Assessing and Progressing Digital Literacies as a Strategic Concern
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Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
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Assessing and Progressing Digital Literacies as a Strategic Concern
- 1. Assessing and progressing Digital Literacies as a strategic concern Helen Beetham | Julian Prior | Neil Witt #jiscdiglit
- 2. What do we mean by digital literacy? We’re working with colleges and universities to embed digital literacies into the curriculum. By digital literacies we mean those capabilities which fit an individual for living, learning and working in a digital society: for example using digital tools to undertake academic research; for writing and critical thinking; as part of personal development planning; and to showcase achievements.
- 3. Developing Digital Literacies Programme A sector-wide programme promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for staff and students in UK further and higher education.
- 4. Assessing where we are today Institutional projects started out with a baseline audit to assess current: 1.Policy and strategy 2.Infrastructure 3.Support and professional services 4.Practices in the curriculum 5.Developing capability and expertise 6.Cultures and attitudes
- 5. What was the experience like? Exeter Cascade project – focus on digital scholarship and the experience of researchers and students in a research-intensive university Bath Pride project – focus on disciplinary aspects of digital literacy and embedding digital capability into the curriculum Plymouth SeedPod project – focus on students in transition to HE and institutional restructuring around a digital agenda How is this like in your institution? How different?
- 6. Exeter Cascade project Baseline report and beyond
- 7. Focus and purpose of baseline Project aims to implement a range of innovative strategies which ensure that students and staff develop their digital capabilities in the context of their own disciplines Focus is on digital scholarship, collaboration across the curriculum, and postgraduate researchers as change agents Needed to find out how digital scholarship is perceived and understood, how it is practiced, and how it is supported by policy, infrastructure, and professional services
- 8. Methods Closely followed JISC structure and audit tools Review of existing policies, strategies and professional services, plus Online survey distributed to PGRs in five colleges: 169 responses 3 focus groups totalling 13 PGRs Interviews with 18 individual PGRs Interviews with 16 academic and 11 professional staff
- 9. Key messages Strategic focus on research excellence, global position Push for digital scholarship to support innovation in research, teaching, and knowledge transfer Infrastructure issues: network being upgraded, move to bring your own device/ service (BYOD/BYOS) Culture is collegial and devolved: limited control from centre Expertise: PGRs are using a wide range of technologies esp social, third-party/cloud, mobile Particularly pioneering in their approaches to data capture, data visualisation, virtual collaboration and digital networking PGRs develop expertise: thru exploration, self-reliance, peers, but need more structured support for advanced uses Potential for PGRs to be 360-degree change agents (but...) Professional/support services also have key role to play
- 10. Professionalism in the Digital Environment (PriDE) University of Bath Project manager: Kyriaki Anagnostopoulou K.Anagnostopoulou@bath.ac.uk Project officer: Julian Prior J.Prior2@bath.ac.uk Project officer (Dissemination): Sarah Turpin Project Adviser: Matt Benka http://digilitpride.wordpress.com/
- 11. Digital environment For Staff Students Other stakeholders When Pre-entry Whilst at uni AlumniManifests Online In physical spaces Need to develop Skills, competencies and capabilities Infrastructure and systems Provides access Info Resources Administration Learning Experiences Research Functions Communication Collaboration Administration Learning
- 12. BASELINE METHODOLOGY 1. Semi-structured interviews 2. Scoping and Horizon Scanning 4. Faculty Learning Communities 3. Website and Document Audit
- 13. FLC FLC FLC FLC Institutional Learning Community UKOLN VITAE SCAP SU ETC Student engagement Faculty Learning Communities (FLCs) Define and articulate ‘digital literacies’ in the disciplines Audit and carry out needs analysis for students/staff
- 14. Lessons learned o Strategic documentation refers explicitly to provision of access and implicitly to skills development – but not to developing practices o Digital literacy skills/practices not routinely designed into curriculum o Provision of hardware/software and support for non- standard users – including user expectations o Barriers to supporting students in digital literacy – time and ‘not knowing what I need to know’ o Development of Digital Environment - DL part of the wider picture
- 15. 13/06/12 Prof Neil Witt Head of Technology Enhanced Learning Digital Literacy - Baseline
- 16. 13/06/12 Domains of interest • In relation to support for staff and students • In relation to teaching staff • In relation to curriculum design • In relation to student and staff skills • In relation to the Plymouth University offer • In relation to systems
- 17. 13/06/12 Building the evidence base • Survey response from 2000+ students • Focus groups with students and staff • Review of policies and strategies • Stakeholder engagement across the institution • Embedding Digital Literacy into Personal Development Review Process • Informs our new Digital Strategy • Baseline summary at http://hdl.handle.net/10293/1580
- 18. 13/06/12 Ready to move ahead • New department from August 2012 Academic Support, Technology and Innovation (ASTI) – Digital Literacy Team – Engagement and Support Team – eAssessment Team – Projects/Innovation Team – Inputs into Curriculum Design • ASTI structure informed by SEEDPOD baseline – ensures the embedding of DL into Curriculum Design and Staff Development & Support
- 19. Baselining your own institutional experience If you are online it might help to look at the baseline framework for institutions: http://bit.ly/KCACYa and/or at the audit tools: http://bit.ly/LB58Ek Also look at the tools provided on your table
- 20. Activity (alone or in pairs/threes) Choose an audit area: 1.Policy and strategy 2.Infrastructure 3.Support and professional services 4.Practices in the curriculum 5.Developing capability and expertise 6.Cultures and attitudes Consider/discuss: - What do we need to know? - How could we find out? - Who would need to be involved? - What would be the benefits of an audit?
- 21. Feedback - What do you need to know? - How could you find out? - Who would need to be involved? - What would be the benefits of an audit?
- 22. Feedforward What kind of outcomes/resources would you find most helpful from the programme? - resources for direct access by students - resources for embedding into the curriculum - resources for curriculum teams - resources for professional services - resources for strategic managers There are some early examples on your tables to explore
- 23. Further information on baselining Summary of the project baseline reports: http://bit.ly/JiUV0m Summary of the professional association baseline reports: http://bit.ly/KWFJUo Institutional videos from the Developing Digital Literacies projects visit http://bit.ly/jiscdlprogvideos to hear about how they are implementing digital literacies at a strategic level Baselining resources from the JISC Design Studio including institutional audit tools: http://bit.ly/Nz1g8t
- 24. Programme information and resources Programme blog - http://elearningprogs.jiscinvolve.org Digital Literacies Webinars - http://bit.ly/HKbYoy Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk Follow #jiscdiglit Come and speak to us at the Blended Learning Conference, HEA Conference, Greenwich e-Learning Conference, ALT-C, SEDA... JISC on Air online radio programmes: http://www.jisc.ac.uk/jisconair Developing Digital Literacies webinar – Where are we now and what have we learnt? – Helen Beetham, date tbc early July
- 25. Developing Digital Literacies briefing paper . Developing Digital Literacies Briefing paper available in June 2012, from http://bit.ly/ddl-prog and available to order from publications@jisc.ac.uk Provides a summary of the context and emerging outcomes of the programme together with links to relevant resources “Digital literacy is the intersection between digital knowhow and academic practice. Or, if you want to frame it differently, the ability to learn, the ability to learn well.” Helen Beetham, Synthesis consultant
Editor's Notes
- 30 secs - 1 min introducing myself and outlining key aims and objectives of PriDE i.e: Establishing an institutional vision for the development of DLs; Embedding DL across the curriculum and at the core of the strategic planning process (essentially change management) Mapping how disciplinary differences and cultures shape the development of DLs
- Local context: DL and PriDE is one aspect of wider work on the Digital Environment at Bath (see Kyriaki ’ s paper – submitted to the PVC Learning and Teaching) – HOLISTIC APPROACH Student Experience Working Group and Student Union Student Experience and Satisfaction – NSS and SU – importance of e-Learning and access to digital tools and technologies to enhance learning. Need for consistency of experience and a strategic vision for students across the lifecycle. Students report that they do not feel ‘ connected ’ when they come to university. ‘ disconnect ’ between home/work and study life. Also - Employability in Digital Age, Competition in HE between universities – competitive advantage of a digital environment. DE can be many thanks to many people – staff, admin, researchers, employers, applicants Talk about Personalised Environment – 14,000 students, personalisation of tech BYOS, BYOD. Not a single ‘ digital student or staff experience ’ . Infrastructure, systems, processes, online and physical spaces/learning environments, access to resources, research experience etc. Many stakeholders – past (alumni), present and future students, staff throughout the institution (challenging) PriDE focuses on the skills, competencies, capabilities and practices. Tweeting, blogging, assignments online etc. Challenge = glueing bits together into an institution-wide strategy that involves all stakeholders. Alumni, marketing etc.
- 4 ways that we carried out the baseline audit
- Skills, access to tools and technologies rather than identity and practices Curriculum – DL not embedded in curriculum – students expected to come with DL skills or gain them through other – less formal - means Devt of DE – part of bigger picture – skills, capabilities
- Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
- Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
- Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
- Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
- Draft of briefing paper for consultation Support you to convince your managers of the need for change Giving them permission to look at new approaches and the arguments why they need to change Key messages around Reviewing existing learning environments Connecting and sharing Opening institutional data Creating a seamless student experience