TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
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.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
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.
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
Assessing and Progressing Digital Literacies as a Strategic ConcernJulian Prior
Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
Improving Digital Capability through Digital Literaciesjisc-elearning
Digital capability is critical to learning, living and working in the C21st. The specific role of higher education, as laid out by successive UK Governments, is to equip a generation of learners with high level skills for the global knowledge economy and – more recently – lead a national recovery based around digital industries (Livingstone and Hope 2011).
Students too expect that higher education will equip them for employment in a digital economy, and for participation in a digitally-mediated society. NSS returns show that ICT facilities and support services are being more harshly judged, as students who have grown up digital – and experienced e-learning during school – expect higher standards of provision. There is evidence from the introduction of student fees in the UK that ICT provision is a factor affecting where students will choose to study (JISC/IPSOS MORI 2008).
The evidence from more than 75 proposals to the JISC Developing Digital Literacies programme is that the digital learning experience is also being used as a marker of institutional distinctiveness. Universities need rethink their offer, from induction to graduation and into research careers, in terms of the digital experiences students have and the digital practices they encounter (Beetham et al, 2009).
This session will introduce tools for auditing and developing digital capability at an institutional and departmental level, including student-facing surveys, competence frameworks mapped to professional body standards, and models of organisational change. Participants will also explore a number of different models for becoming a successful digital institution, based on the outcomes of previous JISC work.
References:
Beetham, H., Littlejohn, A. and McGill, L. (2009) Thriving in the Twenty-First Century: Report of the Learning Literacies in a Digital Age project. JISC. Available online at: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf
JISC/IPSOS MORI (2008) Great Expectations of ICT:
How Higher Education Institutions are measuring up. Available online at: http://www.jisc.ac.uk/media/documents/publications/jiscgreatexpectationsfinalreportjune08.pdf
Livingstone, I. and Hope, A. (2011) Next Gen: transforming the UK into the world’s leading talent hub for the video games and visual effects industries, Nesta. Available online at: http://www.nesta.org.uk/home1/assets/documents/next_gen_video_games_and_vfx_skills_review
Learning analytics for assessment and feedbackjisc-elearning
The concept of learning analytics is gaining traction in education as an approach to using learner data to gain insights into different trends and patterns but also to inform timely and appropriate support interventions. This webinar will explore a number of different approaches to integrating learning analytics into the context of assessment and feedback design; from overall assessment patterns and VLE usage in an institution, to creating student facing workshops, to developing principles for dashboards.
The presentations will feature current thinking and approaches from teams from the following projects in the Jisc Assessment and Feedback programme:
TRAFFIC, MMU ( speaker Rachel Forsyth)
EBEAM, University of Hudersfield, (speaker Cath Ellis)
iTeam, University of Hertfordshire (speaker Julie Vuolo)
There will be opportunities for questions and discussion throughout the session.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Project Video Updates
While we are waiting to start please have a look at the 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
In particular updates from two FE Colleges
Coleg Llandrillo – Worcester College of Technology
PADDLE Project http://bit.ly/LN2hIo WORDLE Project http://bit.ly/LKOhe8
3. What does the term
“Digital Literacy” mean to you?
Student
Academic Staff
From Mark Kerrigan, University of Greenwich, Baseline Survey 2012
4. A definition of digital literacy?
We‟re working with colleges
and universities to embed core
digital skills into the curriculum.
By digital literacy we mean
those capabilities which fit an
individual for living, learning
and working in a digital
society: for example, the skills
to use digital tools to undertake
academic research, writing and
critical thinking; as part of
personal development planning;
and as a way of showcasing
achievements.
5. 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.
6. Baseline Review
Summary of the projects http://bit.ly/JiUV0m
and professional association baseline reports
http://bit.ly/KWFJUo
Looked at
– Policy and strategy
– Support and professional services
– Practices
– Developing capability
– Cultures and attitudes
7. BYO Technologies
How many personal technologies (i.e. Smart
phone, laptop, ipad, etc) do you take to work?
A. None
B. One
C. Two
D. Three
E. Four or more
8. BYO Technologies
– Learners are relying increasingly on the use of their own
technology for study and for assessment. (PADDLE
http://jiscpaddleproject.wordpress.com/ )
– Learners are 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.
– This raises the issue of the barriers to learning faced by the
technology „have nots‟.
9. BYO Technologies
Bring your own technologies/use of social media
“Learners are relying increasingly on the use of their
own technology for study and for assessment”
“Tutors have mixed opinions as regards using external
social media against social media designed specifically
for educational use”
Paddle Project, Coleg Llandrillo
10. BYO Technologies
BYOD/BYOS Specialised system/application
Mobile device and apps Based around and integrated
into a complex practice
Web browser and services
e.g. VLE, SRS, CAD/CAM,
Profile and preferences
SPSS, nVivo, design
Ease of adoption/use environments, Endnote...
Generic, reconfigurable Specialised, non-reconfigurable
Shared, open, social Steep learning curve
Personal/social identity Professional/academic identity
'Build your own'
Underlying data, information, standards
11. Digitally literate senior managers
Do you have any examples of senior managers
taking a strategic approach to using technology
(digital literacies)?
Type you examples in the chat box
12. Digitally literate senior managers
What does a digitally literate senior manager
need to know?
– Often SMs are limited in their use of
technologies in their own jobs. (e.g. email, MS
WORD, Excel, Powerpoint)
– Less about skills and more about „know-how‟ to
write strategy and policy and provide leadership
and direction.
– Less about skills development and more about
keeping up-to-date with developments, looking
outside the College, participating with
organisations such as JISC/ RSC
13. Developing staff digital literacies
How would you rate your digital literacies?
A. One of the most digitally literate in the college
B. Better than my students
C. I can only do what I need to do
D. I don‟t use technology
E. Other (type in chat)
14. Developing staff digital literacies
Paddle checklist
I manage my online identity and reputation
I am aware of e-safety issues
I express myself creatively, professionally or academically in a range
of media
I review the appropriateness of different technologies and make
informed choices about their use in the curriculum
I have input to the design of the curriculum, including choice of
technologies
I participate in digital networks focused on pedagogy/teaching
technique
I am aware of digital rights and responsibilities
I participate in digital networks focused on my subject area
15. Developing staff digital literacies
Examples in Colleges
– Developing Accredited Professional Development Units for
different types of Staff ( Library/ILT/Personal Tutors/Teachers)
offered as part of Staff CPD) e.g. Worcester College of
technology has 1 unit approved. WORDLE Baseline report
http://bit.ly/LD0SVQ
– Understanding the digital literacy landscape - literature review to
understand the breadth of interpretation over the term and the
various associated categorisations of digital literacy
http://bradyx.pbworks.com/w/file/50109770/WORDLE_DigiLit_Paper_
1.docx
Worcester College of Technology
(http://prezi.com/y2utpy6sffk6/digital-literacy/
16. Developing student digital literacies
Who is responsible for developing students
digital literacies in your college
A. Does not exist in my college
B. The library and IT services
C. It is embedded into the curriculum
D. Other (please type into chat box)
17. Developing Student Digital Literacies
– Student perception of their digital literacy skills and
abilities are not necessarily matched with the reality.
(WORDLE and PADDLE)
– Developing accredited digital literacy Units for
students ( FE and HE students ) that can be
embedded into course structures or offered in a
supported environment such as library resource
centre/study centre
Worcester College of Technology
(http://bradyx.pbworks.com/w/page/52526661/Appro
ved%20OCN%20Units
18. Developing student digital literacies
“students over-estimate their own digital
capabilities”
In FE, it was identified that students need the
following support if they are to flourish:
– diagnosis of ICT skills on entry to their course
– support and progression throughout their
course, in all of ICT skills, information skills,
– media skills and general study skills
– digital experiences integrated into curriculum
activities and assessments
19. Students as partners and pioneers
Are your students involved in any of these
A. Mentoring/supporting staff to develop digital
literacy skills
B. Having a say in how digital literacy skills are
developed on their courses
C. Engaged in developing resources (learning
materials, apps, etc.)
D. None of these
Please type letters that apply in the chat and give
examples
20. Students as partners and pioneers
Coleg Llandrillo peer eGuides
http://www.jisc.ac.uk/whatwedo/programmes/el
earning/swaniltig/pedl.aspx
Oxford Brookes University e-Pioneers
(students working with staff)
Students as trainers, resource creators,
researchers, entrepreneurs, mentors
Supporting staff to develop digital literacies
Accredited Institute of Leadership and
Management (motivator).
21. Subject vs. personal digital literacies
Question: Are subject specific digital literacies
more important than generic digital literacies in
your college?
Answer: yes (tick) or no (cross)
or type answer in chat box...
22. Subject vs. personal digital literacies
Examples from projects
– The need to look closely at how students are
using and applying information technology in
their studies– Worcester College‟s baseline
WORDLE Baseline report
http://bit.ly/LD0SVQ
24. Subject vs. personal digital literacies
From Hague, C. & Payton, S.
(2010) Digital Literacy Across the
Curriculum. Bristol:
Futurelab http://futurelab.org.uk/re
sources/digital-literacy-across-
curriculum-handbook
26. Developing Digital Literacies - http://bit.ly/ddl-prog
JISC on Air online radio programmes
– Part 1 - Digital Literacy – delivering the agenda within colleges and
universities
– Part 2 - Developing digital literacies for working in a digital world
– Available from: www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar series 2012-13
Summary of the projects baseline reports. Available online:
http://bit.ly/JiUV0m
Summary of the professional association baseline reports.
Available online: 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
27. 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.
Author Sarah Payton, Freelance
Education Researcher and Facilitator
“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 12/06/2012 | Slide 27
28. Further 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 – the programme will be represented at the
Blended Learning Conference, HE Academy
Conference, Greenwich e-Learning Conference, ALT-C with
proposals submitted to SEDA Annual conference ( to add)
29. Innovating e-Learning 2012
The 7th JISC international online
conference takes place on 13th – 23rd
November 2012
Registration details announced shortly!
#jiscel12
www.jisc.ac.uk/elpconference12
Digital literacies will be a key theme of the
conference and opportunities to share your
work in the conference activity week
'I just want to say #jiscel11 was awesome...'
Editor's Notes
Mark Kerrigan, University if Greemwich from responses from 79 staff and 223 students, “These graphical representations of both staff and students indicate an interesting perception of whatdigital literacies are. There was a strong indicator of ‘ability’ and ‘understanding’ with commentsaround ‘learning’ and ‘knowledge’ A lot of the responses refer to being able to use a technology, i.e.buttons to press and thus combined indicate areas of work for the project i.e. to develop and culture abetter intuitional understanding of DL.”
In contrast with both the situated learning of themes 1 and 2 and the student-centred development of theme 3, many projects uncovered evidence that the adoption of technologies and the acquisition of basic digital skills was self-directed. Universities in particular are beginning to work on the assumption, sometimes implicit, that as students bring their own devices and services into the study context they are also bringing their own skills. Across almost all the student and staff groups surveyed by the professional associations, self-directed and informal learning were the mode for adopting new practices, though the presence of more expert others in close proximity (especially the same office) was important.
1The PADDLE project involves 5 College partners in North Wales2) The baseline audits have shown that learners are increasingly relying and using their own technologies and tools and often would prefer to use their own technologies and tools that those provided by the Colleges3) Raises issues of access to WIFI for example. 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.4) Raises issues about the extent to which staff are permitting students to use their own technologies in formal learning situations. Also raises issues regarding use of BYO technologies for assessment purposes.5) For the technology “have not” students, 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.
Senior managers are likely to have been working in FE or HE for a long time and to have entered the profession when digital technology was not widely used or strategically important. So while most projects are taking bottom-up approaches to cultural change, developing the people at the top is also an important theme.Questions for this theme:Do we have examples of senior managers taking a strategic approach to digital capability, across institutional boundaries?
Do we expect our senior managers to have a vast array of technology skills at their finger tips? Often as people move into Senior Management roles, their knowledge and practical skills of different tools stagnate. (The work they do does not require them to use a vast array of skills)That’s not to say that they don’t need to keep up-to-date with developments. Without a good knowledge of what is out there, how can SM’s see and assess the potential of technology in future strategies and organisational development? How can they write meaningful strategies without an ability to assess and determine the value of technologies in future developmentsWhat should they do to be more digitally aware?Advisors in their InstitutionsActive participation outside the Institution – JISC/ RSC provide opportunities for thisLead by example in the use of technologies to enhance every day practice and working – SKYPE. Webinars, Actively promote changes through strategies and engagement with staff
Within HE/FE there seems to be evidence of technology use being differentiated by professional role (e.g. research, administration etc). Professional associations involved in DDL and some projects working with them are looking at changes to / mappings of / lenses on professional standards as a way of embedding digital capability. But in general terms, students are looking to develop professional practices and demonstrate their employability through their learning experience. In some cases professional bodies and/or employers are driving the curriculum to include more digital experiences, though there are also examples where professional bodies are rather conservative in this respect.
ColegLlandrillo, as part of the PADDLE project, has identified a range of digital skillsand attributes needed by teaching staff to carry out their roles effectively. These havebeen mapped both the the LLUK (LSIS) Teaching Standards and the HEA Learningand Teaching Standards.Staff can feel intimidated by what they perceive as the digital expertise of their students: onthe other hand, checklists of this kind emphasise the professionalism of teaching over theuse of specific devices.
1) Worcester College of Technology is developing a number of accredited digital literacy accredited units for staff ( including teaching staff, ICT, staff, personal tutors and library/learning resources staff) The units are accredited by the Open College network (OCN). The first Unit to be approved is in “structuring the virtual learning environment”2) To help them better understand what we mean by digital literacy, Worcester College of Technology has conducted a literature review of the use of the expression to try and better understand the breadth and interpretation of the term. The paper makes no attempt to synthesis or draw comparisons, but simply sets out in a chronological order the way in which digital literacy has been used
Particularly in FE settings, there is a sense that individual learners need opportunities to be personally assessed and to receive personal support for their development. Ideally this should be reflective/integrative, should be oriented on key transitions, and should link study skills with issues of digital access and related capabilities (e.g. information skills). People who are providing this joined-up support include personal tutors and subject-specialist study hubs (e.g. based in libraries). There is perhaps a contrast with HE where digital capability is widely regarded as something that should be integrated into the curriculum and not separately addressed. However, many projects are developing diagnostic and/or reflective tools that could be free-standing from curriculum contexts.
Both of the FE College projects in the programme have conducted initial audits of student skills. A key finding from both is that whilst teachers often make assumptions about the level of digital literacy skills students have ( particullarly younger ones), perception does not match the realityWorcester College of Technology is developing a number of accredited digital literacy accredited units for students ( including FE and HE students). Currently 3 have been approved. The units are accredited by the Open College network:Online information SkillsOnline Professional PresenceTraditional Library skills
– at one university only 20% of academic staff felt that students were digitally proficient compared with 45% of students themselvesAll the FE colleges involved in the programme are working to make this a reality for their students. HE institutions, where the focus is more on curriculum change, will need to learn from this experience.
Many projects are engaging students as digital pioneers and as partners in the development process – in roles ranging from co-researchers to mentors to technical support. The advantages are that students are generally more digitally confident and fluent than staff. They can benefit from the experience of sharing their expertise with others. It can be challenging for staff to recognise that students have expertise beyond their own in some areas, and to see this as a resource rather than a threat.
Worcester College’s Baseline study explored staff perceptions that students application of digital literacies were not as good as they perceived them to be. Key findings to date: Comparative study with ( A-Level ( highers) Students and FE Students Students are of the same age group but are using technologies in different ways Most worrying is the shallow depth of searching, the use of copy and paste and the inability when using to Google to source the correct or most suitable answer. TThere is a distinct difference in the results between those who used more depth of searching and those who copied and pasted. However the amount of shallow search techniques was rather alarming.