Designing for C21st learning - The Design Studio / Slides...Designing for C21st learning ... (Oxford Brookes University) ... I take an active part in online activities (e.g. VLE: Moodle,

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  • Designing for C21st learningDigital capability in programme design

    Helen BeethamUniversity of Liverpool workshop31 October 2012

  • You will need

    Trusted colleagues around you Handouts Access to a networked device URL (below) with

    Resources for the session Googledocs for the session

    (If you have one) your twitter account: #livdiglit

    bit.ly/livdiglit

  • Outline of the session

    Activities (recap) Digital practices in the disciplines How do we feel? How do our students feel? Curriculum design with digital literacy in mindTea break Designing for learning outcomes (digital Blooms

    taxonomy) Hybrid learning activities Putting it all together: a design checklist Recommendations for Liverpool (if time!)

  • Digital practice in the disciplines:what did we learn?

    the practices that underpin effectivelearning and scholarship in a digital age

    are meaningful in the context of academic disciplines are an aspect of emerging identity require a confident but also a critical attitude to ICT are creative/productive as well as critical/assimilative are both formal and informal (and blur these boundaries) emerge in meaningful activities in which technologies support the purpose authentically

  • Digital practice in your discipline:reflect and share

    What questions is your discipline asking digital technology?What would you like technology to do for you as an academic in your subject area?

    What questions is digital technology asking of/in your discipline?

    How is practice changing e.g.data capture and analysis, data visualisation, research communication, writing, publishing, teaching, learning,

    collaboration...?What new research questions or specialist areas are

    emerging that would not exist without digital technology?

  • Using digital technologies in your discipline:how do you feel?

    CALM EXCITED

    BORED ANGRY or FEARFUL

    low intensity high intensity

    positive

    negative

  • Using digital technologies in your discipline:how do you feel?

    Mark your position on the graph with a shapeDiscuss how you feel at your tableTweet a comment using the hashtag #livdiglit

    bit.ly/livdiglit2

  • Using digital technologies in your discipline:how do your students feel?

    low intensity high intensity

    positive

    negative

  • How much do we really know about students?

    Share, which questions do you find difficult to answer? Which are most important for planning your teaching?Compare, How are your students similar and different? Where are the gaps in what you know about your students?Choose one section of the checklist to discuss in more detail in pairs/threes Add comments to URL:

    bit.ly/livdiglit1

  • How much do we really know about students?

  • How much do we really know about students? Many students do not bring the devices they have to class Students devices are often not up-to-date or reliable and they do not

    explore beyond the basic functions Most students over-estimate their ICT skills Many students have negative experiences of learning with ICT Learners experience many difficulties transposing practices from

    social contexts into formal learning Students are typically poor at critically evaluating online resources Active knowledge building and sharing are minority activities Net Generation (

  • How much do we really know about students?

    Differences within the net generation are more pronounced than similarities

    Setting determines practice/proficiency more than ageMost students are introduced to knowledge-building

    approaches and advanced software by teachersDigitally proficient learners still need a grounding in academic practice to use ICT effectively for study

  • Finding out more about students

    What kind of digital learner are you?bit.ly/learnerquiz

    What kind of digital researcher are you?bit.ly/researcherquiz

  • Embedding digital literacy into the curriculum:the aspiration

  • Embedding digital literacy into the curriculum:the aspiration

    capabilities that fit an individual for living, learning and working in a digital society

    ICT/Computer Literacy: the ability to adopt, adapt and use digital devices, applications and services in pursuit of scholarly and educational goals.

    Information Literacy: the ability to find, interpret, evaluate, manipulate, share and record information, especially scholarly and educational information

    Media Literacy: the ability to critically read and creatively produce academic and professional communications in a range of media.

    Communication and Collaboration: the ability to participate in digital networks and working groups of scholarship, research and learning

    Learning Skills: the ability to study and learn effectively in technology-rich environments, formal and informal

    Digital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems

  • Embedding digital literacy into the curriculum:the elements

    scholarly and professional

    practices

    information and media practices

    socio-technical practices

    slower changingcultural and institutional inertiaformal learninglifelong development

    rapidly changingcommercial and social drivers

    informal learningrapid obsolescence

  • (digital literacy - maslows hierarchy, schons double-loop learning)interrogating the ends as well as the means)

    Embedding digital literacy into the curriculum:from skills to practices

  • Graduate Attribute Statementsa digitally literate learner is flexible and reflective, confident and capable of selecting appropriate tools and software for effective scholarship and research (University of Liverpool)a confident, agile adopter of a range of technologies for personal, academic and professional use (Oxford Brookes University)confident users of advanced technologies... exploiting the rich sources of connectivity digital working allows(Wolverhampton University)

    [graduates should be] reflective and critical, aware of the educational, social, and political assumptions involved in the restructuring of education, technology, and society currently under way (Kahn and Kellner 2005)

    Embedding digital literacy into the curriculum:from confident use to critical awareness

  • Embedding digital literacy into the curriculum:a developmental model

    Identity development

    Situated practices

    Skills development

    Functional access

    'I am...'

    'I do...'

    'I can...'

    'I have...'

    specialisedenhancement

    generalentitlement

    Beetham and Sharpe 2010

  • Embedding digital literacy into the curriculum:a developmental model

    experienceappropriationspecialisation

    attitudesidentity needs

    motivationIdentity

    development

    Situated practices

    Skills development

    Functional accessBeetham and Sharpe 2010

  • Embedding digital literacy into the curriculum:a model

    Digital Literacies Workshops: Literacies development framework (learner perspective)

    Attributes/ Identifies

    I create a learning environment that suits my preferences and needsI plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomesI am critical in my reading of messages in different media, and in my use of different technologiesI judge digital resources, environments, networks and opportunities for their value to me and othersI design original projects and generate my own goals, using digital devices/media to help realise themI behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safetyI participate actively in global networks as well as in my digitally-enhanced local community

    ICT capabilities Information/media capabilities Learning/thinking capabilities

    I choose, use and blend technologies from a repertoire, to suit the demands of the situationI explore the capabilities of devices and applications beyond the basicsI personalise devices and services to suit meI update my know-how as new technologies and approaches emerge

    I share ideas and express myself in a variety of mediaI choose, use and blend media for communicating ideasI repurpose, adapt and re-edit content for a variety of audiencesI scope research questions and projects, and use information to address them

    I study under my own initiative and in the ways that suit meI participate in learning communities and groupsI build knowledge collaborativelyI solve complex problems using appropriate tools

    Skills(discrete

    capabilities)

    I can:use search engines, online services, data, analysis toolsuse a range of media-capture devicesuse a range of editing applicationsuse communication and presentation toolsuse professional and academic (subject-specific) tools

    I can (use digital media to):locate and access informationcompare, evaluate and select informationorganise and manage informationapply information to problems and questionsanalyse and synthesise informationcommunicate information

    I can (use digital media to):take notescomplete and submit assignmentsconstruct argumentssolve problems manage time and tasksevidence, cite and reference appropriatelyread and write academic contentuse number appropriately etc

    Functional access

    I have access to:networked device(s)robust reliable networksmedia devices e.g. camera, phone, data stickgeneral apps/software/servicesspecialist hardware and software for my courseassistive technology that I need

    I have access to:information sources and services