The document discusses digital literacy among students and supporting their development. It defines digital literacy and outlines key digital skills. It also discusses assessing students' digital skills, providing learning support, and embedding digital literacy training in academic programs. Barriers and enablers to developing students' digital abilities are addressed. The document emphasizes aligning digital literacy efforts with institutional strategies and considering learners' experiences.
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
This session looked at the opportunities for using ebooks in education. We provided an overview of the current ebook landscape, with a focus on looking at the benefits, implications of use and how to get started.
The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Doing better things: transforming how we use Turnitin for learningJisc
Students have an increasing expectation for academic interactions via the same all-pervasive technologies they use socially. How to marry this need for digital engagement with the rigours and expectations of the assessment process is a challenge faced by many institutions.
Beyond being a mechanism for managing academic misconduct Turnitin, via Feedback Studio is increasingly being adopted by institutions as a tool for Electronic Management of Assessment (EMA) in order to address this challenge.
Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Personal Learning Environments for Humanitarian Learning and DevelopmentDon Presant
Case study in progress of an initiative designed to balance the needs of learner and organization. Powered by Open Badges. A project of Médecins sans frontières presented at the ePortfolio and Identity Conference 2015.
This session looked at the opportunities for using ebooks in education. We provided an overview of the current ebook landscape, with a focus on looking at the benefits, implications of use and how to get started.
The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Doing better things: transforming how we use Turnitin for learningJisc
Students have an increasing expectation for academic interactions via the same all-pervasive technologies they use socially. How to marry this need for digital engagement with the rigours and expectations of the assessment process is a challenge faced by many institutions.
Beyond being a mechanism for managing academic misconduct Turnitin, via Feedback Studio is increasingly being adopted by institutions as a tool for Electronic Management of Assessment (EMA) in order to address this challenge.
Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
The #Selfie : Modeling Your Online Persona to Support Student Success
#NACADAmelb Conference 2015, Melbourne, Australia June 26, 2015
#AdvSelfie digital handout: http://bit.ly/advselfie and Slide Deck
Our students are sharing their lives online with friends, family, and peers. Often times they’re willing to share their lives with us too. But many advisors are hesitant to heed the invitation. Developing your own online persona can help to create an open atmosphere for starting conversations, addressing mental health issues, and growing a network of support. So... go ahead, take that selfie. Post it up and put it online... you may be surprised what comes of it!
DEANZ Webinar - Exploring E-Learning in New Zealand: A Comparison to Other Gl...Michael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2011, May). Exploring e-learning in New Zealand: A comparison to other global models. A webinar presentation to the Distance Educational Association of New Zealand, http://www.deanz.org.nz/home/
Opportunity out of Change: designing a new approach to student and teaching s...UCD Library
Presentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Digital Desires: HEA Annual Conference june 14Helen Beetham
Slides delivered to the HEA Annual Conference in collaboration with Dave White and Sarah Knight. Outcomes of the workshop available at digitalstudent.jiscinvolve.org
Best Practices in Online Academic Advising DeliveryLaura Pasquini
The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Interaction: What Every Digital-Age Classroom Needs!Staci Trekles
The most important key to good e-learning is not a particular tool or technology - it’s interaction! Learn how to take advantage of today’s digital trends toward 1:1, flipped classrooms, and personalized learning environments with practical tips, examples, and strategies that any teacher can use to reach all students.
The #Selfie : Modeling Your Online Persona to Support Student Success
#NACADAmelb Conference 2015, Melbourne, Australia June 26, 2015
#AdvSelfie digital handout: http://bit.ly/advselfie and Slide Deck
Our students are sharing their lives online with friends, family, and peers. Often times they’re willing to share their lives with us too. But many advisors are hesitant to heed the invitation. Developing your own online persona can help to create an open atmosphere for starting conversations, addressing mental health issues, and growing a network of support. So... go ahead, take that selfie. Post it up and put it online... you may be surprised what comes of it!
DEANZ Webinar - Exploring E-Learning in New Zealand: A Comparison to Other Gl...Michael Barbour
Barbour, M. K., Wenmoth, D., & Davis, N. (2011, May). Exploring e-learning in New Zealand: A comparison to other global models. A webinar presentation to the Distance Educational Association of New Zealand, http://www.deanz.org.nz/home/
Opportunity out of Change: designing a new approach to student and teaching s...UCD Library
Presentation given at Academic & Special Libraries Annual Conference and Exhibition, February 27, 2014, in Dublin Ireland. Authors Susan Boyle and James Molloy, Liaison Librarians at UCD Library, University College Dublin. Please contact authors directly for permission to quote or reuse.
Digital Desires: HEA Annual Conference june 14Helen Beetham
Slides delivered to the HEA Annual Conference in collaboration with Dave White and Sarah Knight. Outcomes of the workshop available at digitalstudent.jiscinvolve.org
Understanding emerging digital behaviours and their impactLawrie Phipps
Understanding how students behave online,
how their 'digital literacies' manifest and how
they are developing online strategies around
information seeking and collaboration is key
to how institutions support learning. Based on
the ongoing work of the Digital Visitors &
Residents project this session will explore the various 'modes of engagement' students operate in online for their learning and their perceptions of credibility in the digital environment.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Slides delivered at the Prosect Union Learn event in Manchester on 21st November 2012.
Covers Digital Learning, Social Media and Learning Pool e-learning
Developing skills beyond the curriculum – working with students to advance di...Jisc
A presentation at Connect More in Scotland, 4 June 2019.
Speakers:
Jenni Houston, head of digital skills and training, University of Edinburgh
Satu Kapiainen, digital skills and training manager, University of Edinburgh
The University of Edinburgh are committed to offering employment opportunities to their students, with over 300 appointments each year in Information Services Group and many more across the organisation.
In this session they will share their experiences of employing students in the digital skills and training team to promote and encourage digital skills development across the university.
They will focus on the broad themes of student perspective, peer-to-peer training and promotion, and employability skills before reflecting on the successes and lessons learned, to provide an insight for others interested in working with students.
This is two presentations merged into one, the first highlighting resources from the Buidling Capacity Programme, the second looking at using resources such as Scenario Planning for dealing with change.
The 'success' of the web, the government's push to get everyone connected and ongoing funding cuts all put pressure on universities to employ technology to increase efficiency. Digital technology is often promoted as a panacea which fails only because not everyone 'learns how to use it properly'. It is clear how technology can continue to improve administrative processes but its use more directly in teaching and learning can be more difficult to evaluate?.
Many want technology to be so intuitive that it seamlessly melds with their existing practice and 'disappears into use' while others see it as an opportunity to disrupt the status quo and forge new ways of working. Alongside this there is a fear that incoming students will expect certain web-like technologies to be integrated into their learning and that institutions will appear out-moded if they don't engage with the latest platforms.
In this talk I will explore the disappear/disrupt continuum and the potential digital technology has to support teaching and learning beyond being a simple content delivery system. I will also discuss the Digital Visitors & Digital Residents principle which can be used as a tool to assess how students might react to certain forms of technology thereby avoiding the 'scatter-gun' approach to using new platforms.
In September I was privileged to be able to go out to Birdlife Malta’s Raptorcamp to support their monitoring of illegal hunting. From my perspective the trip was possible thanks in part to funding from the League Against Cruel Sports and the support of my wife, Heather.
This is in part a personal account, with many thanks to all the people I met and went out monitoring with.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. • With thanks to:
• Dave White
• Sarah Davies
• Helen Beetham
• Rhona Sharpe
• The whole of the CLL team, especially
SEDA
3.
4. What are the students in this
picture
What are the students in this
picture
5. ‘I just don’t – I really don’t
understand why Wikipedia is so taboo
because – I mean, I do understand that
anyone can add information on there
but then again anyone can make a
website, anyone can make a journal, it
doesn’t make it like an educational
source.’
6. ‘…also there’s so many
people that can edit and
modify Wikipedia pages
so you can have a less
biased and more
standardized information.’
7. ‘I always stick with the
first thing that comes up on
Google because I think that’s
the most popular site which
means that’s the most
correct.’
8. How much do we really know about
students?
Personal devices
ICT
skills
Networking and
collaboration
Learning
skills
9. What is ‘digital literacy’?
those capabilities which fit an
individual for living, learning and
working in a ‘digital’ society
10. What is ‘digital literacy’ in your
context?
• What kinds of skills and attributes do your
students need to be effective learners and
employable graduates?
• What are the key skills for academics and
professionals in a digital world?
11. Don't Leave College Without
These 10 Digital Skills*
*http://mashable.com/2013/05/06/digital-skills-college/
12. 1. Setting Up a Wi-Fi Network
2. Backing Up to the Cloud
3. Basic Photo Editing
4. Basic Video Editing
5. Google Drive and Microsoft Office
6. HTML and Basic Coding
7. Setting Up a Website and Domain
8. Converting File Formats
9. Online Banking
13. Digital literacy – a working definition
ICT literacy
Information literacy
Media
literacy
Communication and
collaboration
Digital
scholarship
Identity
management
Learning
skills
14. 10. Branding Yourself
By ProtoplasmaKid (Own work) [CC-BY-SA-3.0
(http://creativecommons.org/licenses/by-sa/3.0)], via
Wikimedia Commons
15. Stages of development
access and awareness
skills
practices in
context
attributes
identity
(Beetham and Sharpe 2009 & 2010)
'I am...'
'I do...'
'I can...'
'I have...'
17. Exeter and Greenwich
• Exeter Cascade:
• 17 student interns: post-graduate researchers
– Digital innovators and emerging subject specialists who can
influence undergraduates and staff
– Undertake programme of personal development
– Acting as co-researchers
– Leading digital literacy development in their academic setting
• Greenwich – Digital literacies in transition
– Engaging UG students as part of the project research team
– Developing students, then supporting them in carrying out
research on eg student views and skills
– Producing materials to support other students
19. An analogous student
experience is important no
matter what campus, what
course, or whatever
individual needs.
This is not only true for
students!
20. Support for student digital literacy development
Self-
assessment
tools &
reflection
Learning
materials &
guidance
Workshops,
classes,
surgeries
Embedded
in subject
teaching
23. Individual as Institution
Characteristics
• Highly visible, perhaps persistent
• Readily engage in dialogue
• Collaborations and part of networks
(connectivist in their approach?)
• Sometimes off topic
26. Strategic embedding of digital literacies
Harness
change
Evidence
Contextualised
Discussion
Parallel
activities
Strategic push
27. Reviewing institutional support for digital
literacies
Tools for Digital literacy
• Areas covered by the
institutional audit tool
• Understanding learners’
experiences
http://jiscdesignstudio.pbworks.com
28. ‘I always stick with the
first thing that comes up on
Google because I think that’s
the most popular site which
means that’s the most
correct.’
Jisc design studio
29. Reviewing institutional support for digital
literacies
EvidenceStrategies
and policies
Professional
services
Curriculum
practices
Infrastructure
& learning
environment Digital
expertise
Special
projects
Learning
experience
31. Surveying learners and staff
• Need to be clear on what you really need to know, and keep
it as short as possible
• Some example areas:
– Technology use (eg devices, operating system, applications)
– What they’re used for (personal use, study, research, teaching...)
– Digital skills/confidence/practices and how these are acquired
– Processes and perceptions of the use of digital resources and
technologies within courses
• Need to know enough about your respondents to know if
they’re representative
32. May need ethics approval
Joe Loong
http://www.flickr.com/photos/joelogon/2762005194/
33. Split into groups to look at the following aspects of the
audit:
Strategies and policies
Support from professional services
Support in programmes of study
IT and learning environment infrastructure
and support
Developing digital expertise
Scan through the questions, providing answers, or pointers
to the answers, where you can
Aim to identify and feed back on those questions for which
you don’t have the answer
35. • Change occurs at the junction
• Tools are just Tools
• Digital is only the canvas upon which
change is played out.
• Ontological errors
• for example e-learning, m-learning and
digital researcher.
36. Potentially creating a
situation where
technology diverts energy
and resource away from
people and process and
into capital expenditure on
‘things’
37. • Digital sits beneath practice
• Affordances will rise to the surface
• Practice is the foci of investment
• The Tool is irrelevant, as long as it can function
• Organisation as an Organism
Post - Digital
38. Summary
• Students have varying degrees of digital literacy and
most need guidance on some aspects
• Digital literacies can be effectively aligned with other
key drivers and change programmes in the institution
• Jisc Developing Digital Literacies programme
• There are stages of development of digital literacies
which need to be considered when planning support
• Key digital literacies in your context
• Key aspects of auditing your support for digital literacies
and identified areas where more information is needed
What are the students in this lovely graphic talking about? What are they thinking? How do they feel about the use of technology in their studies? How much do we really know about them?Then talk through text on ‘How much do we really know about students’ slide and following.Outline structure – discuss some of our findings re where we are now with digital literacy, look at the approaches taken by some of our projects, and have a chance to engage with some of the resources produced by the projects and Jisc
This is what you could call a ‘shell definition’ – it allows for expansion within your own context; for considering what are the key digital literacies in your university, college, or discipline or service context.The definition highlights why digital literacies are important – they are necessary for students to make the most of their learning opportunities and to maximise their employability when they leave.
Contextualise digital literacies for services and disciplines and be clear what it means for your institution overallCreate opportunities for digital issues to be discussed across policy arenasGenerally requires a lot of pushing on all fronts/ keeping lots of balls in the air!Useful if digital literacies can be linked with another strategic priorityGreat to get it into strategies – but needs to be the right strategy, and needs to be implementedImportant to have evidence of the need for changeWider institutional changes can provide opportunities for embedding
The specific prompts to audit from the documentation supplied by Jisc are the first 6 points.To add depth to this, most projects also wanted to do something to understand more about the student digital learning experience.Helps you to understand where you are, and provides evidence of where more work may be needed.For findings, see the baseline reports page on the Design Studio at http://jiscdesignstudio.pbworks.com/w/page/46422098/Baselining%20digital%20literacy%20provision
Students are big users of tech to organise their complex lives - and get very frustrated if things get in the way of this - eg multiple logins, lack of connectivity, stuff that won't work on mobile.Students do reliably seem to be bigger users of mobile than staff. 'Checking against' what was sanctioned or deemed 'appropriate' by lecturerswas described by all students in this study. While they remain so focused on theexpectations of their tutors, it is important that students receive consistent messages about,for example, online collaborations, the value of wikipedia, the use of facebook to exchangecourse notes, and the recording of lectures.
A range of different types of tools, case studies, models, learning design, lessons learned etc which support teams in designing, developing and delivering curriculum in their institutions. Assessment and employability Assessment for learningAssessment managementAuthentic assessmentFeedback and Feed forwardLongitudinal and ipsative assessmentPeer assessment and reviewSelf-monitoring and self-evaluationWork-based learning and assessmentAssessment and curriculum design Assessment in strategy and policyBalancing effectiveness and efficiency in assessment & feedbackEngaging stakeholders in assessment and feedbackLearner perspectives on assessment and feedbackModels of change in assessment and feedbackProcesses supporting assessment and feedback Wide-scale and cross institutional implementation