Intro. Focus on take aways – project approach, discreet contextual skill development
KK: will take longer and require more resource than you planned (originally 2 proposals, twice budget, discussions with panel) KU: WIHEA new within Warwick, admin and processes not established (payment process for students, costs changed, chasing registration) UU: team, shared vision? (different roles and activities, interpretations of project plan, levels of digital familiarity), resilience – around application of permissions/communication (my experience from CMC and OIE)
Wihea – purpose and projects Getting together, existing roles Kate and Tracy: Tracy, on the project team (Slide 3): I think the team gained such valuable outcomes from this project because Teresa created a level playing field from the start. Staff and students sat round a table at our first meeting engaging in David White’s Visitors – Residents activity and a card game created by the DMLL at Coventry. We talked over coffee at the Humanities Café. I didn’t even realise until later, that I’d mistaken one of the lecturers at SMLC for a particularly outspoken student. This showed the students how much their perspectives were valued on this project – more so than staff, in many respects. The project also partly took place over the exam period, so students and academics were preoccupied with assessments. But when students’ started posting their reflections, Kate and I were able to help keep the momentum going by contributing to the discussions.
Moodle course area – known to most participants, but tools (voicethread, Bb collaborate, kaltura new to most) Mahara known to about half of participants Gafe – new to most, students had new accounts created
Focus of first session was on how real spaces affect us cf digital spaces Important to break down barriers between us based on roles- equal partners and to put everyone at their ease = team game (DMLL cards, creative story telling)
Email – most used form of communication (all formal messages, forum posts produced email notifications) but how much of that is socialised?
As principal investigator important I didn’t influence findings Needed to facilitate exploration of the spaces and be available to support and guide Library role: provision of resources to support investigation – research methods, copyright/creative commons also played a vital role in contributing to forum Heutagogy – Hase and Kenyon 2001 http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html moving on from Androgogy (accepts that individuals bring own knowledge and motivation to learning but still teacher-learner relationship is central; Wheeler http://www.steve-wheeler.co.uk/2011/07/digital-age-learning.html Perhaps better suited to learning in digital environments without pre-determined outcomes.
Flaneur – one who saunters around observing – requires time and curiosity
1. HE should allow students time to reflect/question/investigate 2. Jisc https://www.jisc.ac.uk/guides/developing-digital-literacies plus Belshaw’s essential elements (8Cs including cultural, communication) http://www.slideshare.net/dajbelshaw/the-essential-elements-of-digital-literacies 3. Chickering and Gamson’s principles for good practice in undergraduate education https://haikudeck.com/p/hgc7OSMtS1 project design emphasised diversity, responsibility and expectations, interaction, and subject specific activity.
Few had thought of using social media spaces for study – intercultural observation
Barriers – funding – take smloits of time to write bids, rarely cover the actual time used in delivering, interdisciplinary void Learning from each other requires time and space – is this factored into workload models? What is required to justify our activity? unknown, early days at the moment, replace financial incentives with academic credit or open badges?
Tracy: Some of the activities and outcomes of this project will be finding their way into a Certificate of Digital Literacy that the Library is running with the School for Cross-Faculty Studies. The Academic Technology Team is developing a resource on Digital Capabilities, so there’re ripples of activity and knowledge-sharing that will hopefully lead to a more institution-wide process.
Collaboration and innovation in the open ALT 2016
Collaboration and innovation in
taking risks, sharing lessons and the importance of
open educational practice.
School of Modern Languages and Cultures,
Into the unknown…
“There are known knowns. There are things
we know that we know. There are known
unknowns. That is to say, there are things
that we now know we don't know. But there
are also unknown unknowns”
Donald Rumsfeld, US Secretary of State for Defence, February 2002.
Shared Languages@Warwick course
Shared Mahara group
Google Apps for Education accounts
“…a form of flâneurism - the act of wandering described by
Charles Baudelaire as a means to more fully experience the
landscape or environment one finds oneself in. Many of us
assume flâneur-like trajectories when we traverse our way
across cyberspace, clicking through hyperlinks, sometimes
happening by chance upon pages that interest us, and where
serendipitous learning ultimately occurs. Heutagogic learning
is essentially self directed and autodidactic, and at its most
informal, may involve sense-making of the digital landscape
by wandering seemingly aimlessly around it. But there is still
a self-determined purpose underlying the actions of the
Steve Wheeler http://www.steve-
• Emphasis on process over product
• Developing digital literacies whilst
mediating a cultural transition
• Interest led learning allows greater
personal investment in problem solving
• Further scope for double loop learning
• Greater emphasis on peer to peer support
and closer collaboration across roles
• Embed and spread process into our
institutional digital skills plans?