Post on 23-Dec-2014
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Assessing and progressing Digital Literacies as a strategic concern
Helen Beetham | Julian Prior | Neil Witt
#jiscdiglit
What do we mean by digital literacy?
We’re working with colleges and universities to embed digital
literacies into the curriculum.
By digital literacies we mean those capabilities which fit
an individual for living, learning and working in a
digital society:
for example using digital tools to undertake academic research; for writing and critical thinking;
as part of personal development planning; and to showcase
achievements.
Developing Digital Literacies Programme
A sector-wide programme promoting the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for staff and students in UK further and higher education.
Assessing where we are today
Institutional projects started out with a baseline audit to assess current:
1.Policy and strategy
2.Infrastructure
3.Support and professional services
4.Practices in the curriculum
5.Developing capability and expertise
6.Cultures and attitudes
What was the experience like?
Exeter Cascade project – focus on digital scholarship and the experience of researchers and students in a research-intensive university
Bath Pride project – focus on disciplinary aspects of digital literacy and embedding digital capability into the curriculum
Plymouth SeedPod project – focus on students in transition to HE and institutional restructuring around a digital agenda
How is this like in your institution? How different?
Exeter Cascade projectBaseline report and beyond
Focus and purpose of baseline
Project aims to implement a range of innovative strategies which ensure that students and staff develop their digital capabilities in the context of their own disciplines
Focus is on digital scholarship, collaboration across the curriculum, and postgraduate researchers as change agents
Needed to find out how digital scholarship is perceived and understood, how it is practiced, and how it is supported by policy, infrastructure, and professional services
Methods
Closely followed JISC structure and audit tools Review of existing policies, strategies and
professional services, plus Online survey distributed to PGRs in five
colleges: 169 responses 3 focus groups totalling 13 PGRs Interviews with 18 individual PGRs Interviews with 16 academic and 11 professional
staff
Key messages Strategic focus on research excellence, global position Push for digital scholarship to support innovation in research,
teaching, and knowledge transfer Infrastructure issues: network being upgraded, move to bring your
own device/ service (BYOD/BYOS) Culture is collegial and devolved: limited control from centre Expertise: PGRs are using a wide range of technologies esp social,
third-party/cloud, mobile Particularly pioneering in their approaches to data capture, data
visualisation, virtual collaboration and digital networking PGRs develop expertise: thru exploration, self-reliance, peers, but
need more structured support for advanced uses Potential for PGRs to be 360-degree change agents (but...) Professional/support services also have key role to play
Professionalism in the Digital Environment (PriDE) University of Bath
Project manager: Kyriaki Anagnostopoulou K.Anagnostopoulou@bath.ac.uk Project officer: Julian Prior J.Prior2@bath.ac.uk Project officer (Dissemination): Sarah TurpinProject Adviser: Matt Benka
http://digilitpride.wordpress.com/
Digital environment
For
StaffStudentsOther stakeholders
WhenPre-entryWhilst at uniAlumniManifests
Online
In physical spaces
Need to develop
Skills, competencies and capabilities Infrastructure
and systems
Provides access
InfoResources
AdministrationLearning Experiences
Research
FunctionsCommunication
CollaborationAdministration
Learning
BASELINE METHODOLOGY
1. Semi-structured interviews
2. Scoping and Horizon Scanning
4. Faculty Learning Communities
3. Website and Document Audit
FLC
FLC
FLC
FLC
InstitutionalLearning
Community
UKOLN
VITAE
SCAP
SU
ETC
Student engagement
Faculty Learning Communities (FLCs)
Define and articulate ‘digital literacies’ in the disciplines
Audit and carry out needs analysis for students/staff
Lessons learned
o Strategic documentation refers explicitly to provision of access and implicitly to skills development – but not to developing practices
o Digital literacy skills/practices not routinely designed into curriculum
o Provision of hardware/software and support for non-standard users – including user expectations
o Barriers to supporting students in digital literacy – time and ‘not knowing what I need to know’
o Development of Digital Environment - DL part of the wider picture
13/06/12
Prof Neil WittHead of Technology Enhanced Learning
Digital Literacy - Baseline
13/06/12Domains of interest
• In relation to support for staff and students• In relation to teaching staff• In relation to curriculum design• In relation to student and staff skills• In relation to the Plymouth University offer • In relation to systems
13/06/12Building the evidence base
• Survey response from 2000+ students• Focus groups with students and staff• Review of policies and strategies• Stakeholder engagement across the institution• Embedding Digital Literacy into Personal
Development Review Process• Informs our new Digital Strategy• Baseline summary at
http://hdl.handle.net/10293/1580
13/06/12Ready to move ahead
• New department from August 2012 Academic Support, Technology and Innovation (ASTI)
– Digital Literacy Team– Engagement and Support Team– eAssessment Team– Projects/Innovation Team– Inputs into Curriculum Design• ASTI structure informed by SEEDPOD baseline– ensures the embedding of DL into Curriculum Design and
Staff Development & Support
Baselining your own institutional experience
If you are online it might help to look at the baseline framework for institutions: http://bit.ly/KCACYa
and/or at the audit tools: http://bit.ly/LB58Ek
Also look at the tools provided on your table
Activity (alone or in pairs/threes)
Choose an audit area:1.Policy and strategy2.Infrastructure3.Support and professional services4.Practices in the curriculum5.Developing capability and expertise6.Cultures and attitudes
Consider/discuss:
- What do we need to know?
- How could we find out?
- Who would need to be involved?
- What would be the benefits of an audit?
Feedback
- What do you need to know?
- How could you find out?
- Who would need to be involved?
- What would be the benefits of an audit?
Feedforward
What kind of outcomes/resources would you find most helpful from the programme?
- resources for direct access by students
- resources for embedding into the curriculum
- resources for curriculum teams
- resources for professional services
- resources for strategic managers
There are some early examples on your tables to explore
Further information on baselining
Summary of the project baseline reports: http://bit.ly/JiUV0m
Summary of the professional association baseline reports: http://bit.ly/KWFJUo
Institutional videos from the Developing Digital Literacies projects visit http://bit.ly/jiscdlprogvideos to hear about how they are implementing digital literacies at a strategic level
Baselining resources from the JISC Design Studio including institutional audit tools: http://bit.ly/Nz1g8t
Programme information and resources
Programme blog - http://elearningprogs.jiscinvolve.org
Digital Literacies Webinars - http://bit.ly/HKbYoy
Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk
Follow #jiscdiglit
Come and speak to us at the Blended Learning Conference, HEA Conference, Greenwich e-Learning Conference, ALT-C, SEDA...
JISC on Air online radio programmes: http://www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar – Where are we now and what have we learnt? – Helen Beetham, date tbc early July
Developing Digital Literaciesbriefing paper
.
Developing Digital Literacies Briefing paper available in June 2012, from http://bit.ly/ddl-prog and available to order from publications@jisc.ac.uk
Provides a summary of the context and emerging outcomes of the programme together with links to relevant resources
“Digital literacy is the intersection between digital knowhow and academic practice. Or, if you want to frame it differently, the ability to learn, the ability to learn well.”
Helen Beetham, Synthesis consultant