This document summarizes the Developing Digital Literacies programme, which aimed to promote coherent and holistic strategies for developing digital literacies in UK further and higher education institutions. It discusses defining digital literacies, emerging themes, experiences needed to develop digital literacies, and strategies institutions can take to advance their digital literacy agendas through areas like policy, infrastructure, support services, practices, and culture. The programme involved universities and professional bodies and produced resources to help institutions assess and strengthen digital literacies.
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.
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
Keynote to theme 1 (responding to learners) of the JISC e-learning conference 2009. Helen Beetham's slides and text only - this was a joint presentation with Rhona Sharpe.
Hand-out designed to support strategic thinking about the digital literacies agenda, including organisational change, looking at staff roles/responsibilities, and recommendations to institutions from the JISC Learning Literacies for a Digital Age study.
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.
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
Keynote to theme 1 (responding to learners) of the JISC e-learning conference 2009. Helen Beetham's slides and text only - this was a joint presentation with Rhona Sharpe.
Hand-out designed to support strategic thinking about the digital literacies agenda, including organisational change, looking at staff roles/responsibilities, and recommendations to institutions from the JISC Learning Literacies for a Digital Age study.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
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.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
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.
Digital media and e-learning provide a cost-effective means of reaching large widely-distributed communities and building their research capacity.
The session offers experiential advice on
- the strategies that could be adopted, particularly to support informal learning within communities
- the resources that are available and
- how these resources can be used to help build research capacity.
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.
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
A presentation on How do we determine the impact of technology and mobile devices on student achievement and teacher practice. The presentation was delivered at the MISA East Mobile Learning symposium on Feb. 22, 2013 in Ottawa Ontario Canada.
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
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Hand-out to support thinking and re-thinking about graduate attributes for the C21st, particularly how university and college courses develop individuals' capacities to thrive in a digital society.
Framework for thinking about learners' development through access and skills to complex practices around technology-enhanced learning, and finally to attributes supporting lifelong learning in a digital age.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
My chapter in John Lea's edited book for Open University Press, Enhancing Teaching and Learning in HE, reproduced with kind permission of the publishers (thank you).
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
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.
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.
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.
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.
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
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Developing Digital Literacies programme
what have we done and what have we learned ?
Helen Beetham
Programme synthesis consultant
2. Developing Digital Literacies
#jiscdiglit
A two-year programme promoting the development of coherent,
inclusive and holistic institutional strategies and approaches for
developing digital literacies in UK further and higher education
University of Greenwich University of the Arts London
University of Exeter Coleg Llandrillo
University of Plymouth University of Reading
University of Bath University College London
Oxford Brookes University Cardiff University
Worcester College Institute of Education
Plus ten sector bodies: ALDinHE, ALT, AUA, HEDG, ODHE, SCAP,
SCONUL, SDF, SEDA, Vitae
www.jisc.ac.uk/whatwedo/programmes/elearning/
developingdigitalliteracies/
3. Defining digital literacies...
What capabilities, aptitudes and attitudes do learners
need to thrive in a digital economy and society?
What kind of experiences do learners need in formal
education to develop these?
What does a 'digital literacies' agenda look like at the
level of the curriculum, institutional infrastructure,
policies, academic cultures, professional services?
33
4. What kind of capabilities?
academic and information socio-
learning and media technical
practices practices practices
slower changing rapidly changing
cultural and institutional inertia commercial and social drivers
formal learning informal learning
lifelong development rapid obsolescence
44
5. What kind of capabilities (SCONUL)?
ICT/Computer Literacy the ability to adopt, adapt and use digital
devices, applications and services in pursuit of scholarly and educational goals.
Information Literacy: the ability to find, interpret, evaluate,
manipulate, share and record information, especially scholarly and educational
information
Media Literacy: the ability to critically read and creatively produce
academic and professional communications in a range of media.
Communication and Collaboration: the ability to participate
in digital networks and working groups of scholarship, research and learning
Digital scholarship: the ability to participate in emerging academic,
professional and research practices that depend on digital systems
Learning Skills: the ability to study and learn effectively in technology-
rich environments, formal and informal 55
6. What kind of experiences?
extensive, complex, ill-defined
attributes
practices
skills
access
intensive, simplified, well-defined
66
7. What kind of experiences?
Exeter Cascade leadership
New dimensions to the
model
attributes
Cardiff Digidol
Using the model to
survey students and practices
staff across roles
Inst of Education skills
Using the model to
code student interviews
access
awareness
77
8. Emerging themes
Digital literacies for further and higher education are:
Multiple and complex
Hybrid – academic practice + digital know-how
Based in subject areas: disciplines, vocations,
professions
Both generic and role-specific
Aspects of personal style – ownership, choice,
performance of identity
Acquired and developed as needed – best practiced in
authentic contexts
Often acquired from close peers, but
likely to require formal support if specialised
9. Motives for engaging in the DL agenda
Employability New social practices
Graduate attributes Digital media
Digital reputation Ubiquitous ICT
Digital capital/digital divide Student expectations
Individual aspirations Personal digital practices
Organisational priorities Educational digital practices
Efficiency in core processes
Capacity building
Global markets Digital scholarship
Borderless institutions Open publishing/open data
New modes of participation Digital academic media
Perceived vfm Ubiquitous knowledge/data
10. Baselining digital literacies
1. Policy and strategy (public messages)
2. Infrastructure (networks, buildings, spaces,
hardware, software, data services, IT support)
3. Support (professional services)
4. Practices (e.g. curriculum design, teaching,
learning, research, KT, admin.)
5. Expertise (courses, frameworks, IAG, sharing,
development opps, recognition and reward)
6. Culture (expectations, understanding, values,
needs, attitudes, beliefs)
12. Baselining digital literacies
Look at the 'forward thinking Universities' posters
on your table
1.Choose one category
2.Consider: How many of these things is my
institution doing (a) with full commitment (b)
somewhat/in places (c) not at all?
3.Discuss: Are these useful indicators? How
would I know that the digital literacy agenda was
being taken forward at my institution (alternative
indicators)?
13. Strategies
Average = 6-10 strategies
The diversity of documents covering... digital matters for
staff and students means there are few members of the
University aware of it all – and policies may be devised
and revised without much engagement across
departments...
With regard to the rapidly changing world of information
technology, it may be argued that the traditional
mechanisms for developing and agreeing strategies lack
sufficient agility.
Neither the programme specification, guidance notes or
checklist mention or give examples of digital literacies;
the same applies to the definitive documentation for
2010-2011
14. Strategies
Fragmentation or diverse manifestations of a digital
agenda?
As well as internal strategies, need to assess the public
mission/offer, especially to prospective students
Need for digitally literate senior managers...
… but also people with vision at all levels
Corporate Plan
Learning and Teaching | e-learning | IS/ICT
Library and Information Management
Research and Knowledge Transfer | Estates
Student Experience | Student Charter | HR
15. Infrastructure issues
BYODevice/BYOService/BYOSkills – what are the
assumptions? Who is at a digital disadvantage?
Data/information environment that is platform, device,
and application agnostic
Providing an equivalent infrastructure across distributed
sites of learning – even in workplaces/other countries??
Breaking down boundaries within institutions e.g.
library/study/social spaces
Borderless institutions - what are the infrastructure
issues?
16. Professional services in support of DDL
Enhancing digital capability of professional staff
Building links across professional and support services
Involving students as change agents, in supporting other
students' and reverse-mentoring staff
Providing students with clear signposts to existing
support and guidance
Educational development/enhancement
Careers/employability | e-learning | IT support
Learner Development | Researcher Development
Library | Student Union
17. Support for DDL in FE
Support more focused on the individual learner
Personal tutors, subject-related 'study areas' integrate
provision
More likely to explicitly assess and progress digital
capabilities
Teaching staff undertake ILT training
Much greater focus on e-safety
Lower level of personal device use in college
What can HE learn from FE and vice versa?
18. Emerging practices
Hybrid practices: informal/formal contexts,
institutional/personal/public technologies,
academic/digital know-how
work/home life
Hidden practices: personal study habits, outsourced
curriculum, third party software/services, 'workarounds'
Practice innovators may be ignored/undervalued e.g.
teaching administrators, PGRs
19. Developing expertise
Self-reliance for adoption and basic use
Structured development for complex systems that
support complex practices
– e.g. data analysis, reference management, business
systems, editing software, design systems
Local peer or mentor support for advanced and
contextualised use
students’ digital literacy practices are predominantly
contextualised within their programmes of study
Perceived lack of relevant, timely, local
training/support
Academic 'generation gap' makes reverse mentoring
attractive
20. Attitudes and cultures
Students' digital capability still regarded with more
fear than excitement by many staff
Culture clash seems more evident at 'traditional'
universities and where the 'academic generation
gap' is widest
Experience with technology leads to a more critical
and discriminating attitude
We need a shift of focus from teaching staff using
technologies to use by students: 'feel the fear'
21. Feedforward
What kind of outcomes/resources would you find
most helpful from the programme?
- resources for direct access by students
- resources to repurpose/embed into the
curriculum
- guidance for curriculum teams
- guidance for professional services
- guidance for strategic managers
- other
There are some examples coming up!
22. Further information on baselining
Summary of the project baseline reports:
http://bit.ly/JiUV0m
Summary of the professional association baseline
reports: http://bit.ly/KWFJUo
Institutional videos from the Developing Digital
Literacies projects visit http://bit.ly/jiscdlprogvideos to
hear about how they are implementing digital literacies
at a strategic level
Baselining resources from the JISC Design Studio
including institutional audit tools: http://bit.ly/Nz1g8t
24. Digital capability is...
The claims of top departments to be pushing the
boundaries of research require a sustained
engagement with digital scholarship. The claims of
top teaching universities to offer a personal,
relevant and engaging learning experience
demand sustained innovation in methods. Neither
is possible unless universities rethink their offer...
in terms of the digital experiences students have
and the digital practices they encounter
(Beetham et al, 2009).
25. Further resources
JISC Developing Digital Literacies programme:
Developing Digital Literacies on the Design Studio
SEDA page on the Design Studio
Baselining Digital Literacies page
Learning Literacies in a Digital Age (original audit
study)