Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
2. What do we mean by digital literacy?
We’re working with colleges and
universities to embed digital
literacies into the curriculum.
By digital literacies we mean
those capabilities which fit an
individual for living, learning and
working in a digital society:
for example using digital tools to
undertake academic research;
for writing and critical thinking;
as part of personal development
planning; and to showcase
achievements.
3. Developing Digital Literacies Programme
A sector-wide programme
promoting the development
of coherent, inclusive and
holistic institutional
strategies and organisational
approaches for developing
digital literacies for staff and
students in UK further and
higher education.
4. Assessing where we are today
Institutional projects started out with a baseline
audit to assess current:
1.Policy and strategy
2.Infrastructure
3.Support and professional services
4.Practices in the curriculum
5.Developing capability and expertise
6.Cultures and attitudes
5. What was the experience like?
Exeter Cascade project – focus on digital
scholarship and the experience of researchers
and students in a research-intensive university
Bath Pride project – focus on disciplinary aspects
of digital literacy and embedding digital
capability into the curriculum
Plymouth SeedPod project – focus on students in
transition to HE and institutional restructuring
around a digital agenda
How is this like in your institution? How different?
7. Focus and purpose of baseline
Project aims to implement a range of innovative
strategies which ensure that students and staff develop
their digital capabilities in the context of their own
disciplines
Focus is on digital scholarship, collaboration across the
curriculum, and postgraduate researchers as change
agents
Needed to find out how digital scholarship is perceived
and understood, how it is practiced, and how it is
supported by policy, infrastructure, and professional
services
8. Methods
Closely followed JISC structure and audit tools
Review of existing policies, strategies and
professional services, plus
Online survey distributed to PGRs in five
colleges: 169 responses
3 focus groups totalling 13 PGRs
Interviews with 18 individual PGRs
Interviews with 16 academic and 11 professional
staff
9. Key messages
Strategic focus on research excellence, global position
Push for digital scholarship to support innovation in research,
teaching, and knowledge transfer
Infrastructure issues: network being upgraded, move to bring your
own device/ service (BYOD/BYOS)
Culture is collegial and devolved: limited control from centre
Expertise: PGRs are using a wide range of technologies esp social,
third-party/cloud, mobile
Particularly pioneering in their approaches to data capture, data
visualisation, virtual collaboration and digital networking
PGRs develop expertise: thru exploration, self-reliance, peers, but
need more structured support for advanced uses
Potential for PGRs to be 360-degree change agents (but...)
Professional/support services also have key role to play
10. Professionalism in the Digital Environment (PriDE)
University of Bath
Project manager: Kyriaki Anagnostopoulou
K.Anagnostopoulou@bath.ac.uk
Project officer: Julian Prior J.Prior2@bath.ac.uk
Project officer (Dissemination): Sarah Turpin
Project Adviser: Matt Benka
http://digilitpride.wordpress.com/
11. Digital environment
For
Staff
Students
Other stakeholders
When
Pre-entry
Whilst at uni
AlumniManifests
Online
In physical
spaces
Need to
develop
Skills, competencies
and capabilities Infrastructure
and systems
Provides
access
Info
Resources
Administration
Learning Experiences
Research
Functions
Communication
Collaboration
Administration
Learning
14. Lessons learned
o Strategic documentation refers explicitly to provision of
access and implicitly to skills development – but not to
developing practices
o Digital literacy skills/practices not routinely designed into
curriculum
o Provision of hardware/software and support for non-
standard users – including user expectations
o Barriers to supporting students in digital literacy – time
and ‘not knowing what I need to know’
o Development of Digital Environment - DL part of the wider
picture
16. 13/06/12
Domains of interest
•
In relation to support for staff and students
•
In relation to teaching staff
•
In relation to curriculum design
•
In relation to student and staff skills
•
In relation to the Plymouth University offer
•
In relation to systems
17. 13/06/12
Building the evidence base
•
Survey response from 2000+ students
•
Focus groups with students and staff
•
Review of policies and strategies
•
Stakeholder engagement across the institution
•
Embedding Digital Literacy into Personal
Development Review Process
•
Informs our new Digital Strategy
•
Baseline summary at
http://hdl.handle.net/10293/1580
18. 13/06/12
Ready to move ahead
•
New department from August 2012
Academic Support, Technology and Innovation (ASTI)
–
Digital Literacy Team
–
Engagement and Support Team
–
eAssessment Team
–
Projects/Innovation Team
–
Inputs into Curriculum Design
•
ASTI structure informed by SEEDPOD baseline
–
ensures the embedding of DL into Curriculum Design and
Staff Development & Support
19. Baselining your own institutional experience
If you are online it might help to look at the baseline
framework for institutions: http://bit.ly/KCACYa
and/or at the audit tools: http://bit.ly/LB58Ek
Also look at the tools provided on your table
20. Activity (alone or in pairs/threes)
Choose an audit area:
1.Policy and strategy
2.Infrastructure
3.Support and professional services
4.Practices in the curriculum
5.Developing capability and expertise
6.Cultures and attitudes
Consider/discuss:
- What do we need to know?
- How could we find out?
- Who would need to be involved?
- What would be the benefits of an audit?
21. Feedback
- What do you need to know?
- How could you find out?
- Who would need to be involved?
- What would be the benefits of an audit?
22. Feedforward
What kind of outcomes/resources would you find most
helpful from the programme?
- resources for direct access by students
- resources for embedding into the curriculum
- resources for curriculum teams
- resources for professional services
- resources for strategic managers
There are some early examples on your
tables to explore
23. 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. Programme information and resources
Programme blog - http://elearningprogs.jiscinvolve.org
Digital Literacies Webinars - http://bit.ly/HKbYoy
Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk
Follow #jiscdiglit
Come and speak to us at the Blended Learning Conference, HEA
Conference, Greenwich e-Learning Conference, ALT-C, SEDA...
JISC on Air online radio programmes:
http://www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar – Where are we now and
what have we learnt? – Helen Beetham, date tbc early July
25. Developing Digital Literacies
briefing paper
.
Developing Digital Literacies Briefing
paper available in June 2012, from
http://bit.ly/ddl-prog and available to
order from publications@jisc.ac.uk
Provides a summary of the context
and emerging outcomes of the
programme together with links to
relevant resources
“Digital literacy is the intersection between
digital knowhow and academic practice.
Or, if you want to frame it differently, the
ability to learn, the ability to learn well.”
Helen Beetham, Synthesis consultant
Notes de l'éditeur
30 secs - 1 min introducing myself and outlining key aims and objectives of PriDE i.e: Establishing an institutional vision for the development of DLs; Embedding DL across the curriculum and at the core of the strategic planning process (essentially change management) Mapping how disciplinary differences and cultures shape the development of DLs
Local context: DL and PriDE is one aspect of wider work on the Digital Environment at Bath (see Kyriaki ’ s paper – submitted to the PVC Learning and Teaching) – HOLISTIC APPROACH Student Experience Working Group and Student Union Student Experience and Satisfaction – NSS and SU – importance of e-Learning and access to digital tools and technologies to enhance learning. Need for consistency of experience and a strategic vision for students across the lifecycle. Students report that they do not feel ‘ connected ’ when they come to university. ‘ disconnect ’ between home/work and study life. Also - Employability in Digital Age, Competition in HE between universities – competitive advantage of a digital environment. DE can be many thanks to many people – staff, admin, researchers, employers, applicants Talk about Personalised Environment – 14,000 students, personalisation of tech BYOS, BYOD. Not a single ‘ digital student or staff experience ’ . Infrastructure, systems, processes, online and physical spaces/learning environments, access to resources, research experience etc. Many stakeholders – past (alumni), present and future students, staff throughout the institution (challenging) PriDE focuses on the skills, competencies, capabilities and practices. Tweeting, blogging, assignments online etc. Challenge = glueing bits together into an institution-wide strategy that involves all stakeholders. Alumni, marketing etc.
4 ways that we carried out the baseline audit
Skills, access to tools and technologies rather than identity and practices Curriculum – DL not embedded in curriculum – students expected to come with DL skills or gain them through other – less formal - means Devt of DE – part of bigger picture – skills, capabilities
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘ bypassing ’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware. Tutors are allowing the use of the learner ’ s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘ have nots ’ . Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Draft of briefing paper for consultation Support you to convince your managers of the need for change Giving them permission to look at new approaches and the arguments why they need to change Key messages around Reviewing existing learning environments Connecting and sharing Opening institutional data Creating a seamless student experience