A Digital Literacy Proposal Online H E

8/14/2019 A Digital Literacy Proposal Online H E

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eLearning Papers • www.elearningpapers.eu • 1 Nº 12 • February 2009 • ISSN 1887-1542

A digital literacy proposal in online Higher Education:

the UOC scenarioMontse Guitert and Teresa RomeuOpen University of Catalonia, Spain

SummaryUniversitieshave akeyrole inproviding studentswith strategiesandcompetencestoallowthemtobepartofthecurrentinformationsocietyandhencetobeabletodevelopaproductivecareer.TheOpenUniversityofCatalonia(UOC)isafullyonlineuniversitycreatedin1995toprovidedistance-learninguniversity-leveleducation.ICTswereintegratedtoUOC’seducationalactivity since its first stepsasa compulsory subject common to all degrees, aimed tohelp

studentstocopewithavirtualenvironmentandtofamiliarizethemwiththeuniversity’sspecificonlinetools.Thissubjecthasbeenevolvingalongtheselast11yearsofexistenceinlinewithnewtechnologiesandalsoaccordingtothenecessitiesofstudents.NowadaysitisasubjectthatworksthebasiccompetencesinICTsandisinspiredbythedeclarationofBologna.InascenarioinwhichtheuniversityismakingstrategicdecisionsabouttheimplementationofthenewdegreeswithintheframeworkoftheEHEA,thiscompetenceisdefinedattheUOCasfollows: “The use and application of ICTs in the academic and professional environment”.UOC’sproposalofdigitalliteracyfortheacquisitionofICTcompetencesintheacademicandprofessional scope is based on a compulsory subject of each degree. This 6-credit ECTSsubject ismandatory during the firstsemesterwithin thecross-sectional basic creditsandisbased on the rational and critical use of ICTs, some knowledge of digital technology, the

proceduresofthevirtualprojectandonnewformsofconstructingandrepresentingknowledgeforthenewsocialInternet(blogs,wikis,socialmarkersetc.)andformultiplealphabetizations.On the basis of UOC’s experience we are in a position to single out the key transferableelementsfordesigningaproposalforachievingdigitalliteracy inanyeducationalcontext:thedefinitionoftheICTcompetence,thegradualacquisitionofICTskillsthroughcreatingaproject-basedwork,teamworktousingandapplyingnewtoolsandtheroleofconsultants.Keywords: Digital Literacy, ICTcompetences,HigherEducation, EHEA, online environment,UOC

1 IntroductionWithintheframeworkoftheEuropeanCommissionandthescenariooftheOpenUniversityofCatalonia (UOC), the aim of this article is to present a higher-education proposal inDigitalliteracy for other institutions.Webelieve that other institutionsmay findan ICT-skills basedmodelforEuropeanhighereducationinthecontextoftheUOC(afullyvirtualuniversitymakingintensiveuseofICTs),involvingwaysofworkingontheacquisitionofkeyICTskillsforpresent-day society through a curriculum design that starts with a compulsory subject and is thenconsolidatedasstudiesprogress.Inthisdetailedpresentationofthewaythesubjectistaught

attheUOC.



Inthefirstsectionofthispaper,digitalliteracyissetinitscontextbyreviewingtheliteratureontheEuropeanlevelandinconnectionwiththeEuropeanHigherEducationArea(EHEA).Wethen go on to present digital literacy at theUOC, from its origins and in the context of thesubject intended tocultivate ICT skills.Nextwe turn todescribingand analysing the digital-literacycurriculumproposalasitisintheUOCscenariointhemovetowardstheEHEA.Weconcludebypresentingthekeyelementsforadigital-literacyproposalforvariouseducational

contextsbeyondtheUOC.

2 Digital Literacy

2.1 The European context

To speak nowadays of the information and knowledge society is no longer to speak of anabstract remote future, vaguely defined and featuring unforeseeable dispersed impacts ondiverseaspectsofthepersonal,professional,economicandculturalactivityofthecitizens.Formorethanadecadeallovertheworld,andparticularlyinwhatistermedtheFirstWord,the

so-called InformationandCommunicationTechnologiesaredrivinganunstoppabletransitiontowards the digital society, “a society in which knowledge-generation and information- processingconditionshavebeensubstantiallyalteredbyatechnologicalrevolutioncentredoninformation processing, knowledge generation and information technologies” . (Castells, M.2002)Inourpresentdigitalsociety,technology,informationprocessingandthedistributionandthecreationofknowledgearetheaxesonwhichnewsocial,cultural,economicandpoliticalscenesaredynamicallyshaped.Wetogetherestablishnewmodels for relations that includethefullrangeofhumanactivity:fromhowtoorganizesocietytohowtounderstandtheeconomyandwork; from the way to generate, distribute and consume services toschemesand attitudeswhenaccessingeducation,trainingandlearning.

TheCommissionoftheEuropeanCommunities,withintheframeworkoftheEuropeanCouncilofLisboninMarch2000,recognizedtheimportantchallengesEuropefacesinadaptingtoanewdigitaleconomyandactingasacradleforknowledge.Inthissense,itinsistedontheneedforallcitizenstohavetheknowledgerequiredforlivingandworkingintheinformationsociety,andthataEurope-wideschemewouldhavetodefinethenewbasiccompetencesthatmustbefacilitated by education and training systems,with competences in information technologiesamongthem.DigitalcompetencewasdefinedbytheCommission(2005):“Digitalcompetenceinvolvestheconfident and critical use of Information Society Technology (IST) for work, leisure andcommunication. It is underpinned by basic skills in ICT: the use of computers to retrieve,assess,store,produce,presentandexchangeinformation,andtocommunicateandparticipateincollaborativenetworksviatheInternet”(p.16).In this vein, the Catalan Government is working to ensure that these ICT skills can bedemonstrated in learning and by all citizens as well. Specifically a Work Plan has beenapproved to create certification in ICT skills. This accreditationwill be voluntary, and it willenable the competences and knowledge of Catalans in the use of the information andcommunication technologies to be certified, and also it will be useful for companies whenlookingfornewemployees,asthisqualificationwillgivefurtherinformation.

2.2 The Bologna Process; the EHEA

Theroleofuniversitiesisimportantinfosteringstrategiesandcompetencesenablingstudentsto have a productive career. In this sense, and within the framework of the UOC, we are





currentlyinthemiddleofadiscussionprocessonthegenericandspecificcompetencesthatwewantourstudentstoacquire,bearinginmindthesocial,culturalandtechnologicalchangesthatforceustoupdateourskillsconstantly.Besides,nowadayshumanandprofessionalprofilesaremoreandmoreinterdisciplinary,andhencestudentsneedtobeprovidedwithstrategiesthatcanbeusedontheacademic,professional,universityandpersonallevels.Itisnecessarytohaveacross-curricularvisionofcompetencesandofuniversitystudiesthatclearsthewayfor

qualityeducation.Schools and universities thus play an essential role, as discussed and analysed by many(Castells, 1994; Delors, 1996; EuropeanCommission, 1994; Bates, 1994). Accordingly, theeducationworldisexpectedtorespondtothosechangesgoingonandtocontributeactivelytothenewchallengesthatthenewtechnologiesbringupinconventionalteachingandlearningmethods, astheUNESCOWorldReport claims (1998).Teacher training actionsneed tobedesignedaccordingtochangingneedsinsocietyandineducation.EuropeanhighereducationinstitutionshaveacceptedthosechallengesthroughtheBolognaProcess,andhavetakenonaprominentroleinconstructingtheEuropeanareaofHigherEducation. “Universitiescanactasprotagonists inpreparing studentstoplay aproductivecareerandtobehaveasresponsiblecitizens .” (pp 59 in González, J. & Wagenaar, R. (2003). The project Tuning Educational

StructureinEuropeisoneofthefewinEuropethatactuallylinksthepoliticalobjectivessetintheBolognaDeclarationof19991tothehighereducationsector.Tuningisaprojectdevelopedby and meant for higher education institutions. In this sense, universities face three mainchallenges: to qualify future professionals to fit in with the current new profile, to trainresearchers-to-be,andtoeducatecitizensfortoday’ssociety(Michavila&Calvo,1998).Hence,itisessentialthatteachersaretrainedtakingaccountofalltheseissues,andbearinginmindthenewteachers’profileaswell,aprofilethathasnaturallyevolvedandadaptedtoourcurrentinformation society, and all the new competences and skills that they need tomaster and,consequently,betrainedin. Also,itisclaimedintheBolognadeclarationthatitisimportanttoprovidestudents/citizenswiththenecessarycompetencestocopewiththedemandsoftoday’sknowledgesociety.By

competencewemeana“setofskills,knowledgeandattitudesneededtoproducethedesiredoutputs of the work place” (Williams, 2003), complemented by Tuning’s definition thatcompetences“conveymeaninginreferencetowhatapersoniscapableorcompetentof,thedegree of preparation, sufficiency and/or responsibility for certain tasks”. In today’s’ societystudents “spend their adults lives in amultitasking,multifaceted, technology-driven, diverse,vibrant world and they must arrive equipped to do so” (Partnership for 21st CenturySkills,2003). In this sense, a learningprocess isneeded that is focusedon the activities that thestudents carryout andon the skills they acquirewhileperforming them, rather thanon thecontentonitself,suchastheBolognaprocesspromotes.It is important to identify what generic competences students should acquire at university,bearinginmindallthesocial,culturalandtechnologicalchanges.Thesecompetencesneedto

be more and more transversal and interdisciplinary every day, as so are human andprofessionalprofilesnowadays.Thesecompetencesneedtosupportcurrentstudies,enhancefuture employability,and enhance lifelong learning. One needs toacquire skills that can becommon toall degrees, suchas the capacity to learn, to takedecisions, and acapacity foranalysisandsynthesis.Inasocietyinconstantchangeandrenovation,allthesegenericskillsbecome basic. The report “Tuning Educational Structures in Europe” brings together thereflectionsandconclusionsofprofessionalsofEducationfromallEuropeonwhatcompetencesstudentsshouldattainatuniversitylevel.Genericskillshavebeenclassifiedinthereportintothreemaincategories:

− Instrumental:thosethathaveaninstrumentalfunction

− Interpersonal:thoserelatedtothecapacitytoexpressfeelings,andtocriticalandself-

criticalabilities

1 http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF

http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF

http://www.bologna-bergen2005.no/Docs/00-Main_doc/990719BOLOGNA_DECLARATION.PDF




− Systematic:thoserelatedtotheabilitytoplanorredesignplanning.ICT skills would be located ingeneric skills, but are mostly instrumental, interpersonal andsystemic.

3 Digital Literacy in the UOC scenario from its originsTheOpenUniversityofCatalonia(UOC)isa fullyonlineuniversity,createdin1995toprovidedistance-learninguniversity-leveleducation.Theeducationalsystemofthisuniversityisbasedon the concept ofaVirtualCampus,which is supported bya communicationsnetwork thatovercomestimeandspacebarriersandprovidespersonalizedcontactbetweenstudents.The UOC2 teaching model places the student firmly at the centre of the learning process;learningprocessresourcesareallbasedaroundthestudent.NotonlydoestheUOCprovideavirtual campus, but it also includes other factors, with the result that we can say that itsmethodology is a genuinely integrated system providing all the support necessary forsuccessfuldistancelearning.

Figure 1 set out the UOC teaching model. The student interacts with all the variouscomponents,normallybymeansofthecampusvirtual.

Figure 1.TheUOCEducationalmodelThe student is seen as being at the centre of his or her own learning process; the othercomponentsareavailabletothestudentsothatheorshecanmanageandcontroltheprocess.TheroleofteachingattheUOCistoprovidestudentswithtoolsandguidelineswhichfacilitatetheir learningprocesses,whilealsorespondingto theirneeds.Insteadof functioningasmeresourcesofinformation,teachersbecomefacilitatorsoflearning.Thisnewteachingroleisalsodeterminedbynewtechnologies.InthewordsofJ.Delors1996,“intheinformationsociety,theteachercannolongerbeseenastheexclusivepossessorofknowledge,whichheorshemusttransmit.Theteacherisnowassociatedinsomewaywithacollectiveknowledgewhichheor

2 UOCwebsite:http://www.uoc.edu

http://www.uoc.edu/

http://www.uoc.edu/

http://www.uoc.edu/



shemustorganise,placinghimorherselfattheforefrontofchange.” Inthislight,theUOChasintroducedtheconceptoftwodifferentteachingroles:thecounsellorandtutor.Theconsultant guidesstudentsthroughtheentireprocess,includingenrolment,learningandbeingpartofUOC.Heorsheoffersacademicadviceonallmattersrelatedtothefulfilmentofeducational challenges, the process of integration within the university community and

professionalorientationoncompletionofstudies.The tutor guidesand supportsstudent learning in relation toa givensubject throughout thesemester.Heorsheworkstofacilitatethelearningprocess,bymakingsuggestions,answeringquestions,andprovidingguidanceandadvice.Onlineenvironmentsallowustobreaktimeandspacebarriers,andthisimpliesthatpeoplecanstudynomatterwhattheirageis,wheretheycomefrom,orwhattheirworkscheduleis.Inthissense,adescriptionofHigherEducationstudentswouldnotonlyincludethosecomingstraightaftertheirsecondarystudiesbutalsoadultswhomayalreadyhaveotheruniversitystudies,andpeoplewhoworkandstudyatthesametime;inshort,individualsthatwishtostudyaspartoftheconceptofLifelonglearning.Thisisactuallythebackgroundofthestudentswhodecideto

studyinanonlineuniversitysuchastheUOC.ThisconceptofLifelonglearningisnowadays“partof thevocabularyof theindustrializedworld.Itdescribestheneedforpeopletocontinuetheireducationandtrainingthroughoutlifebecausetheywillfacemultiplecareersinchangingeconomies and enjoy longer lives in evolving societies…” (McIntosh, C. 2005). By makinglearningpossibletoawideraudience,weareundoubtedlyenrichingoursociety.SincetheUOC'sfoundationin1995,therehasbeenacompulsorysubjectcommontoallUOCdegrees,onethataimedtohelpstudentstocopewithavirtualenvironmentandtofamiliarizethemwithUOC-specific tools. That subject has been evolvingall through these last elevenyearsofexistenceinlinewithnewtechnologies.Fromtheoutset,theUOChaswitnessedthegrowthoftheInternetanditsvariousphasesof

popularisation, which were absorbed and channelled through the 'Multimedia andCommunication'subject.ThatsubjectwascreatedspecificallybytheUOCinordertofacilitatetheinductionofstudentsintoanoff-sitelearningenvironmentbycreatingandfosteringcertainhabits inworking, studyingand virtual learning – in short, tohelp students tomoveon toadifferentoutlook,fromanon-sitetoavirtualenvironment,andtofacilitatemakinggooduseoftechnologicalresourcesandtoolsforoptimumvirtuallearning.‘MultimediaandCommunication’isasubjectthatisconstantlychangingonaccountofprogressin the ICTs,and it is thus subject toconstantupdates to its content.The subject has beenevolvingfromtheoutsettoadapttotheneedsofsociety:fromtheuseofthemousetoacquiringbasicdigitalskills.Itrespondstodifferingstudentprofiles,witharangeofskillsarrangedin8standardisedqualificationsfrom theUOC(CatalanandSpanish).Thesubject is takenbyan

average of 3,500 students per semester, and has 70 consultant teachers with aninterdisciplinaryprofile,rangingfromphilosopherstoInformation-Technologyspecialists.

3.1 The team of consultants

The figure of the consultant for Multimedia and Communication (MIC) takes on someimportanceinthelearningprocesssinceheorshehelpsoutwiththeinductionofstudentsovertheirfirstmonthsattheUOC.Theteamofconsultantsforthatsubjectcomprises64members,andworksvirtuallyandcollaborativelyinasharedspaceinthevirtualcampus;there, throughcoordinationamongtheteachers inchargeof this,the semesteris prepared,andthere theydeal with queries from students, teaching experiences, information, new proposals forinnovationintheclassroom,andotherissuesconnectedwiththedigital-skillscontentarea.

Byitsverynature,innovationisakeyelementinthissubject.Andthatiswhytwoprocessesareinvolved in recruiting consultants: first come a face-to-face interview, and then a second




selection process that involves carrying out virtual training to try out and to implement inpractical terms theproactiveandinnovativedynamicvirtual teachingmodelcalled forby thesubject.Thiseducationmodelhasbeenwithusfromtheearlydaysofthesubject'slaunch,andovertimeithasgivenusveryfavourableratingsoftheconsultantsbythestudents–approvallevelsstandatover90%.

Theprofileoftheteachersvariesgreatly,torespondtothevariousqualificationsofferedbytheuniversity.Therearestaffteacherswhocomefromtheuniversityandnon-universityacademicworld, and there are also contributions from professionals working in various professionalspheres(journalists,economists,lawyersetc.)withwide-rangingprofilesbutsharingICTusageskillsinthesphereoflearning,andafacilitytoadaptconstantlytochange.Thisteamofconsultantsremainsstabletosomeextentinhelpingoutwiththissubject,eventhough some consultants may not be active in some semesters; however, they go oncollaborating in digital-literacy skills outside the subject,and stay onasactive users in thevirtualspaceoftheconsultants'room.

3.2 Stages in the evolution of the subject

Thethreemostsignificantstagesintheevolutionofthesubjectsofarwere: First step:compulsory-subjecttoolstofacilitatestudents’abilitytohandlevirtualstudiesattheUOC. The subject had 3 credits and was transversal to all degrees. It had an academiccalendar different to the rest of UOC, starting before the others subjects. Its content wascentredonreachingagoodcommandofthetools:mouseandcomputer,Word,Exceletc.,andgettingfamiliarwiththevirtualcampus. Second step:ICTcompulsorysubjectstrategies.Thesubjectwasadaptedtotheevolutionofthenewtechnologies,tothepopularizationthatthesehaveinsociety,andtotheneedsofthedifferentdegrees(lessinthetoolsandmoreinthestrategies).Thecontent,whichwasinitially

basedonknowledgeofcomputerscience,hasevolvedtotheachievementofworkandstudystrategies for learning in a virtual environment. Strategies necessary for learning in virtualenvironmentsinclude:abilitiesinstudy,workorganizationandcommunication;Internetskillsinsearchingforandprocessinginformation;andacquaintancewiththetoolsnecessaryforstudyincertaindegreesattheUOC.Thesubjecthad4.5credits,1.5beingspecifictoeachdegree. Third step: compulsorysubject– towardsBologna. Thesubjectstartsatthesametimeastherestofthesubjects.Ithas4.5creditsandisspecifictoeachdegree.ThemainobjectiveistoprovidestudentswithasetofgenericcompetencesinICTsforworkingand studying in the UOC environment. The competences to achieve are the capacity toorganize and plan work and study in virtual environments, the capacity to communicate

virtually, the abilities to search for, manage, process and present the information, and theabilities to work in teams and to design and manage projects. All these competences aresupported intheTuningdocument (González,J.&Wagenaar,R.2003),andin (Prieto,J.M.2002).Thesubjectisbasedonacontinuouslearningprocess,focusingontheaccomplishmentofaseriesoflinkedactivitiesthatleadtotheproductionofareport(FinalProject).Thiscontinuingprocess is achieved through a project-work methodology that facilitates the progressiveacquisitionofgenericICTcompetences.Theproductionoftheonlineproject(individuallyoringroups, depending on the studies) involves research on a specific area of study so thatstudents put into practice and acquire all the competences necessary to accomplish theirstudies,competencesthathavebeenlistedpreviously(Guitert,M.,Romeu,T.&Pérez-Mateo,

M,2007).




ExperienceinthissubjectduringtheyearsprecedingthisstepisanintroductiontotheuseofICTs,puttinglearningstrategiesintopracticeinvirtualenvironments,andthusencouragingthelearning tomove towards the acquisition ofcompetences, asan evolution of the proceduralcontentworkedonpreviouslyintheframeworkofthesubject.

3.3 Data confirm the curriculum in this subject

Several semesters werespentworkingon skills in linewith the EuropeanHigher Education Area(EHEA)eventhoughtheuniversityhadnotyetmadethetransitiontotheEHEAthroughthetransformationofthedegree,andanICTprocesswaslaunchedintheexpectationthatICTskillswouldbeimportant.AquestionnaireputtostudentswasintendedtoascertaintheextenttowhichICTskillshadbeenacquiredthoughthisproject-workmethodologyinthecoursetimespentonthem.ThedatagatheredduringthesemesterFebruary-June2007corroborateagoodvaluationbythestudentsofthecompetencesputintopracticeinthesubject.27%oftheregisteredstudents(998studentsintotal)answeredthesurveyratingtheirdegreeofacquisitionforeachoftheICTcompetences.Thisratingonthesubjectispartoftheendofthecourseinthatsubject.96.85%

agreedthatworkingonICTskillsthroughavirtualprojecthadhelpedthemtoacquiregenericcompetencesinICT.

Table 1:Students'ratingontheacquisitionofeachoftheICTcompetencesCompetences ValuationVirtualcommunicationstyle 99.28%Managementofavirtualproject 98.17%Searchforandselectionofinformationinanetwork 96.45%

Analysis,treatmentandinterpretationofdigitaldata 96.35%Presentationandstructureofdigitalinformation 96.55%Presentationofdigitalinformation 96.55%

Inadditiontothedatagatheredinthesubjectquestionnaire,aninstitutionalsurveywassentouttothestudentsinthesamesemester(February-June2007).785outof2728students(21.4%)responded tothesurvey,a figure thatallowsusto obtain valid informationonthedegreeofsatisfactionofthestudentsandtogeneralizefromit.

Table 2:Students’ratingonqualityindicatorsconcerningtheinstitutionQuality indicators ValuationGeneralsatisfactionwiththesubject 76.03%Overallassessmentofthevirtualteacher 90.34%Generalsatisfactionwiththelearningresources 77.13%

Generalsatisfactionwiththeevaluationmodel 86.99%

Theresultsshowthattheconsultantwasverypositivelyrated(90.34%),aswastheevaluationprocess(86.99%). Allpastdataand thosedatagaveuscluesenablingusto reinforceand improvethesubjectmodelforthegeneralalignmentoftheUOCwiththeEHEA.

4 UOC cross-training curriculum proposal in Digital Literacy in the EHEAOne of the basic instruments for encouraging mobility and competitiveness and preservingdiversityintheEuropeanHigherEducationAreaisthedesignofprogramsforacademicskills.InthisveintheUOChasopenedaninternaldebatetoreflectonanddefinethepowersthatour

students should have according to certain professionals, including how to profile the set ofdefining characteristics of a professional function. The institution has adopted the followingdefinition: "the set of skills that a person puts into practice in the pursing professional and




academic life to make them efficient, independent and flexible” , and a distinction is madebetween specific skills (referring to a level of knowledge), transversal skills (common to allprogrammes),andfinallytheabilitiesthatarepresentinallthequalifications,andwhicharethedistinguishingfeatureoftheinstitution,differentiatingitfromotheruniversities.Information from outside the institutions themselves was also consulted, along with

documentationontheEHEAandotherliteratureincludingtheTuningdocument(GonzalezandWagenaar,2003)thatdetailsskillsthataregenericandspecifictotheuniversitylevelinEuropeandtakenbyuniversitiesasareferenceindevelopingrelationshipskills.It isworth pointing out that, throughout the data-gathering stage, account was taken of theUOC'snatureasavirtual,distance-learninguniversityfeaturingintensiveICTuseandaimedatan adult audience, and so there is a constant factor that must be reflected: digital skills,promotedbythenet-basedworkingmethod.“Technologies forusaremore thana toolorananecdote: they are our context, and they go beyond a merely instrumental role to enableknowledgetobeimplementedinpractice” .(Martin,A.andGrudziecki,J.,2007)InthescenarioinwhichtheUOCismakingstrategicdecisionsabouttheimplementationofthe

newDegreeswithin the frameworkof the EHEA, the competence isdefinedat theUOC asfollows:The use and application of ICTs in the academic and professional environment. Thisincludesworkingwith ICTcompetenciesthatalreadyhadbeendeveloping in thecoursewediscussedintheprecedingparagraph.This institutional option is basedon the historical one of the university that from its originscreated its own specific subject, which valuation data on satisfaction and the results of asemestershowaspositiveandthedecisionoftheCatalanGovernmenttocreateacertificationinICTskills.TheUOCmakesthefollowingcross-curricularproposalinDigitalLiteracyforallUOCdegreesbasedon thedefinitionofacompulsorysubjectinallUOCdegrees,prioritizingthoseaspects

thathavebecomeimportantintheevolutionofthesubject:− Accomplishmentofavirtualprojectonasubjectspecificforeachdegree

− Prioritizingthetechnologicaltoolsusedineachdegree

− ThecontentsofasubjectasabatteryofresourcesThe UOC’s proposal on digital literacy for the acquisition of ICT use and applicationcompetencesintheacademicandprofessionalfieldarethefollowing:

− AsubjectaimingatICTcompetence, compulsory for theDegree andamounting to6ECTScredits that studentsare recommended to take in the firstsemesterwithin thecross-sectionalbasiccredits.

− Therestofthesubjectswillbeoptional,andcanbetakenthroughoutthedegreecourse.

(attheproposalstage)o A higher-level subject specialising in one or more abilities linked to the

necessitiesoftheDegreeo A6ECTS-creditmethodologicalsubjectonworkingon-line.o Course/seminar on the use and application of ICTs in the professional

environment,linkedtotheFinalProjectintheDegreeconcerned

− MasteringhorizontalDigitalLiteracy(likewiseattheproposalstage),intendedforanyprofessionalwishing to improve inthisrespectand tobe independentin theuseandapplicationofICTcompetences.

TheacquisitionofthiscompetenceincludestherationalandcriticaluseofICTsforworkingandstudyingintheinformationsociety.Thiscompetenceincludesspecificabilitieswithinthedegree

frameworkandcross-curricularprogrammefavouringanetworkmethodology




Herearethedetailedproposalsfromtheinitialcompulsorysubject,inwhichcompetencehasalreadybeenworkedoninacomprehensiveway;allothercoursesarecurrentlybeingdefined.

4.1 Proposal for the compulsory Subject “ICT competences”

This 6-creditECTSsubject isdefinedasobligatory in the first semester. It isbasedon the

rationalandcriticaluseofICTs;someknowledgeofdigitaltechnology;theproceduresoftheVirtual Project; and on new forms of constructing and representing knowledge for the newsocial Internet (blogs, wikis, social markers etc.) and for multiple alphabetizations: textual,visual,medialandaudio(Lankshear&Knobel,2003).Thecompetencesthatareachievedineachsubjectarethefollowing:

Table 3:CompetencesanddescriptionCompetence Competence descriptionSearchforandlocationofdigitaldata Planning and managing the process of finding information.

Implementation of tools and resources to find information.Use of theservicesavailableon theInternet forfinding information,usingcriteria,

and appropriate restrictions. Selection, storage and retrieval of digitalinformation.Treatment of textual information,graphics,sound,andnumericaldata

Using text editors to create, treat, prepare and present textualinformation, intended tobe printed or tobepublishedonthe Internet.Processing information graphics, audio and still or moving images.Creating and using spreadsheets and applying them to activities thatrequire the use of their operations and functions. Maintenance,consulting, management and presentation of information throughdatabases

Presentation and dissemination ofdigitalinformation:

Designing presentations by integrating different types of objects, topresenttheinformationindifferentmedia,tobedesigned,printedand/or published on the Internet. Setting out integrated informationprocessedindifferentformats(text,hyper-graphic,visual,audio,etc.)

Communicationstrategiesonthenet Interpersonal communication and the exchange of information andservicesonthenet,sharingknowledge,andnetworking.Socialnetworksandprofessionalnetworks

Basicsofdigitaltechnology

Using thefunctionsofacomputer and itsoperatingsystem.Masteringthe concepts, functions and basic applications, devices, and theinterrelationship between programs. Plus knowledge of computersecurityconcerns.

Planning and management of thenetwork(individualandgroup)

The plan involves the allocation of time in a balanced way based onpriorities, and is essential for studying, working, daily professionalactivities and being able to pursue individual and group objectives,definetheproblems/tasksthatexistandseeksolutions;designinganappropriateworkplan, takingintoaccounttheavailabilityofresources,theviabilityofthetaskstopursue,thetimeavailable,information,and

knowledge about the subject matter, involving time and informationmanagement.Net-basedteamwork

Teamworkasamethodologycompetenceforenhancingcommunicationand participation via the net, exploiting the potential of the tools andresourcesincollaborativeprojects.Teamworkmeansthecapacitytoachieveanobjectiveorgoaljointlyasa result of the interaction of members of the group.Teamwork in a network involves a process of managing the variousinformationinputsthatteamworkinvolves,whichrequiresplanning,thesharing out of tasks, negotiating agreements and decision-making,discussions,asimilardegreeofcommitmentamongmembers,allwithawell-defined organisation enabling the team to be managed anddevelopedviathenetwork.

Civicattitude

Wehavetoworkacrossallcontentefficiently,withcivicsense,andtosecure critical resources available to the public in a digital society,applyingthemselectivelyindifferentareasoftheirlivesandcareers.





4.1.1 Methodology

To develop and implement the ICT competences described above, we have relied on themethodologyofprojectworkbecauseitallowedustoinitiate,developandpracticeeachofthecompetenciesinanintegratedwayandinterrelatedwitheachother.

Themethodologyofprojectworkinvolvesanongoingprocessandlearningfromeachstageinactivitiesrelatedtoeachother(seetheFigure2).Ascanbeseen,everystagehasasetofactivitiesthatareplannedinitiallytobereviewed,andaprocessofcontinuousassessment.The project development team will make it possible to acquire and implement a range ofknowledge,skillsandattitudesconsideredessential in theworkplace,suchas:searching forinformation,processingandpresentingdigital information,exchangingknowledgeandideas,negotiatingthroughdifferentpointsofview,communicationandsocialinteraction,theacademicnetwork,decisionmaking,individualandgroupplanning(Guitert,M.;Romeu,T.;Pérez-Mateo,M.,2007)etc.

Figure 2:StagesofthevirtualProject(ownsources)

4.1.2 The resources and contents

The course develops from a set of resources in different formats (textual, interactive,audiovisual,etc.)workingonthedifferentcompetences.Thecontentwillallbereflexive,withmethodologicalandinstrumentaltoolsthatfacilitatetheacquisitionofspecificskillsinICTs.

Preparation and presentation of digital information

Dissemination and discussion on the net

Closure of the project in the wiki

Presentation and dissemination of the project

Debate in relation to projects submitted

Closure of the subject and group evaluation.

Navigation and communication in the network

Presentation of a case in the classroom forum.

Initial searches for information shared with a social

marker.

Formation of groups and covering the theme of the project.

Planning for the project and initial agreements for the

operation of the group.

Treatment of di ital information

Individual Information analysis and processing

Structuring of the contents of the draft in a wiki

Assessing teamwork and reviewing planning

Drafting the first version of the project in a wiki

Assessing the planning and teamwork

A s s e s s m e n t

P l a n n i n g




Table 4:ContentsType of content Description Content Example

Reflexive

Acritical,civicandsecureuseofthetechnologiestopowerpersonal,academicandprofessional

performance.

CriticalandrationaluseofICTs ICTapplicationinthefieldof

study Thesocialnetwork Thedigitalattitude

Methodological

Methodologicalguidesforstudentcompetenciesrelatedtocross-over

Projectplanningandvirtual

management Groupworkinvirtual

environments Stylesofcommunication

network

Instrumental

Toolsdesignedtoguidetheprocessofacquiringtheexpertiseforwork

Technologybasics

Searchingfor,locating,

processingandpresentingdigitalinformation

Thecontentsthatare

instrumentalinimplementingthetoolinspecificfieldsofstudy

4.1.3 Continuous assessment model

Evaluation isbasedoncontinuousassessment throughaseries ofactivities thatassess thelearning process. The achievement of each stage of the online project is linked to anassessmentactivitythatneedstobeunderstoodglobally,astheyarealllinkedandinterrelated.Oncethestudentsfinishthegroupproject,theyratetheprocessandtheresultsobtained.Theydo aself-assessment andagroupassessment.The teacher facilitates the processofgrouplearningforthestudents,andhelpsthemtoreachthecompetencesconcerned.Theteacherguidesstudentsinallthestagesofthedevelopmentoftheproject.He/shehelpsthemtodetectand to correct errors, clarifies their doubts, and gives feedback to students oneach of theactivitiesdelivered.

The added value of competence in the use and application of ICTs in the academic andprofessional environmentis that itstarts inthe compulsorysubject inthe firstsemester; it isreinforcedthroughoutthewholedegree,andisfinallyconsolidatedintheFinalDegreeWork.

4.2 Implementation analysis

Wehaveimplementedthisinthissemester(September2008-January2009)in threedifferentdegrees:Psychology(455students),Law(321students)andHumanities(141students)withdifferentspecificationsbasedonthenecessitiesofeachdegree,andofthosestudents,over70%havepassedthesubject. Attheendofthesemester,wesentoutquestionnairestothosestudentsforthemtoratethe

subject,andanaverageof50%responded.Thequestionnairecomprisesasetofclosed-endquestionsrelatingtotheacquisitionofICTcompetences,totheactivitiesinvolved,tothetools



and resources used and to the allocation of time, plus other open-endedquestions on thesubjectingeneral.Herearethemostsignificantdataonthisprojectasawhole.StudentresponsestothequestionontheextentofICTcompetenceacquisitionwereasfollows:

Table 5:Competences

Competence Low Medium High1.Searchingforandlocatinginformationonthenet 0.27% 22.19% 77.53%

2.Processingandreworkingdigitalinformation 0.55% 32.60% 66.85%

3.Presentinganddisseminatingdigitalinformation 0.27% 35.62% 64.11%

4.Acquiringcommunicationstrategiesonthenet 1.64% 28.77% 69.59%

5.Masteringbasicdigital-technologyfunctions 1.64% 36.99% 61.37%

6.Planningandmanagingavirtualproject 1.37% 31.51% 67.12%

7.Acquiringacivicdigitalattitude 0.27% 13.15% 86.58%

8.Acquiringnet-basedteamworkskills 2.19% 16.44% 81.37%

Allthecompetencesinallthreedegrees 1.03% 27.16% 71.82%

As regards the most highly-rated aspects of the subject, noteworthy among them is thestudents’ perception of this subject as a good way of introducing them to the area of ICTcompetences:“itisasubjectemployingagoodmethodformakingcontactwithotherstudentsandwiththevirtuallearningenvironment.” Asforthequestionsontheroleoftheconsultant,alltheresponseswereverypositive.Somestudents also added that “the guidance, help and rapid response of the consultant whendifficultiesarosemeantthatthefollow-upinthissubjectwasasuccess."."Theclassroomnoticeboardwasanimportantpointofreferenceforfollowingthissubject,sinceitgaveusadviceonworkingmethods.”“Iwishthatallthevirtualsubjectswereaswellguidedandstructuredasthisone.”"Theconsultant’sfunctionisdecisiveforusnottofeellostinthevastnessoftheInternet."

Inrelation towhichelementsare consideredaskeysfor thecreationofagroupwork virtualproject, the majority responded: good initial planning, fluid and sincere communication, theparticipationofthemembersofthegroupaswellascommitment,involvement,thecohesionofitsmembers,andtheagreementsofthegroup.Thepossibilityofworkinginanasynchronousway has also been an element that has helped the creationof the virtual project, althoughinitiallymost ofgroupsneeded tobeworkingat the same time.Specifically, somestudentsremarkedthat“Thecreationofavirtualprojectingroupisveryusefulforlearningtoworkinateaminavirtualenvironment." Anotherhighlyratedaspectwasindividualandgroupplanningasanimportantcomponentforundertaking the group’s virtual project. In that context, the project-based working method

facilitatedthegradualacquisitionofICTcompetences:“Irateveryhighlythepartialproductionofthefinalproject,whichletmeprogressstepbystep.” Asforthequestiononthestrongpointsandtheweakpointsofthesubject,itisimportanttonotethatworkingasateaminavirtualenvironmentwasoneofthemostfrequentlyselectedasastrongpointofthesubject,thegoodgroupdynamics,thewillingnessofgroupmemberstotake on responsibilities and shareout the work, and the readiness towork together. Somestudentsremarkedthat"theexperienceofworkingasateamwasverygratifying.”“Workinginateamhelpedmealot,andencouragedmetocompletetheproject;themotivationprovidedbyotherstudentswasfundamental.” The students also rate highly having learnt to work asynchronously as a team in a virtualenvironment,theexperienceofgroupwork,acquiringskills forworkingtogether,andthewaythe assessment was arranged individually even though the project was produced bygroupwork.




Asforlearningtohandletechnologies,theycitehavingbeenintroducedtoandtakenfurtherintousingandapplyingnewweb2.0on-linecollaborationtools.On the basis of that analysis, we are now in a position to design new subjects for ICTcompetencessuitingtheneedsoftheUOC’snewdegreecoursestobebroughton-streamin

the new academic year which include Computer Science, Economics, Communication,Documentation,Tourism,CatalanLanguageandLiterature.

5 Conclusions: key elements for a Digital Literacy proposal

OnthebasisoftheUOC’sexperience,weareinapositiontosingleoutthekeytransferableelementsfordesigningaproposalforachievingDigitalLiteracyinanyeducationalcontext.To start work on what is a key competence for present-day society through a compulsorysubjectinthefirstsemester,sinceitenablesstudentstosortouttheirICTskills,andlearnnewonesthroughnewtoolsandnewresources.

ThegradualacquisitionofICTskillscanbearrangedthroughproject-basedwork.Thatway,alearningsituationcanbearrangedthatenablespracticalusetobemadeofvarioustoolswithagenuineultimateaiminmind:creatingaproject.Teamworkfosterspersonalandgroupcommitmentbondsandsocialinteraction,workplanningandorganisation,informationmanagement,andthejointbuildingofknowledge,allwhicharebasicinthenet-basedsociety.This collaboration process offers students strategies for finding out about and applying thepotentialofweb2.0fromaconceptualandtechnologicalperspective.Introducingstudentsgraduallytousingandapplyingnewtoolsasandwhenrequiredbytheir

ownrealneedsitisveryimportant sinceinsomecasestheyknowhowtousethembutnothowtoapplytheminacademicorprofessionalfields.Inthisscenario,theconsultantsmustberathermorethanskilledICTusers:theymustalsobeabletomakethemostofresourcesatalltimesandtoofferstrategiesandteachingscenariosfosteringICTskillsamongtheirstudents.All thisisonlypossibleiftheconsultantssharetheirexperiences,interestsandneedswithotherteachingstaffinavirtualcommunity.Forthefuture,itisessentialtocarryoninvestigatinghowtobringinthenewtoolsthatemerge,andhowandwhenthevariouscompetenciesbecomefirmlyassimilatedinthedegreecourse. Alongsidethat,wemustbearinmindthatICTskillsarenotstableinpresent-daysociety:theymaygoonevolvingorchangingasICTsandnewsocialneedsevolve.

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L i P l i 15

Authors

Montse GuitertDirector of the Digital Literacy Area, Department of Computer Science,MultimediaandTelecommunication

UniversitatObertadeCatalunya,[email protected] RomeuLecturerDepartmentofComputerScience,MultimediaandTelecommunicationUniversitatObertadeCatalunya,[email protected]

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