developing digital literacies through the visitor and resident mapping process

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Promoting Residency in Learning & Teaching Kay Hack (@hack_kay) School of Biomedical Science University of Ulster Developing Digital Literacies

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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.

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Page 1: Developing Digital Literacies through the Visitor and Resident Mapping Process

Promoting Residency in Learning & Teaching

Kay Hack (@hack_kay) School of Biomedical Science University of Ulster

Developing Digital Literacies

Page 2: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 3: Developing Digital Literacies through the Visitor and Resident Mapping Process

The Visitor and Resident Mapping Process Information and resources are available here: http://www.jiscinfonet.ac.uk/infokits/evaluating-

services/

Page 4: Developing Digital Literacies through the Visitor and Resident Mapping Process

Students are resident across a range of social platforms

Learning Resources used primarily in Visitor mode

A Typical Student Map

Page 5: Developing Digital Literacies through the Visitor and Resident Mapping Process

A Typical Staff Map

Page 6: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 7: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 8: Developing Digital Literacies through the Visitor and Resident Mapping Process

Digital Literacies?

“those capabilities which fit an individual for living, learning and working in a digital society.”

Page 9: Developing Digital Literacies through the Visitor and Resident Mapping Process

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.'.

Page 10: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 11: Developing Digital Literacies through the Visitor and Resident Mapping Process
Page 12: Developing Digital Literacies through the Visitor and Resident Mapping Process

“practice perspective”Dohn (2009)

“employing a Web 2.0 technology does not necessarily entail pedagogically innovative Web 2.0 practices “

Tambouris (2012)

Page 13: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 14: Developing Digital Literacies through the Visitor and Resident Mapping Process

Creation

Curation

Communication

Or, take a more thematic approach:

Collaboration

Low resolution images from Wellcome Images Collection

Page 15: Developing Digital Literacies through the Visitor and Resident Mapping Process

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

Page 16: Developing Digital Literacies through the Visitor and Resident Mapping Process

Example 1: Supporting curation & collaboration

Developing a community to share resources and ideas using Google +

Creating shared documents and tweeting findings

Page 17: Developing Digital Literacies through the Visitor and Resident Mapping Process

Approach 1: Scoop-it

Page 18: Developing Digital Literacies through the Visitor and Resident Mapping Process

Approach 1: Scoop-it

• No Comments on articles• No idea who has read them• No opportunity for students

to add their own stories

Page 19: Developing Digital Literacies through the Visitor and Resident Mapping Process

Approach 2: Google +

Page 20: Developing Digital Literacies through the Visitor and Resident Mapping Process

Approach 2: Google +

• Comments on articles• Students add their own stories• “walled garden”

Page 21: Developing Digital Literacies through the Visitor and Resident Mapping Process

Example 2: Supporting curation & collaborationAIM:•To engage large ( >200) cohort of 1st year UG students with Bioethics•90 minute, stand alone class

Page 22: Developing Digital Literacies through the Visitor and Resident Mapping Process

Search social & traditional mainstream

media

Evaluate evidence and add to shared

documentsANTI GMO or PRO GMO

Page 23: Developing Digital Literacies through the Visitor and Resident Mapping Process

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/