces (3) Negotiation and agency Difference and diversity Curation and creation Vertical and horizontal learning engagement Sustainable pedagogies Reflexive dialogue The Digitally Distributed Curriculum (1) Values (2) Enabling dimensions (3) Instantiation and enactment of DDC (3) Digital artefacts Collaborative public projects Student digital scholarship Digital knowledge domains (3) Open textbooks and resources Open online engagement Open campus engagement Open in the community Fluid curriculum
  16. 16. What do you think?
  17. 17. Thank you Sheila MacNeill https// @sheilmcn