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Presentation given at ICEM 2013 Nanyang Technological University
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Simon Walker & Mark Kerrigan. University of Greenwich, London, UK
The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map
Engage with
students
ReflectionProfessional Development
Design and Plan
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Learning Design Conceptual Map – Larnaca Declaration
Set of Social Practices and making meaning of digital tools.Lankshear & Knobel (2008)
Definitions
skills literacies
Digital literacy defines those who exhibit a critical understanding and capability for living, learning and working in a digital society. Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)
What do we know/challenges for Learning Design?
How/what/where should we teach DL (if at all)?
Q2. Which would increase the employability of your learners - Literacy or Digital Literacy?
Q1. Which would increase the effectiveness of your learners – Literacy or Digital Literacy?
National UK Digital Literacy programme
Student perception of their skills and abilities in the in-depth survey was not necessarily matched with the reality
Digital Literacy attributes are not universal
Information Junkie Your Score = 10
Digital Literacy in Transition
The student journey…..
Digital Literacy
Information Junkie Your Score = 10
Information Junkie Your Score = 10
Information Junkie Your Score = 10
No university is exempt
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Institutional responses
Information Junkie Your Score = 10
Digital Literacy
Considering the pace at which HE
and the digital environment is changing, what
Learning Designs will students
need five years from now?
Question
Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999
Information Junkie Your Score = 10
The Critical Digital Literacy model
Persona
Information Junkie Your Score = 10
Engage with
students
ReflectionProfessional Development
Design and Plan
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
The Learning Design conceptual map
Activity Learning Design assumptions Critical Digital literacy implications
1. Roles handed out to trainee teachers in same role groups
Written text on a page Text delivered: app / tweet/ vine/ webpage/ vodcast/podcastText received using: PC / tablet/ smartphone
2. Role groups meet F2F / single location/small group size/discussion constrained to physical environment
Large group size/distributed/virtual/collaborative space using cloud and BYOD
…to discuss and conduct research
Role equates to speaking and acting
Research could be: online/through own and professional social networks/ skype /using BYOD
3. Role play enacted See above Could be: virtual/ cross-cultural/international/ enquiry based, etc
Learning Design: Role Play
Activity Learning Design Critical Digital literacy implications
4. Debrief Verbal discussion and careful facilitation to de-role / assume normal identity. No evidence of digital footprint
Verbal discussion: IM back channel/potential for photographic , video/audio distribution. Reputation management. Potential for long digital footprintReflections written up in digital formats drawing upon resources in group. Dissemination through channels
Teachers role and critical literacies required: management of activity, identity management across physical and virtual, assessment of multi-modal forms , ability to read ‘texts’, application of CM framework to apply LD.
Information Junkie Your Score = 10
Engage with
students
ReflectionProfessional Development
Design and Plan
Learning Environment: Characteristics & Values
External Agencies InstitutionEducator Learner
All pedagogical approachesAll disciplines
Educational Philosophy
A range based on assumptions about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Learning Design Conceptual Map – Larnaca Declaration
DL & Curriculum mapping. Institution and Programme considerations
Digital literacy and Learning Design alignment
Learning Design graded at Level 10 CDL… (high CDL (staff & student)
Learning Design graded at Level 2… Low CDL (staff & student)
Information Junkie Your Score = 10
Digital Literacy
What do we know/challenges for Learning Design?
1. Every student’s starting point is is unique and thus their journey will be different so learning designs must reflect this diversity;
2. Effective designs that take into account CDL will likely be the born through collaboration
3. Provide rewards and recognition for Learning Design activity
4. Develop institutional approach to Learning Design, using employers as drivers for curriculum change