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 Bloom’s

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’ (<25yo) spend more time using ICT for social /

leisure activities but less time than older people using it for study Students (source NUS surveys) are radically divided on the use of

ICT in the curriculum and the blurring of social/study identities ICT can helps students manage some disadvantages but it

introduces new kinds of disadvantage

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 - maslow’s hierarchy, schon’s 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 serviceslearning contentrelevant research content / datasearch toolsmedia capture and production / editing tools

I have access to:learning opportunities e.g. courses of studylearning resourcespeers and learning groupsteachers, mentors and expertsa space for learningthe time to learn

Available under a Creative Commons license from the JISC Design Studio http://bit.ly/jiscdiglit

Practices (ways of thinking

and acting)

Embedding digital literacy into the curriculum:a model

“A  digitally  literate  person  in  the  Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing,  presenting  relevant  information,  supported  by  access  to  the  appropriate  hardware  and  software.”

I am: I am able to translate digital skills I have learnt to new environment. I am aware of where technology adds value and am able to evaluate appropriate technologies and approaches. I am confident trying new things and taking risks in the digital environment. I am aware of where to source information on how new technologies might influence my practice. I am accountable and responsible in my activity and behaviour online. I am able to manage both the risks and the flexibility of working digitally. I am able: I understand the ethical and legal implications of using digitised content (e.g. plagiarism, copyright, data protection). I interpret and analyse data from experiments. I am aware of work/life balance, clearly separating my social and work digital activity and respecting when others have done so. I clearly set expectations of my working practice in the digital environment so that others are aware how and when to best communicate with me. I choose an appropriate and effective means of communication for the audience, technology and environment. I have an awareness of standard practices when working in a digital environment. I provide information (reports, presentations) in a clear, understandable, appropriate format and choose a suitable means of delivery. I use a media rich approach when appropriate. I can effectively use social networks (e.g. LinkedIn) I take an active part in online activities (e.g. VLE: Moodle, wikis, forums, online submission). I am confident communicating in a group online (e.g. discussion forum). I collaborate with others (students, staff, and colleagues): sharing files and information, reviewing and group-working online. I keep up-to-date with industry use of digital technologies. I manage my own personal learning environment. I have an understanding of different operating systems (Windows, Mac, Unix) and how they might impact on the digital experience and working practices. I convey ideas, opinions and emotions in ways that avoid misinterpretation. I can: I can proficiently search for, evaluate and manage digital information from a variety of sources (Web of Science, IEEE, Google Scholar etc). I can present my work (in presentations, diagrams) in different environments and formats to express my thoughts and findings. I can use a database to store, search and extract information. I can use a VLE (Moodle) to access lecture notes, recorded lectures, problem sheets, mock exams, links to other resources. I can to represent formulae and mathematical working (e.g. using Latex). I can independently problem solve technical issues and know where to source help. I can understand and use different platforms. I can type with proficient keyboard skills that do not hinder my learning or speed of working. I can work with large files and projects. I can effectively manage my files and email. I can program and use software to create and modify models (Matlab, Maple, Latex, C&T etc.) I can collect data from experiments. I can analyse data from experiments (using Excel, Matlab, spectrophotometry, HPLC, Labview etc). I can produce sketches/drawings/plans in digital formats. I can navigate and use University systems. I can use computational fluid dynamics (CFD), piping and instrumental diagrams (P&IDs) and Computer Aided Drawing (CAD) I have access to:

Basic IT skills training. Reliable hardware and software tools. University systems My resources and software/systems from various locations e.g. on/off campus - (e.g. not all software is available via VPN). Licenced industry standard software. Systems/software not managed by the University (e.g. offsite, external services) – with the ability to negotiate access and support. Equality of access not hampered by any technical ability, disability, location/geography.

Functional Access

Skills

(personal capabilities)

Practices

(ways of thinking and acting)

Attributes

Identities

Embedding digital literacies in the curriculum:a model

Read through the modelConsider what kind of outcomes are relevant to students in your contextOver tea/coffee discuss what aspirations you have for students as digital scholars, professionals, workers, or citizensPair up if you can with someone in your subject or professional area (for the next part of the workshop)

tea/coffee

Embedding digital literacies: three activities and some recommendations

Digital Bloom’s TaxonomyHybrid Learning ActivitiesDigital Literacy Design ChecklistDeveloping recommendations for Liverpool

Digitally literate learning outcomes

Scan the digital version of Bloom’s taxonomyChoose an outcome or activity that you can imagine running with your studentsDiscuss with your partner: What would be the potential benefits? What would be the practical challenges? How confident do you feel about doing this? Who could help?

Hybrid learning activities

Look through some of the hybrid activitiesChoose one that you can imagine running with your studentsDiscuss with your partner: What would be the potential benefits? What would be the practical challenges? How confident do you feel about doing this? Who could help?

Embedding research-rich activities

If you have time, look through the examples, principles and checklist on this briefing paperConsider whether and how this might be valuable in your curriculum workYou can also download the briefing ‘Criticality in digital technology’Check out the links provided for many more staff development and researcher development resources

Feedback and reflection

What have you learned from the workshop so far?

Top three points to take away What would it be helpful to know or do now? What would have been (more) helpful to you?

Recommendations paperchase

Write for three minutes onlyStop and pass your paper on