#JiscDigLit

Knowledge Exchange Day for JISC Digital Literacies Programme

Storified by Dr Bex Lewis · Wed, May 16 2012 05:32:42

With no time to learn the camera, not long to capture everyone, and only a couple of hours experimenting with iMovie:

Finally, necessity has forced me to get to grips with iMovie, and this video gave me enough tips to get going on the editing…

I’m currently trying to export the video, so let’s see if it becomes viewable…

Sarah Payton & Tabetha Newman

• http://elearningprogs.jiscinvolve.org/wp/
• http://www.timmuslimited.co.uk/

The EU describes it as digital competency.  Lots of debate about what it is, but if we’re talking policy at institutions, it’s important to know what you are seeking to implement.

Recommended books:

• Jones, R. & Hafner, C. Understanding Digital Literacies: A Practical Introduction. 2012
• Carrington, V.A. & Robinson, M. Digital Literacies: Social Learning and Classroom Practices 2009
• Lankshear, C. & Knobel, M. Digital Literacies: Concepts, Policies and Practices 2008

Great (simple) definition of digital literacies:

Arguments against “digital natives”:

Students often get disheartened when they search the web. They have NO idea what kind of material they should be looking for – which should be embedded into their work.

Students need to move beyond practitioner training, and into being strong independent learners, who are confident to go off and try for themselves. May increase employability, but not necessarily attainment as it’s currently identified.

We have to accept that ‘new’ is here to stay, and that we will no longer be ‘masters’. We are encouraging students more to deal with “the gray”, rather than  seeing things in black & white [the project research focused on primary & secondary, but was seen to be applicable to HE in most respects].

Assessment needs to change, to ensure that students will NEED to remix the information that’s available, rather than the “digital parrot” [my words!]

Mentioned in the chat: http://www.brookes.ac.uk/services/ocsld/sese/index.html#

Majority of support available is processes. We need more developmental models to incorporate into teaching practice, e.g.

• http://jiscdesignstudio.pbworks.com/w/page/40474566/JISC-Digital-Literacy-Workshop-materials
• http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
• http://www.tlrp.org/docs/DigitalLiteracies.pdf

European Union – recognized the need for more training for a knowledge economy (rather than a production economy), see

• http://ec.europa.eu/europe2020/index_en.htm
• http://heutagogicarchive.wordpress.com/2011/04/11/emergent-learning-model/
• http://ec.europa.eu/information_society/digital-agenda/index_en.htm

The EU 14 areas of digital competence:

Really needs to be a communication tool, but this overcomplicates things, so return back to the 3 simpler things mentioned above.

• E.G. http://neverendingthesis.com/index.php?title=Chapter_2_-_New_Forms_of_Literacy_Worldwide

Sarah Payton:

http://www2.futurelab.org.uk/projects/digital-participation.

Confidence vs competence with digital tools, see also http://dera.ioe.ac.uk/1480/1/becta_2008_web2_summary.pdf.

A components model:

Not about using particular technologies, but about particular practices that we want students [and staff!] to use and allowing them to find the tools. [How do we support them in doing so?]

• http://www.slideshare.net/fredgarnett/digital-practitioner-2011
• http://jiscdesignstudio.pbworks.com/w/page/38511966/digital%20literacy
• http://ds106.us/
• http://ewds.strath.ac.uk/work-with-it/Home/CaseStudies/DigitalFluency.aspx
• https://www.benhammersley.com/en/2011/03/british-council-annual-lecture-2011-the-internet-of-people/
• http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719
• http://deftoer3.wordpress.com/

————————————————

Friday 4th May 2012, 13:00-14:00 (BST); Online via Blackboard Collaborate

Facilitators: Tabetha Newman & Sarah Payton

Over the past five years the concept of digital literacy has been of increasing interest and importance in UK education research, across all sectors. At around the same time that JISC started the Learning Literacies in a Digital Age project (2008), two other notable projects began:

1. A review of definitions and models of digital literacy, covering all sectors and ages, which then led to various conference talks and the creation of resources for use in primary schools (carried out by Tabetha Newman on behalf of Becta), and
2. The Digital Participation research project, run by the independent research organisation ‘Futurelab’, who worked with practising educators, experts and children in primary and secondary schools to explore how digital literacy could be developed within a range of school subjects (on which Sarah Payton was a lead researcher).

Since then, the outputs of these projects have come to the attention of European Union education policy makers – who are currently incorporating the work into EU policy research on ’Digital Competence’ (one of the eight EU Key Competences for Lifelong Learning).

This webinar will provide an overview of these wider UK and European Digital Literacy contexts. We will:

• Summarise some of the leading definitions and models of digital literacy (Tabetha)
• Offer examples of digital literacy in practice in the UK schools sector (Sarah)
• Provide an overview of current EU policy relating to digital literacy in all sectors and contexts, both within and outside formal educational settings (Tabetha)
• Signpost relevant resources that have emerged from the Becta and Futurelab projects (Sarah)

We aim to present this information before initiating discussion about, amongst other things:

• How do these definitions, models and case studies differ from those in use within the JISC projects? What are the similarities?
• How relevant does the proposed EU digital literacy policy feel within the UK HE context?

A presentation to be given at the JISC Teaching & Learning Experts session today:

Collecting stories from the JISC Teaching & Learning Experts Meeting (continues til about 4pm)

So many discussions, so little time…

PechaKucha 20×20 is a simple presentation format where you show 20 images, each for 20 seconds. The images forward automatically and you talk along to the images. For this event (JISC Digital Literacies programme), we were only given 10 slides (so 3 minutes 10 seconds).

I’m not able to attend the event (as I’m teaching), so I’ve pre-recorded the content. The slide deck is over 20MB, so I can’t fit it on Slideshare, so for now – find it on Scribd … I’m assuming that if you download you could listen…

ODHE Pecha Kucha (Audio)

For the last 24 hours I’ve been in a hotel in the Lake District, working with the Organisational Development in Higher Education Group. We (The University of Winchester/ODHE) have been awarded £10,000 to contribute to a large ‘Developing Digital Literacies‘ programme, for which baselining was required to be complete by 31st January – and I was then able to present our findings to the group at their national meeting, as we think about where we go from here:

Good feedback from the group who were very engaged!

Friday 3rd February 2012 1-2pm

Online via Blackboard Collaborate

Presenters: Professor Peter Chatterton (Daedalus e-World Ltd) and Professor Gunter Saunders (University of Westminster)

The objective of Making Assessment Count is primarily to help students engage more closely with the assessment process, either at the stage where they are addressing an assignment or at the stage when they receive feedback on a completed assignment. In addition an underlying theme of MAC is to use technology to help connect student reflections on their assessment with their tutors. To facilitate the reflection aspect of MAC a web based tool called e-Reflect is often used. This tool enables the authoring of self-review questionnaires by tutors for students. On completion of an e-Reflect questionnaire a report is generated for the student containing responses that are linked to the options the student selected on the questionnaire.

The session will provide an overview of MAC and highlight some of the variant MAC processes that are being developed by six different universities, as well as drawing out strengths and weaknesses of MAC. There will be a demonstration of how the e-Reflect tool works but the presenters will also show how MAC can work without that tool.  Participants will be engaged by seeking their views on the affordances offered by MAC as well as their input into identifying barriers and enablers in applying MAC in their own institutional and subject contexts.

The webinar is free to attend.

The Webinar

Joined about 20 minutes into the event after teaching ‘Social Media for Job Hunting‘. Thanks to @sarahknight for sending me the login details which hadn’t arrived! 

MACE: https://sites.google.com/a/staff.westminster.ac.uk/mace/home

Immediate reaction from staff is that the workload is likely to be high re learning journals, but find that a few comments actually doesn’t take that long, especially in comparison to the improvement demonstrated from students.

Offers the opportunity for small, but detailed, positive feedback suggesting actions… rather than “So..?” as a typical written comment on an assignment.

What should the balance be between e & f2f feedback:

My comment:

I’m interested to see how coaching practice, etc. is impacting upon how things work. With manipulating-media.co.uk we give them ‘consultancy sessions’ as a group as feedforward, before they submit their assignments, and they write reflective blog post every week. They tend to use FB to connect with each other. Agree that we should look at the e, but ultimately it’s about ensuring that it meets the needs of the course.

Some chat comments:

• The record of what everyone says is increasingly important, a big advantage of ‘e’.
• Is dialogue about scaffolding or about generating cognitive conflict? different processes and different models of dialogue; is all dialogue equally productive?
• Awarding micro grades for demonstrating action on feedback

Further links:

• http://www.textwall.co.uk/
• http://jiscdesignstudio.pbworks.com/w/page/27533889/ESCAPE%20-%20Effectiveness%20versus%20Efficiency