developing digital literacies through the visitor and resident mapping process
DESCRIPTION
Following the use of the Visitor and Resident mapping process to explore the way students study online, two learning activities are illustrated which scaffold the development of digital literacies.TRANSCRIPT
Promoting Residency in Learning & Teaching
Kay Hack (@hack_kay) School of Biomedical Science University of Ulster
Developing Digital Literacies
Developing Digital Literacies
•Outcomes from using the Visitor and Resident mapping process with postgraduate students•Reflection on why and how we encourage more ‘resident’ behaviour•Illustrative examples from Bioethics courses
The Visitor and Resident Mapping Process Information and resources are available here: http://www.jiscinfonet.ac.uk/infokits/evaluating-
services/
Students are resident across a range of social platforms
Learning Resources used primarily in Visitor mode
A Typical Student Map
A Typical Staff Map
VLE: Students only used the discussion board or other chat tools when they were prescribed for assessed activities.
The majority had Linked In accounts, but in general these were not used or up to date.
Neither cohort used Twitter for their studies, The majority had Facebook accounts which they used extensively in a
social context Some students had set up their own Facebook groups within study
groups to share ideas/ resources / information with peers. These groups were initiated by the students with no involvement of academic staff.
Outcomes from the mapping exercise
Is this a problem? Most students felt that they did not make the best
use of technology in either learning or promoting their professional identity
Developing digital literacies is
Digital Literacies?
“those capabilities which fit an individual for living, learning and working in a digital society.”
Digital literacies: the use of digital tools to:
undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.'.
JISC Developing Digital Literacies Programme £1.5 million July 11- July 13 To promote the development of coherent, inclusive
approaches to digital capability across institutions of further and higher education.
General resources, evaluation tools, institutional audits, development materials, conceptual frameworks
Resources available from the Design Studio(http://jiscdesignstudio.pbworks.com)
Literacies development framework
“practice perspective”Dohn (2009)
“employing a Web 2.0 technology does not necessarily entail pedagogically innovative Web 2.0 practices “
Tambouris (2012)
e.g. Use this Bloom’s Taxonomy of Digital Literacies developed
through the CASCADE project at University of Exeter
Identify the Digital Competencies/Literacies that you want to develop
Creation
Curation
Communication
Or, take a more thematic approach:
Collaboration
Low resolution images from Wellcome Images Collection
Learning Outcomes for Bioethics classes
Bioethics:• Encourage students to read
articles in mainstream media on advances in science & medicine
• Identify ethical issues/ stakeholders
• Encourage comment and reflection
Digital Literacies:• Information curation,
evaluation and sharing; critical analysis of online information
Example 1: Supporting curation & collaboration
Developing a community to share resources and ideas using Google +
Creating shared documents and tweeting findings
Approach 1: Scoop-it
Approach 1: Scoop-it
• No Comments on articles• No idea who has read them• No opportunity for students
to add their own stories
Approach 2: Google +
Approach 2: Google +
• Comments on articles• Students add their own stories• “walled garden”
Example 2: Supporting curation & collaborationAIM:•To engage large ( >200) cohort of 1st year UG students with Bioethics•90 minute, stand alone class
Search social & traditional mainstream
media
Evaluate evidence and add to shared
documentsANTI GMO or PRO GMO
Learning
“Don’t limit a child to your own learning for he was born in a different time”
Rabindranath Tagore
@hack_kay http://catherinehack.wordpress.com/