Teaching and Learning in a Digital Age

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Teaching and Learning in a Digital Age. Sue Watling Festival of Teaching and Learning June 2014. Digital Education Plan. The University will promote the wider and more creative use of the VLE and other technologies for enhancing and enriching students education . Promote OER - PowerPoint PPT Presentation


<p>The Digital Education Plan Digital Futures at the University of Lincoln</p> <p>Teaching and Learning in a Digital Age </p> <p>Sue WatlingFestival of Teaching and Learning June 2014 </p> <p>CERD is dividing in two separate directionsSchool of Education and an Educational Development and Enhancement Unit EDEU for shortPart of EDEUs remit will be implementation of the Digital Education PlanI want to use this session to talk about how my practice contributes to thisIm going to talk about my online courses TELEDA and about my research into digital educaton 1Digital Education Plan The University willpromote the wider and more creative use of the VLE and other technologies for enhancing and enriching students education.Promote OERDevelop digital literacies </p> <p>Digital Education Plan is on the Corporate website Has a number of ambitions including these</p> <p>2Educational Development and Enhancement Unit - EDEU Continuity of support for BlackboardExtension of support for content and activity development on Blackboard Support for online communication through Blackboard Collaborate Opportunities for digital teacher education and continuing and professional developmentEarly days for EDEU but Im fairly confident these are four aspects of its remit </p> <p>Wanted to talk a bit about my role in supporting Blackboard Im a system administrator but Im not a techie person I can find my way around a Blackboard Site or Community but I break out in a cold sweat when it comes to managing the Gradecentre </p> <p>Im interested in e-learning but more interested in what I call e-teachingMy focus is on supporting staff use of Blackboard for the design and delivery of content and coursesMy interest is the affordances of VLE like Blackboard The construction of communities for shared practice and inquiry And the role of reflection and online portfolio for assessment </p> <p>3Myth of technological determinisme-learning will: cut costs increase efficiency do more for less be intuitive user friendly enhance learning transform education</p> <p>I dont see BB itself as being a magic or transformative tool </p> <p>educational technology has been invested with promises to transform education </p> <p>elearning would not only break down barriers of time and distance It would create independent, self regulating studentsit would do all these things </p> <p>I came into higher education in the year 2000 - just after the Dearing Report into the Future of Higher Education in 1997 Dearing proposed the use of technology the early VLE for widening participation for off campus blended and distance delivery and to enhance the learning experience for all students </p> <p>In recent years theres been research which suggests technology hasnt made that much difference We only have to look around to see how the lecture and seminar remain dominant modes of transmission and the greatest use of VLEs across the sector is as repositories of lecture notes, presentation slides and reading lists The early promise of elearning now looks more rhetorical than real 4Not everyone</p> <p>has a smart phone uses track changesmanages their emailknows about html viewoptimises imageschats onlineuses a webcamworks with wikisblogs or tweets</p> <p>Image from http://edutech4teachers.edublogs.org/files/2012/07/digital-footprint-1beuk2c.pngWhat much of the research fails to realise is some of the realities Not everyone is permanently attached to the internet Or even has 24/7 internet access I think part of the problem is assumptions people who manage the technology and make it available, or design digital learning environments and tools make assumptions about how other people use them they assume everyone is as digitally confident as they are and I dont think thats the case </p> <p>I think theres a continuum of digital confidence and competence and were all at different places on it and sometimes we might be really good at one aspect of digital literacies but not so good at others and I think we need to find a base line which is designed to develop confidence because out of that confidence will come competenceYou sum this up as digital literacies which is one of the aims of the digital education plan </p> <p>5</p> <p>On my blog I call digital literacies the elephant in the room </p> <p>We all need to be able work in online environments but theres little institutional support. There used to be a programme of workshops on how to use Outlook effectively, manage long documents in Word, use PowerPoint and Publisher </p> <p>Today were directed to online training support materials like those from Microsoft or wordpress it you need support the how realistic is it to expect you to log onto a computer and teach yourself</p> <p>Digital literacies is a broad term. The standard definition is those skills which help you manage in a digital world - but its quite a challenge to work out what they are </p> <p>6SCONULSeven Pillars of information literacy through a digital lens http://www.sconul.ac.uk/publication/digital-literacy-lensCriteria to Identify, Scope, Plan, Gather, Evaluate, Manage and Present digital information.</p> <p>SCONUL The Society of College, National and University Libraries (SCONUL) represents all university libraries in the UK and Ireland,</p> <p>Extended their classic Seven Pillars of Information Literacy to be seen through a number of different lenses including digital literacy Lists the essential skills required to effectively Identify, Scope, Plan, Gather, Evaluate, Manage and Present digital information.</p> <p>I like the SCONUL seven pillars of information because it included issues like digital identity and digital inclusion within these criteria long before any other definitions did 7JISC Developing Digital Literacieshttp://www.jiscinfonet.ac.uk/infokits/digital-literacies/ </p> <p>JISC have recently ran a Developing Digital Literacies Programme put together an infokit </p> <p>They use a seven element model of digital literacies Cover information literacy, Media and ICT LiteracyDigital Scholarship Communication and Collaboration. Career and identity management and learning skills </p> <p>No explicit mention of digital inclusion making sure everyone can access digital information in the first place which is disappointing But alongside SCONUL, these are two places Id recommend visiting to find out more about what being a digitally literate practitioner might involve </p> <p>Back to Lincoln and the digital education plan </p> <p>8Myth of the Digital Native </p> <p> Image from http://babyurl.net/names/baby-domain-name/establishing-a-babys-digital-identity-by-registering-their-domain-name9image of the future for teaching and learning</p> <p>The Digital Native is still a common phrase even though its quite old now comes from a paper by Marc Prensky in 2001 called Digital Natives Digital Immigrants</p> <p>This paper suggested young people were born into a world of technology.This was influencing and changing the way they learned but teachers and those who support learning who were older were not digital natives Prensky called them digital immigrants they were not accustomed to digital ways of working and insisted on teaching in traditional ways which mean the education system was no longer fit for purpose </p> <p>The notion of this divide has been much challengedResearch suggests those who are born into techie worlds might appear to depended on their mobile phones and social media like facebook but the digital knowledge or literacies needed for higher education were poor </p> <p>Digital literacies CIBER research intothe informationbehaviourof young peoplehttp://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf e-learning e-teaching </p> <p>The CIBER report between JISC and the British Museum looked into the searching behaviours of young people and found reliance on horizontal surface searching no depth or evaluation of the validity of content returned by their preferred search engines like Google - Digital literaices Being born into a digitally enhanced world doesnt mean you have the prerequisite digital literaices for higher education, The internet offers access to a mass of information but we need to learn how to effective search skills how to authenticate how to tell the difference between peer reviewed research and knowledge, information and personal biased opinion </p> <p>Most people would agree we can BUST THE MYTH OF THE DIGITAL NATIVE Digital Immigrant divideBut putting it to one side doesnt solve the issues of becoming digitally literate Its ok if you use the technology on a daily basis, manage it, support it, make it happen but if it isnt part of your daily life how do you become digitally literate?</p> <p>This is where I think we do need to give more strategic support to e-teaching as much as e-learning This is where we get to the course Teaching and Learning in a Digital Age10Teaching and Learning in a Digital Age(TELEDA)30 credit Postgraduate short course Emerged from Embedding OER Practice; HEA Change Academy programme oer.lincoln.ac.uk Learning Blocks include online design, communication, collaboration, assessment, feedback and intro to open ed Encourages critical reflection on practice through Blackboard Journal toolAssessment by eportfolio </p> <p>Teaching and Learning in a Digital Age was the working title I always meant to shorten it to something a bit more snappy but it got abbreviated to TELEDA and the name has stuck Its a 30 credit short course at level 7 delivered and assessed entirely on line through Blackboard </p> <p>The ORIGINS of TELEDA are from a HEA Change Academy programme which I managed two years ago this looked at embedding philosophy and practice of OER as a whole institution strategy OER being open educational resources these are teaching and learning materials which have been shared for free across the internet. They carry one of six Creative Commons Licences and these give the conditions of sharing and reusing usually citing the name of the creator and whether or not you can adapt the content to your own requirements Since the project, MOOC have arrived these are Massive Online Open Courses so a bit like OER on growth hormones go back to the DEP, can see how Embedding OER practice is embedded in this theres been a bit of a hiatus with sustaining the change academy work - continuation of the project got caught up in the wider issues around support for teaching and learning at the university so theres been a pause in the continuation of the project but with the establishment of EDEU we can return to raising awareness of the philosophy and practice of open education of open educational resources and MOOC </p> <p>One way OER has been kept on the agenda is through TELEDA one of the four learning blocks addresses OER and encourages participants to search repositories for content relevant to their subject area and to go do a MOOC TELEDA also introduces online learning design, communication and collaboration and assessment and feedback It isnt possible to cover everything in these areas so we have some activities built around discovery and inquiry and use the course as a signpost for further information 11After TELEDA EDEU futuresTELEDA 2: social media and e-resources approved Both courses to be validated as PG Cert in Digital Education TELEDA led to development of online workshopsUnaccredited, typically lasting 3 weeksInclude: discussion forums, journals, working with wikis and introducing OER and MOOCStress on developing digital literacies and pedagogic practice TELEDA is a massive subject it also needs to look at mobile learning, need to do more around producing content looking at eresources in particular home produced ones and those available through the library ebooks and ejournals etc As EDEU we need to address consistency of educational content on Blackboard, this is written into the Digital Education Plan and to include the use of social media for teaching and learning.I wrote a proposal for a TELEDA 2 another 30 credit short course and this was approved last month. Both these courses will be packaged and presented for validation as a PG Cert in Digital Education in September But not everyone has the time for a 24 week course which is based on interactivity with content and colleagues and not everyone wants all the learning block materials so Ive started to develop some online workshops typically lasting 3 weeks but theyre still at the pilot stage so nothing is fixed yet.These are more tasters theyre not accredited but they do give colleagues that student experience of using Blackboard and its this opportunity for experiential learning which is TELEDAs strength - every course every workshop is an opportunity for networking and community building as well as developing and enhancing digital literacies and exploring what it means to teach and learn in virtual environments like Blackboard. </p> <p>12</p> <p>dontNone of this is without its challengesa lot of people dont like Blackboard it has an image problem It doesnt look as good as it could doWith a greater resource this is something we can look at in the new UnitI always say on the TELEDA programme I learn more from staff who dont like BB than from those who do 13Advantages Experiential learningRepositioning staff as studentsResearch informed and engaged Situated within wider sphere of social impact of the internet on higher education Introduces pedagogical concepts like ABC Model (Activity Based Content)Includes eportfoliosPromotes holistic digital literacies Accreditation</p> <p>14Disadvantages Doesnt reach everyoneDigitally shy less likely to join in online Can reinforce existing prejudices Can produce resistance Can create a community of dislike for elearning in general and Blackboard in particular Requires time and commitment Digital engagement not currently rewarded </p> <p>dont15am finding that doing this course online is useful in enabling me to identify with the way students navigate information on blackboardI think I need to simplify some of my blackboard information and make more use of announcements and site links to show students where to find information. I think adopting the role of student is a useful experience as it reminds me of the pressures involved in studentship and enables greater empathy to students and their experiences.</p> <p>I have not used sign up before with my students and think this might be a useful tool in the future to get students into self selected groups.I have largely used [Blackboard] as a read only site and have not really designed online interactive activities. However, I can see through my experiences on the TELEDA course that there is some value in utilizing Blackboard in a more interactive way.I think it does Im biased because for 6 months at a time it takes up a large part of my working lifeBut the concept of experiential learning of relocating staff as students on Blackboard appears to be working </p> <p>17Pedagogy of UncertaintyRecognition of E teaching alongside E learningABC Model Activity Based ContentMyths...</p>


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