This document summarizes Sue Watling's research on how university staff conceptualize teaching and learning in a digital age. It describes her Teaching and Learning in a Digital Age (TELEDA) course which uses experiential learning to help staff develop digital pedagogies. It aims to investigate how this course and the Community of Inquiry model influence staff attitudes and the acquisition of digital skills. The research will analyze TELEDA data and produce a digital capabilities framework and revised Community of Inquiry model to support technology-enhanced teaching and learning.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Presentation by Andras Szucs, EDEN at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
Bett 2016 - Implementing learning analytics in your schoolWietse van Bruggen
Presented at Bett 2016, members of the learning analytics community exchange (LACE) project presented insights into aspects schools should think about when using digital learning materials and tools that have LA capabilities.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
A digital literacies framework – its strengths, weaknesses and opportunitiesJisc
Speaker: Fiona Handley, senior lecturer in learning and teaching, University of Brighton.
This session will explore the University of Brighton’s digital literacies framework which was launched in 2014.
The framework, which is aimed at academic staff, is divided into four categories: learning and teaching, research, communication and collaboration, and administration.
The session explores the strengths of a framework approach, the challenges it presents, but also the ongoing opportunities it offers compared to other digital literacy and capability initiatives.
Presentation by Andras Szucs, EDEN at the 2019 European Distance Learning Week's first-day webinar on "Why is digital learning relevant for curriculum transformation in Higher Education? " - 11 November 2019
Recording of the discussion is available: https://eden-online.adobeconnect.com/p6n1qh9zz2kf/ & https://www.youtube.com/watch?v=JQhG87aNGqQ
Bett 2016 - Implementing learning analytics in your schoolWietse van Bruggen
Presented at Bett 2016, members of the learning analytics community exchange (LACE) project presented insights into aspects schools should think about when using digital learning materials and tools that have LA capabilities.
MOOCs and Transitions: Pathways in and out of learning and workAndrew Deacon
Presented at the South African Society for Engineering Education (SASEE) Conference, Cape Town, 2017.
https://www.sasee.org.za/wp-content/uploads/Proceedings-of-the-4th-Biennial-SASEE-Conference-2017.pdf
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
Digital Humanities pedagogy: new approaches and new ways of thinking about the Humanities?
University College Cork (2013), Teaching and Learning Centre.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y pol...eMadrid network
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y políticas de Analítica de Aprendizaje en Estonia. Universidad de Tallinn. 21/10/2016.
Leveraging the digital - capability, capacity and change in higher and furthe...Jisc
What does it mean to be digitally capable? Not just for an individual, but from an organisational perspective. How will you lead using the plethora of digital tools and channels available to you?
The Jisc building digital capability project has been addressing these issues for institutional leaders, for those on the front line of teaching and research, and those who support them. Come and hear what difference it’s made to participants.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y pol...eMadrid network
Seminario eMadrid/SHEILA sobre "Analítica del Aprendizaje". Iniciativas y políticas de Analítica de Aprendizaje en Estonia. Universidad de Tallinn. 21/10/2016.
Leveraging the digital - capability, capacity and change in higher and furthe...Jisc
What does it mean to be digitally capable? Not just for an individual, but from an organisational perspective. How will you lead using the plethora of digital tools and channels available to you?
The Jisc building digital capability project has been addressing these issues for institutional leaders, for those on the front line of teaching and research, and those who support them. Come and hear what difference it’s made to participants.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Invited opening talk for University of Brighton Pedagogic Research Conference, February 2017
https://staff.brighton.ac.uk/clt/Pages/Events/enhancing%20higher%20education.aspx
Strijker & Fisser (2019 06-27) A future-proof curriculum with digital literacySaxion
In November 2014, the State Secretary for Education, Culture and Science of the Netherlands officially launched an online country-wide consultation about the future of Dutch education. Based on the outcomes and the ongoing debate, the Netherlands started the development of a new curriculum framework for primary and secondary education in 2018. One of the new themes in this curriculum is Digital Literacy, which is defined as a combination of ICT skills, media literacy, information literacy and computational thinking. Together with the other subjects (Dutch, Arithmetic/mathematics, English/modern foreign languages, Citizenship, Exercise & Sport, Art & Culture, Human & Nature, Human & Society) Digital Literacy will be part of the design of the new curriculum. A teacher design team for Digital Literacy developed a vision and elaborated this in eight so-called big ideas. Based on the big ideas learning trajectories were designed. These learning trajectories describe what students should learn in primary and secondary education.
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/
Developing RLOs at ITT Dublin. Author: philip russellPhilip Russell
Poster presented with Gerry Ryder and Gillian Kerins at Librarians Information Literacy Annual Conference (LILAC), Glasgow Caledonian University, Glasgow, Scotland 11th-13th April 2012.
Presentation to the University Alliance Teaching and Learning Network Meeting by Jisc on Learning and teaching reimagined and Powering higher education
Supporting Staff Development in Digital Literacy: The DigiLit Leicester ProjectJosie Fraser
Slides for the digital literacy workshop delivered by Lucy Atkins and Josie Fraser as part of ALT-C 2014: Riding Giants, in the Learning to Ride track. The workshop took place on Tuesday 2 September 2014 at The University of Warwick.
Supporting staff development in Digital Literacy: the DigiLit Leicester ProjectLucy Ansley
This presentation was delivered as part of ALT-C 2014: Riding Giants, in the Learning to Ride track. The presentation was given on Tuesday 2 September at The University of Warwick.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Similar to Digital Shifts; how staff in UK HE conceptualise learning and teaching in a digital age (20)
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Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Sue Watling
swatling@lincoln.ac.uk #suewatling
Centre for Educational Research and Development
University of Lincoln, UK
Presented at Social Work and Social Development: Action and Impact
Stockholm 8-12 July 2012
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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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.
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3. Technology Enhanced Learning (TEL)
• Tradition versus Innovation
• on-campus digital divides
• digitally fluent/digitally shy
• technofans/technophobes
• self exclusion of late majority/laggards
• Gap in the literature
• e-learning not e-teaching
• research topic
4. Teaching and Learning in a Digital Age (TELEDA)
•postgraduate course 30 credits each
•involved
• experiential learning
• reflective practitioner
• digital pedagogies and practices
•staff enrolled on VLE as students
•Iterative loops of evaluation
• Participatory Action Research (PAR)
•TELEDA = PhD data!
PG Cert
Digital Education
TELEDA 2
social media
and e-resources
TELEDA 1
learning design
and open education
TELEDA Pilot
e-learning
and e-teaching
5. Community of Inquiry
• Garrison and Anderson (2003)
• Presences; teaching, cognitive,
social
Digital Capabilities
Those capabilities which fit an
individual for living, learning and
working in a digital society.
6. Research title
• Digital Shifts; how staff conceptualise the pedagogic
changes from face-to-face interaction to technology
enhanced learning?
Research questions
• How can an experiential approach to an online teacher
education course support staff in UK HE to make the
pedagogic shift to technology enhanced learning?
• How does the Community of Inquiry model of online
learning design influence the acquisition and development
of digital capital?
7. Research aim:
• to investigate the influences on staff attitudes practices with
regard to technology enhanced learning (TEL)
Research objectives:
• Utilise the Teaching and Learning in a Digital Age (TELEDA) courses to
examine staff attitudes and practices towards technology enhanced learning
• Explore and critically assess the value of experiential learning for reaching
late adopters of technology enhanced design and practice
• Critically analyse the effectiveness of the Community of Inquiry model for
building a collegial network of digital knowledge and support
• Investigate and identify how the Community of Inquiry model supports the
development of digital capital for the enhancement of teaching and
learning.
8. Research Deliverables
•An agile ‘toolkit’ supporting the development of
technology enhanced pedagogic design and practice.
•A model of digital capabilities appropriate for activity-
based teaching and learning in a digital age
•Assessment and reconstruction:
• Community of Inquiry model
• Adoption of innovative practice curve
•Digital Capabilities framework for teaching and learning
11. Issues to be addressed
• Insider Research (researching within your own
institution)
• Practitioner Research (focusing on your own practice)
• Participatory Action Research (method of data
collection)
12. Progress so far….
• Revised the title, aims and objectives
• Identified research deliverables
• Re-reviewing the literature
• Mendelay to manage references
• Data analysis
• Using Nvivo to identify themes
• Looking at influences on attitudes and practices towards TEL
• Come to the data with an open mind
• Let the data speak/let the data surprise you
13. Data sources
• TELEDA pilot (2013) e-teaching and e-learning
• TELEDA One (2014) learning design and open education
• TELEDA Two (2015) social media and e-resources
• Data included
• Evaluations
• Forum discussions
• Reflective journals
• Activities
• Eportfolios
• Semi-structured interviews with course participants
• My own action research log
14. What is qualitative research?
an inquiry approach in which the inquirer:
• analyzes and codes the data for description and
themes
• interprets the meaning of the information drawing on
personal reflections and past research
• writes the final report that includes personal biases
and a flexible structure
(from Creswell 2002, p. 58)
15. Researching Learning, Learning to Research
• Conference themes Innovation, Change, Impact and Engagement
• Need to view an increasingly digital society with a critical lens
• Need to authenticate and evaluate online sources of data
• Understand how digital identity and safety matters
• Learn about open education and digital inclusion
• We are increasingly tracked and monitored online
• Investigatory Powers Act 2016
http://www.legislation.gov.uk/ukpga/2016/25/contents/enacted
• Government Digital Strategy Bill
https://www.gov.uk/government/publications/uk-digital-strategy/uk-digital-
strategy
• Government Digital Economy Bill (2017) still going through Parliament
http://services.parliament.uk/bills/2016-17/digitaleconomy.html
16. Research Publications
• Watling, Sue (2015) e-teaching as companion to e-learning; supporting digital
pedagogies and practice with academics in higher education. In Compass:
Journal of Learning and Teaching, University of Greenwich, vol 8 issue 12
https://journals.gre.ac.uk/index.php/compass/article/view/270
• Watling, Sue. (2015) Digital diversity in higher education. Paper presented at
SRHE Conference, Newport, South Wales, December 2015
http://www.srhe.ac.uk/conference2015/abstracts/0213.pdf
• Watling, Sue (2014) e-teaching craft and practice. In: Rhetoric and Reality:
Critical perspectives on educational technology. University of Otago, New
Zealand, pp. 431-435. http://ascilite2014.otago.ac.nz/files/concisepapers/75-
Watling.pdf
• Watling, Sue (2012) Invisible publics: higher education and digital exclusion. In:
Towards teaching in public: reshaping the modern university. Continuum
International Publishing Group Ltd.
• Watling, Sue (2009) Technology-enhanced learning: a new digital divide? In:
The future of higher education: policy, pedagogy and the student experience.
Continuum International Publishing Group Ltd.
Editor's Notes
Slide shows some examples of what digital shifts using technology might look like.
This research is about gaining an improved understanding around how staff conceptualise these shifts amd how they deal with adopting new ways of working.
Adoption of TEL is mixed and uneven creating digital divides on campus between the users and non-users, the digitally fluent or digitally shy
This model by Rogers is known as the Diffusion (or the spread) of Innovations and can be applied to TEL adoption. Can be hard to reach the LA and L who tend to self-exclude from digital events and literature.
Teaching and learning in a digital age (TELEDA) courses with were 26 week fully online postgraduate courses, 30 credits at level 7 with plan to validate them both as a 60 credit PG Cert in Digital Education.
Staff enrolled as students had student view and experience of VLE and asked to reflect on how they might apply their new learning to their own students
Course development was through participatory action research, working in partnership with course participants to develop the courses with continual loops of evaluation and adaptation of content.
TELEDA as PhD worked well on different levels including evaluation of Community of Inquiry Model and developing a model of digital capabilities for T&L in a digital age.
research like the story of the enormous turnip
got bigger and bigger
live in an increasingly digital age – the influence of the internet affects all our lives – including higher education
Conference themes are Innovation, Change, Impact and Engagement
Social impact of the internet affects us all –
need to be aware of digital discourse and ideology
Need to be critically digitally literate
Including awareness of digital divides and government legislation
Twitter @suewatling
Blog digitalacademicblog.wordpress.com