This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
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.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
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.
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...DEFToer3
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
A Pedagogical Model for Science Education through Blended LearningJosé Bidarra
Presentation delivered at the EADTU 2015 - THE ONLINE, OPEN AND FLEXIBLE HIGHER EDUCATION CONFERENCE. Authors: José Bidarra (UAb), Ellen Rusman (OUNL).
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Regional Education Expertise Forum (REEF) RESEARCH BRIEFING Digital Literacy ...DEFToer3
This research brief on digital literacy in schools was completed by Isabelle Brent of Sheffield Hallam University in Summer 2012 and was commissioned by the Collaboration Sheffield: Leading Transformational Change project, funded by HEFCE. If you are interested in finding out more about the project and related activities,
please contact reef@sheffield.ac.uk
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Reflecting on two examples of play in Learningtelshef
Part of the Learning through Play presentations
This session will explore the value of play and how it can enhance student learning in Higher Education. Colleagues from the School of Education invite you to explore the benefits of Play in education in which play challenges assumptions of traditional HE learning and identify ways in which Play can be incorporated into your own teaching.
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Using handheld devices to develop literacy skills - DeFT regional conferenceDEFToer3
This presentation was delivered by Rob Hobson at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
What limitations are involved when using digital technology within the Englis...DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Workshop 1
DeFT: Digital Futures in
Teacher Education
Anna Gruszczynska and Richard Pountney,
Sheffield Hallam University
2. Introduction and background
Local teachers and pupils, teacher For more information:
educators and teacher education • Project website
students involved in: www.digitalfutures.org
•sharing and developing good • Project blog
practice in teaching www.deftoer3.wordpress.com
•understanding more about digital
• Twitter @deftoer3
literacy
• Slideshare
•developing guidance on Open
www.slideshare.net/deftoer3
Educational Resources in the
school context • Contact:
•Project outputs will be shared via a.gruszczynska@shu.ac.uk;
an open textbook (pulling together r.p.pountney@shu.ac.uk
case studies and supporting
resources) and the "Digital Bloom"
installation
3. Activity no 1.
1. List your three favourite
digital tools
2. Name a tool you're not
very familiar with but
would be interested in
trying out
4. Research questions and
framework
Key questions Research framework
• What is the relationship • Embedded within Bernstein's
between Open Educational theory of pedagogic discourse
Resources and digital • Drawing on the principles of
literacy within professional social sciences knowledge
development? production (teacher
• What understandings of education as its subset)
digital literacy and Open
• Exploring tacit aspects of
Educational Resources
pedagogical practice
emerge through a reflexive
approach to project • Exploring the "why" (socio-
methodology? cultural/institutional context)
rather than solely the "how"
(technical aspects) of OER/DL
5. Project methodology:
Data collection
Reflexive moments
• Five staged prompts sent out to team members;
responses via e-mail or personal blogs
• Each moment is followed by a digest of emerging themes
and issues, shared with project participants via project
website
Materials emerging from the case studies of digital
practice:
• notes from project meetings and school visits
• notes from rich media content - photographs and videos
• comments from teachers/team members on project blog
and Twitter
• focus groups with PGCE students
6. Project methodology:
Principles
• The case study method
1.The DeFT movie!
(Stake, 1985)
2. Alternative Forms of
• Schön's 'reflection-in-
action' (1983) - sharing Recording for
stories of "opening up" teaching and learning
pedagogical practice 3.Camp Cardboard
• Bernstein’s theory of 4. Reflections on Digital
pedagogic discourse Literacy
(Bernstein, 1990, 1996,
2000) - exploration of
(in)visible pedagogical
practices.
7. Activity no. 2
Tell us a bit more about your digital profile
1. What is your digital superpower?
2. What is your digital kryptonite?
Available from Dunechaser under CC BY-NC-SA 2.0
8. Frameworks for digital literacy
• Engagement with existing frameworks (JISC, 2011)
• Digital literacy as a continuum between the purely
social and the purely technological
• Move from the singular ‘literacy’ to the plural
‘literacies’ to emphasise the sheer diversity of existing
accounts (Lankshear and Knobel, 2008).
• Digital literacies as "the constantly changing practices
through which people make traceable meanings
using digital technologies" (Gillen and Barton, 2010).
• Critique of the concept of digital natives (Bennet et al.
2008)
9. www.digitalbloom.org
Activity no.3
1.Find a partner
2. Pick a device - iPod, iPad, your smartphone or pen
and paper
3. In pairs, take turns to answer the following question:
• How do you define digital literacy in personal and
professional context?
Capture the answers using your chosen technology -
record the audio/video, Tweet it, write it down.
Ideally, email them to us r.p.pountney@shu.ac.uk
4. Reflect on the experience with the group
10. DL and the rules of regulative
discourse
‘When it comes to e-safety, we seem to live
in a culture of fear where we [might be]
teaching road safety but never letting the
child out’ (project meeting, teacher)
•Web2.0 filters
•Technological barriers
•Access to devices
11. DL and locus of control over
selection of instructional discourse
‘In terms of teaching and digital
literacy the ultimate question we
constantly need to deal with is -
is this going to help the students
when they get to an exam?
Because what I would like to see
happening is the fostering of a
community, personal growth etc.
but most of the time it is about
having to teach "for an exam“’
(focus group with PGCE students).
12. DL Tensions: sharing resources
‘polished performance’ vs. accounts of ‘real life’’
‘you have to be sharing with the
kids anyway all the time’
(focus group with PGCE students)
‘You don’t know what reaction you would
get… can you imagine if you put it on you
tube and you got loads of thumbs down?’
13. Locus of control over pacing:
Stories of a digital divide
‘My pupils were shocked to discover that I
didn’t have a mobile phone as a teenager
and when you arranged to meet with your
mates you just agreed on a meeting time
and point and then waited. You would
actually talk to each other, you know,
rather than keep texting.’
(focus group with PGCE students)
14. DL investigations: new avenues
• Methodological approaches: exploring the
ways in which understandings around DL
are expressed and shared through
reflection in action
• Re-examining DL in the context of the
debate around ICT in the curriculum and
the removal of the programmes of study
• Exploring the place of DL and OERs in
professional development of teachers
15. References.
Questions? Comments?
Bennett, S, Maton, K, & Kervin, L. (2008). The ‘‘digital natives’’ debate: A critical review of evidence.
British Journal of Educational Technology, 39, 775–786.
Bernstein, B. (1990). The structuring of the pedagogic discourse: Class, codes and control. London:
Routledge.
Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London:
Taylor & Francis.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Revised
edition). Lanham: Rowman & Littlefield publishers.
Gillen, J. & Barton, D. (2010). Digital literacies. A research briefing by the technology enhanced
learning phase of the teaching and learning research programme. London: London Knowledge Lab,
Institute of Education, University of London.
Joint Information Systems Committee (JISC). (2011). Digital literacy anatomised: access, skills and
practices. Available from
http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf (Last
accessed 29 February 2012).
Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rd
Edition). Maidenhead: Open University Press.
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
Stake, R.E. (1995). The art of case study research. London: Sage.
