The Impact of Teaching Digital Literacies and Open Practices
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Presentation at the OERxDomains21 conference on the module EDM122 Digital Literacies and Open Practice
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The Impact of Teaching Digital Literacies and Open Practices
- 1. THE IMPACT OF TEACHING DIGITAL LITERACIES AND OPEN PRACTICES DR JANE SECKER, CITY, UNIVERSITY OF LONDON KANAN BAROT, HASAN MUNIR AND AHMED EL- SHAREIF OERXDOMAINS CONFERENCE 21-22 APRIL 2021
- 2. SESSION OVERVIEW Module overview : Digital Literacies and Open Practice Student feedback Findings from research into open practice Your contribution
- 3. EDM122: DIGITAL LITERACIES AND OPEN PRACTICE AT CITY Background and overview • Part of MA in Academic Practice at City (15 credits) launched in October 2018 • 3 cohorts including one fully online from October 2020 • Informed by module: Open Knowledge in HE at University of Manchester (part of their PGCAP) • Built on experience of teaching Copyright Literacy and Open Practice teaching at the Universidad de la Republica Uruguay in August 2018 https://blogs.city.ac.uk/dilop/
- 4. COURSE STRUCTURE 3 teaching days • Day 1: definitions and terminology • Day 2: The digital scholar and open practices • Day 3: Embedding digital literacies and open practice 6 (open) webinars 2 assessments • Video + 500 word reflection • Reflective essay (2500 words) on an aspect of digital literacy / openness on their academic practice
- 5. THE WEBINARS https://blogs.city.ac.uk/dilop/webinars/ Catherine Cronin Dave White Chris Morrison Katherine Reedy Hossan Kassem Lorna Campbell
- 7. THE IMPACT OF EDM122 ON PARTICIPANTS Kanan Barot Visiting Lecturer, Undergraduate Programme at the Business School, City, University of London Hasan Munir Library and Information Science (LIS) Student City, University of London Ahmed El- Shareif Arabic Teacher, City, University of London / SOAS
- 8. WIDER IMPACT OF THE MODULE October November December January 2018-2019 N/A 456 188 406 2019-2020 179 202 179 209 2020-2021 532 405 121 66 Digital Literacies and Open Practice blog statistics 1 Nov 2018 – 15 Apr 2021 2938 page views from 539 users
- 9. RESEARCH OVERVIEW Explored staff attitudes and experiences of digital literacies and open practice and implications for their teaching 6 Semi-structured interviews undertaken in summer 2019. Transcribed and analysed with Nvivo Used phenomenography to understand the variation in experiences Interesting findings on staff motivations, challenges and role of staff development
- 10. KEY FINDINGS Motivations to be open Understanding terminology Staff confidence in digital literacies Attitudes towards students Using educational technologies Training and support
- 11. MOTIVATIONS AND BARRIERS TOWARDS OPENNESS Motivations • Building a community of practice / sharing good practice • Sharing research practices, tools or instruments • Linked to inclusivity and social justice • Maturity and seniority in discipline Barriers • Concern about copyright issues – sharing is stealing? • Concern about ethics / confidentiality • Disciplinary practices or traditions • No clear institutional policy or leadership
- 12. TRAINING AND SUPPORT Participants said: • Accredited teaching (MA in Academic Practice) was valuable • Learning Technologists provide ongoing support • Peers and colleagues provide informal support • They peer mentored others as they became more confident • Not enough departmental support and training • Overall challenge of being time poor
- 13. CONCLUSIONS AND RECOMMENDATIONS The module’s impact - small but significant Staff more receptive of and aware of the need for open practices Variation in experience Senior academics often lack understanding of open practice Greater incentive to be open, and for sharing, but will it endure?
- 14. Dr Jane Secker Jane.Secker@city.ac.uk @jsecker #CityDLOP OVER TO YOU – SHARE YOUR EXPERIENCES https://blogs.city.ac.uk/dilop/
- 15. QUESTIONS FOR YOU What impact has the pandemic had on your teaching or learning about digital literacy? What impact has the pandemic had on your teaching or learning about open practices?
- 16. CREDITS Slide 4: Open from Unsplash.com CC BY and Digital Literacy Unpacked by Jane Secker CC BY Slide 5: L-R Catherine Cronin, Dave White Photo of Chris Morrison © Sebastian Katherine Reedy and Jo Parker by Jane Secker, Lorna Campbell photos from Wikipedia licensed under CC BY Slide 6: Digital Literacies and Open Practice blog Slide 7: Kanan Barot Slide 15: Photo of the EDM116 cohort December 2019 © Jane Secker licensed under CC BY With many thanks to the staff completing my module EDM122 in 2018, 2019 and 2020 and for those who participated in the interviews in August 2019. Special thanks to Chris Morrison, my ever critical friend.
- 17. REFERENCES Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open practices: Briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/file/fetch/58444186/Open%20Pr actices%20briefing%20paper.pdf Cronin, C. “Openness and praxis: Exploring the use of open educational practices in higher education,” The International Review of Research in Open and Distributed Learning, Volume 18, no. 5, 2017. Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143. doi:http://dx.doi.org/10.5944/openpraxis.10.2.825 Secker, J. (2020). Understanding the role of technology in academic practice through a lens of openness. In: INTED2020 Proceedings. (pp. 5363-5368). Valencia, Spain: IATED. ISBN 978- 84-09-17939-8 University of Manchester. ‘Open Knowledge in Higher Education’. 2018. Retrieved from URL: https://medium.com/open-knowledge-in-he/about Weller, M. The Digital Scholar: How Technology Is Transforming
Editor's Notes
- Title: The Impact of Teaching Digital Literacies and Open Practices Abstract: Since 2018 I have been module leader for a 15 credit masters level course taught at City, University of London as part of the Masters in Academic Practice offered to teaching staff. EDM122 Digital Literacies and Open Practice is also an elective module for students in the Library and Information Science (LIS) department. In addition, the module has an open webinar series which is available to anyone to join and recordings and resources are shared on the module blog: https://blogs.city.ac.uk/dilop/ In this reflective practice session I will share my experiences of teaching this module for the past 3 years and the impact it has had on my own, and students’ practices. I will be joined by several previous students on the course who will share their own understanding and experiences of open educational practices (OEP) and how the module contributed to their practice. The students include teachers in several different disciplines and also former LIS students. Their insights largely reflect findings from Beetham et al (2012) that OEP often amplified existing pedagogic practices. However, I will ask them to consider new practices they might have adopted and draw on how previous studies conceptualise OEP (Cronin and MacLaren, 2018). The impact of the module will be considered from a number of perspectives in addition to the experiences of the most recent cohort. For example: I’ll draw on a previous presentation at OER19 when I was joined by several of the experts who contributed to the webinar series. I will also share findings from a small research project on staff attitudes towards technology enabled teaching and its relationship to open practices (Secker, 2020). I’ll explore engagement with the module from external participants who have attended the webinars of visited the course blog. Finally, I will invite contributions from the delegates to share any insights into the way a module in academic practice might contribute to building understanding of OEP. I will encourage them to suggest other ways to build engagement with OEP, such as the role of institutional policies and strategy and more practical support from an educational technology team. The aim will be to produce a written output based on my own and others experiences to share good practice in supporting OEP. References Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open practices: Briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/file/fetch/58444186/Open%20Practices%20briefing%20paper.pdf Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143. doi:http://dx.doi.org/10.5944/openpraxis.10.2.825 Secker, J. (2020). Understanding the role of technology in academic practice through a lens of openness. In: INTED2020 Proceedings. (pp. 5363-5368). Valencia, Spain: IATED. ISBN 978-84-09-17939-8
- Define and articulate open practice and copyright literacy and their relevance to academic development Discuss the benefits and challenges of introducing open practices and copyright literacy into your institution Explore the role that policy and strategy play in helping academic staff understand these issues, and compare this to the approach of introducing a formal accredited module. Considering how open practices and copyright literacy might fit in their own institution and plan next steps.
- Digital, information, media literacies – frameworks and models Digital natives – visitors and residents Reviewing our own digital capabilities The Martin Weller book Making videos Embedding it using the Jisc tools and those from the OU Playing the publishing trap game =
- Their insights largely reflect findings from Beetham et al (2012) that OEP often amplified existing pedagogic practices. However, I will ask them to consider new practices they might have adopted and draw on how previous studies conceptualise OEP (Cronin and MacLaren, 2018). What motivated you to take the module EDM122 at the outset? What were you interests? Was there anything in the module that surprised you / was new information to you? Was there anything you learnt in the module EDM122 that might have changed your academic practice, and if so in what way?
- The overall aim of this project is to answer the following questions: What is the experience of staff who use educational technologies and how do their attitudes towards digital literacies and open practices impact on their teaching? How are staff currently supported to develop a good understanding of these literacies and practices as part of these two modules which form part of the MA in Academic Practice at City, University of London and what additional support might they need? To achieve the above aim, the project will specifically examine the following sub-questions: How do staff define terms such as digital literacies and open practice? What support do they need to develop their own (and their students) digital literacies and what is the role of EDM122 and the EDM116 module in supporting them? What attitudes do they have towards the concept of ‘openness’ in their teaching? Do they share their teaching or research materials openly and how do they make decisions about re-using others and licensing their own work? What changes might they have made to their teaching or research practices since completing the two modules and how is this impacting on their students or beyond?