Mairead McCann * Cathy O'Kelly

1. #Flops - Assessing the Challenges of Embedding Digital Literacy in a Flipped
Classroom through an Exploration of the “Visitors – Residents” Model
Mairead McCann & Cathy O’Kelly

2. Today’s Schedule
15:20- 15:35
So where are you online?
15:35 - 15:45
Individual Mapping Activity
15:45 - 16:00
“So what?” Group Discussion &
Feedback
16:00 - 16:05 Summary
#sedaconf

3. Oct 2015
Digital mapping workshop
Using the ‘Visitors & Residents’ online mapping
process to reflect on digital engagement
Written by:
Donna Lanclos - University of North Carolina, Charlotte
Lawrie Phipps - Jisc
David White - University of the Arts, London
This work is licensed under a Creative Commons Attribution 4.0 International License

4. Visitors and Residents
● A continuum of modes of engagement based on motivation to engage not technical skill or age
● Not two ‘types’ of people - a range of modes based on context and motivation
● Does not assume that ownership of technology = high levels of digital capability

5. https://www.flickr.com/photos/terry/6156784804
Visitor mode:
The Web as a series of ‘tools’
Leaves no social trace
Instrumental, defined goals
Examples include:
● Searching for information
● Reading information
● Watching videos
● Shopping
● ‘Lurking’ in Resident spaces

6. https://www.flickr.com/photos/stuckincustoms/3506557840/
Resident mode:
The Web as a series of ‘places’
Leaves a social trace
Going online to engage with others
Requires a digital identity
Examples include:
● Active in Social Media
● Joining in discussions
● Commenting
● Being socially present in email
Eric Sonstroem

10. “So what?”
• Reflections
• Comparing maps
• Discussion – responses:
 identify risks & challenges
 supports required

12. Mapping activity
● Grab a mapping grid
● Use the pens
● Colours are your friends
● Discuss as you go

14. Group Feedback
● Grab a “Show–me” Board
● Use the pens
● Colours are your friends

15. Thank You
#sedaconf mccann.mairead@itsligo.ie okelly.cathy@itsligo.ie

16. References and sources
Beghetto, R. and Kaufman, J. (2010) ‘Broadening Conceptions of Creativity in the Classroom’ in R. Beghetto & J. Kaufman
(Eds.) Nurturing creativity in the classroom (Cambridge: Cambridge University Press), pp. 191-205.
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher (San Francisco: JosseyBass).
Churchman, D. (2005) ‘Safeguarding academic communities: Retaining texture and passion in the academy’ in T. Stehlik and P.
Carden (Eds.) Beyond communities of practice: Theory as experience (Adelaide: University of South Australia), pp. 11–30.
Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic:
Oxford.
National Forum for the Enhancement of Teaching and Learning in Higher Education (NFETL) “All Aboard Digital Skills
Framework” http://www.allaboardhe.ie/visitors-residents/ accessed 2nd May 2019
O'Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C & Winning, T. (2015)
Corrigendum to “The use of flipped classrooms in higher education: A scoping review” [The Internet and Higher Education 25
(2015) 85–95]
The Internet and Higher Education, Volume 27, October 2015, Pages 90 accessed 2nd May 2019
Prensky, M. (2001) "Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?", On the Horizon, Vol. 9
Issue: 6, pp.1-6, https://doi.org/10.1108/10748120110424843 accessed 30th April 2019
UDLL Universal Design for Learning: a Best Practice Guideline https://ahead.ie/publications-for-educational-
staff?id=73&qstring=cGc9NCZzb3J0PQ accessed 30th April 2019
Wenger, E. (1998) Communities of practice: Learning, meaning, and identity (Cambridge: Cambridge University Press)
White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).
doi:https://doi.org/10.5210/fm.v16i9.3171 accessed 30th April 2019