DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Introduction to the Software Sustainability Institute and a record of the discussion held at the JISC RI Software Sustainability Workshop on the 12th May 2010.
Individuals benefit from ongoing and professional development through formal and informal learning experiences but are often offered limited support to manage the evidence of their learning for future uses (eg for such things as applying for a job or a promotion, supporting performance management or recognition of prior learning and/or applying for a grant or entry into a tertiary institution).
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OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
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"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
Implementing TEL at DMU: University of Surrey Workshopguest71d301
My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
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Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Introduction to the Software Sustainability Institute and a record of the discussion held at the JISC RI Software Sustainability Workshop on the 12th May 2010.
Individuals benefit from ongoing and professional development through formal and informal learning experiences but are often offered limited support to manage the evidence of their learning for future uses (eg for such things as applying for a job or a promotion, supporting performance management or recognition of prior learning and/or applying for a grant or entry into a tertiary institution).
This presentation demonstrates how Mahara is being used to with educators and support staff using collaborative learning techniques, critical reflective dialogue and shared learning experiences to support their action-based learning and action-research projects. This session will also showcase how the educators and support staff collectively generate and gather evidence in Mahara which they can be used in the future or as part of their ongoing reporting requirements.
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We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
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Given at EDUCUASE ELI16
In 2012, Duke University's Center for Instructional Technology (CIT) began experimenting with MOOCs with an interest in both open education and campus impact. Today, faculty are increasingly interested in content mashups and technology integrations that go far beyond the average course site. Presenters share how CIT evaluates technology tools and platforms to meet faculty needs, maps the Duke learning technology ecosystem, and tests new technologies for fit. In this presentation I discuss the methods and applications used, the results of Canvas and Open edX testing (summer 2015) and an Open edX pilot (spring 2016), and the values shaping the ecosystem moving forward.
OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
-Identify strategies for visualizing a learning ecosystem
-Assess methods and applications for evaluating technology platforms
"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
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My preso for the University of Surrey's second workshop on their VLE review. http://www2.surrey.ac.uk/cead/learningandteaching/vle-strategy/vleworkshop2/
EU Project TAU's Seminar 2 material - Part 3
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ICTs are quickly becoming popular in the world as part of social order, education has cought on and thus plans to intergrate ICTs as part of teaching and learning.
Similar to Debut Presentation Rsc Jisc Forum Dec 08 (20)
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Debut Presentation Rsc Jisc Forum Dec 08
1. DEBUT Digital Experience Building in University Teaching Lessons learnt from a digital literacy staff development programme Su Westerman Learning and Teaching Enhancement Unit (LTEU )
2. What is DEBUT? DEBUT started life as an HEA Pathfinder funded project. It piloted and evaluated a digital literacy approach to developing a group of staffs’ confidence in using new technologies . DEBUT used a personalised , contextualised , and intensive approach whereby participant’s exploration of a range of IT tools was based on their situation , needs and context
3. Why DEBUT? Involvement in HEA Benchmarking exercise showed widespread use of the VLE in the institution but few examples of creative practice , or use of other digital tools. Systems-based staff development on different tools was not resulting in incremental gains in staff confidence in using digital tools. Is this picture mirrored in your institution? Q We wanted to explore new approaches which developed the digital confidence levels of staff rather than their skills on particular systems, better enabling them to exploit the continual developments in digital technologies.
4. The key elements of DEBUT Expressions of interest were sought across the University. Twenty-five staff were accepted. Participants were representative of the academic and demographic profile of the institution, whilst having very different levels of digital literacy. Participants were asked to rank their digital literacy levels at the outset and end of the project. A wide choice of digital tools (23) were offered to participants from which they needed undertake a minimum of six, to gain a range of digital experiences. Some tools were standard University technologies, some were external web2-type tools and others were technologies new to the institution such as podcasting.
5. The key elements of DEBUT The tools were supported by a variety of staff development approaches (including workshop, 1:1 and self-directed) and each tool was offered between one and three times over the ten months of the project, depending on its popularity. Participants were helped in selecting tools which had meaning for them and suited their context through a demonstration and individual interviews. They were then asked to evaluate each experience and their overall DEBUT journey.
6.
7. A bit about digital literacy Martin suggests that for the individual, e-literacy consists of five elements: awareness of the IT and information environment confidence in using generic IT and information tools evaluation of information-handling operations and products; reflection on one’s own e-literacy development adaptability and willingness to meet e-literacy challenges. The DEBUT project used these elements to construct the digital literacy scale on which participants could position themselves, from 1 (complete beginner) through to 5 (expert), at the beginning and end of the project. http://www.ics.heacademy.ac.uk/italics/vol5iss4/martin-grudziecki.pdf (DigEuLit project) Where do you think the majority of your staff are against these elements? Q
8. Lessons learned and findings to share Many participants also immediately integrated the use of their chosen tools into their practice. The key indicator of DEBUT’s success was evidence of a marked increase in the digital literacy levels of the participants. All but the most experienced had made progress on their digital journey, very significant progress in a number of cases. Participants commented on the increase in their ability and confidence not only with the tools they had experienced as part of DEBUT, but with digital tools generally.
9. Lessons learned and findings to share Key success factors quoted by participants were: The awareness raising events at the outset of the programme Contextualised staff development The opportunity to explore a range of digital tools Exploring these tools intensely within a short time frame The support provided The opportunity to share practice The most favoured staff development approach was group sessions where homework was given and a follow-up session.
10. Lessons learned and findings to share Some comments from the DEBUTANTS: “ It has widened my understanding broadly of the possibilities that could be used for personal, professional or educational development”. “ I now feel much more confident ... if I just fiddle around then something will come up and at the end I can just get rid of it and unfiddle it. Before I was so petrified about ... I don’t know ... it not working out”. “ It has been interesting to integrate the different digital tools. I have used pictures from Flickr and updated the reference lists used at the end of the [Powerpoint] presentations using Refworks.” “ You wouldn’t believe how much my IT skills have developed. Now I feel I can press buttons on my computer and it won’t break”.
11. Lessons learned and findings to share Key issues and challenges : Mixed ability groups could be an issue Relationships built on expertise and trust Time available to spend on staff development All those unexpected things that crop up Easy access to appropriate technologies How do you deal with these challenges to staff development in your institution? Q
12. Moving forward The positive outcomes from the project have led to the University committing to DEBUT being embedded as a annual programme which takes account of the lessons learned in year one of the programme. Cohort two began in June 2008. The aims for this next year of DEBUT are to work with a new cohort of participants to further evaluate and enhance the approach.
13. Moving forward We will also be working with year one participants to enable a longitudinal study of the impact on the student experience resulting from the first year of DEBUT. We see DEBUT as a key element in the drive to build institutional e-capacity, to foster a community of digitally confident staff who can exploit technologies for themselves and, alongside the LTEU, support colleagues. We are looking to gain greater sign up to DEBUT from Heads of Department, so they can encourage and support staff undertaking DEBUT. Q What do you think about DEBUT – could it work in your institution?
14. DEBUT For further information please contact: Su Westerman Learning Technology Coordinator and DEBUT Programme Manager [email_address] Alternatively go to: http://www.canterbury.ac.uk/lteu
