Digital Literacies for a Changing Learning Context
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Gráinne Conole presented on digital literacies for a changing learning context. She discussed how technologies are transforming education through new forms of communication, collaboration, and access to resources. Learners now have personalized digital environments and use a mix of institutional and cloud-based tools. This requires new digital literacy skills. Conole argued that pedagogical approaches should harness technologies' potential through practices like situated, mobile, and immersive learning. Education is also becoming more disaggregated with open resources, learning pathways, and new models of support and accreditation emerging.
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Digital Literacies for a Changing Learning Context
- 1. National Teaching Fellow 2012 Digital literacies for a changing learning context Gráinne Conole, University of Leicester 6th November 2012 CSU edConference WaggaWagga, Charles Sturt University
- 3. Outline • The technological context • Learner experience • Digital literacies • Pedagogical approaches • Disaggregation of education • Learning design • Changing practices
- 4. Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
- 5. Collective Peer critiquing aggregation User generated Open content Networked Personalised
- 6. Technological trends • Mobiles and e-books • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Technology-Enhanced learning spaces • Learning analytics
- 7. Technologies • Transforming everything we do • New forms of communication and collaboration • Multiple rich representations • Tools to find, create, manage, share • Networked, distributed, peer reviewed, open • Complex, dynamic and co- evolving http://www.flickr.com/photos/oceanflynn/6638184545/
- 8. Technologies for learning • Audio-graphics • Podcasts • Blogs • RSS feeds • E-Books • Second life • E-Portfolios • Social bookmarking • Games • Twitter • Instant Messaging • Video Mesaging • Mashups • Wikis • Mobile learning • Video clips and YouTube • Photo sharing • Video chat Rennie and Morrison, 2012
- 9. Learning Management Systems Communication Library Content tools Registration Collaboration Assessment Finance tools tools Timetabling Student Upload Tracking records tools tools Conole, forthcoming, UNESCO briefing paper
- 10. The MATEL study http://www.menon.org/matel/ • Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity http://www.flickr.com/photos/wfryer/462376660/
- 11. Aspects of learning Individual Collaborative Creating and Learning accessing content organisation
- 12. Google glasses project • Can ‘see’ the Internet on glasses • Context sensitive information • Context lenses planned http://www.youtube.com/watch?v=9c6W4CCU9M4
- 13. Game changers • Harnessing the power of new media • Need to rethink education • Key questions – How can we reach more learners, more effectively? – What is the impact of free resources, tools and expertise? – What new business models are emerging? – What new digital literacies are needed? http://www.educause.edu/game-changers
- 14. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, jus t in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and cloud-based tools and services • Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010 http://www.educause.edu/studentsAndTechnologyInfographic
- 15. Digital literacies • Range of terms and definitions – Information literacies – Digital literacies – Digital competences – E-skills Digital literacies = Tool knowledge + Critical thinking + Social engagement (Fraser) www.guardian.co.uk/higher-education-network/blog/2012/may/15/digital-literacy-in-universities
- 16. Digital literacies: definition • Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) • Continuum from instrumental skills to productive competence and efficiency http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
- 17. IPTS report • Confident/critical use of technologies for work, leisure and communication • Digital divide • The network is key • More participatory and open practices
- 18. Benefits • Social • Health • Economic • Civic • Cultural • Societal http://www.flickr.com/photos/mediaquell/4329902002/
- 19. Issues • Personal safety and privacy • Responsible, ethical, and legal issues • Understanding digital media • Inequalities and the digital divide http://www.flickr.com/photos/29233640@N07/3668208527/
- 20. Digital literacies Creativity Play Collective intelligence Performance Judgement Simulation Transmedia navigation Appropriation Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006 http://www.flickr.com/photos/r8r/4109502436/
- 22. Distributed cognition Across Filtering networks Tools and Aggregation people Networked Personalised Salamon, 1993
- 24. Networking
- 26. Performance • Digital identity • Degree of openness • Communication and collaboration
- 27. Creativity • Derived from Latin ‘creo’ to create/make • Creating something new (physical artefact or concept) that is novel and valuable • Ability to transcend traditional ideas, rules, partners, relatio nships and create meaningful new ideas, forms, methods, inter pretations http://www.flickr.com/photos/vaxzine/2278300537/
- 28. Why is it important? • Essential skill to deal with today’s complex, fast and changing society • Discourse and collaboration are mediated through a range of social and participatory media
- 29. Stages • Preparation: identifying the problem • Incubation: internalisation of the problem • Intimation: getting a feeling for a solution • Illumination: creativity burst forth • Verification: idea is consciously verified, elaborated and applied http://www.flickr.com/photos/williamcromar/5230835657/
- 30. Technologies • Can promote creativity in new and innovative ways • Enable new forms of discourse, collaboration and cooperation • Access and repurpose knowledge in different forms of representation • Aggregation and scale – distributed and collective
- 31. Augmented Reality Games (ARGs) • Began with a code 91211 • Twitter hash tag • Mysterious character Rufus • Series of clues – real and virtual • Video screen in Manchester spontaneously playing students’ videos Helen Keegan http://www.youtube.com/watch?v=qESNQMDupfY Keynote, Eden Research Workshop, Leuven, 24th October 2012
- 32. Pedagogical approaches Drill & practice Mobile learning learning Situated Immersive learning learning
- 33. Drill and practice learning
- 34. Mobile learning Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms
- 35. Situated learning Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/
- 37. Disaggregation of education Resources Learning pathways Support Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
- 38. Resources • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU
- 39. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/
- 40. POERUP outputs • An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
- 41. Massive Open Online Courses http://www.olds.ac.uk/
- 42. Support • Computer assisted • Peer support • Tutor support • Community support • Mentoring http://www.flickr.com/photos/24289877@N02/5851058394/
- 43. Accreditation Peer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
- 44. Promise and reality Social and participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free Replicating bad pedagogy resources and tools Lack of time and skills
- 45. Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussion
- 46. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
- 47. Changing practices • Nature of learning, teaching and research is changing • It’s about – Harnessing new media – Adopting open practices • New business models are emerging
- 48. Digital scholarship • Exploiting the digital network • New forms of dissemination and communication • Promoting reflective practice • Embracing the affordances of new technologies Weller: http://nogoodreason.typepad.co.uk/
- 51. The future of learning • Changing nature of education • New forms of communication and collaboration • Rich multimedia representation • Harnessing the global network
- 52. Implications • Blurring boundaries • New business models • More open practices • Changing roles • Importance of new digital literacy skills • Disruptive and complex
- 53. http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
Notes de l'éditeur
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- Instrumental knowledge and skills for digital tool and media usage; 2) Advanced skills and knowledge for communication and collaboration, information management, learning and problem-solving, and meaningful participation; 3) Attitudes to strategic skills usage in intercultural, critical, creative, responsible and autonomous ways. Instrumental knowledge and skills are a precondition for developing or using more advanced skills.