Create to Learn: Digital Literacy in Higher Education

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  • Renee HobbsProfessor of Communication StudiesDirector, Media Education LabUniversity of Rhode Island USATwitter: @reneehobbs

    Create to Learn: Digital Literacy in Higher Education

    Inaugural Digital Literacy Symposium University Libraries of Virginia TechNovember 2, 2017

    @reneehobbs

  • @reneehobbs

    www.mediaeducationlab.com

  • www.createtolearn.online

  • In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors

    Higher levels of engagement, intellectual curiosity and deeper learning occur when students compose media to demonstrate knowledge, critical analysis and creativity

    Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom

    PREVIEW

    @reneehobbs

  • Literacy is the sharing of meaning through symbols

    #chariholearns @reneehobbs

  • @reneehobbs

    Digital and Media Literacy: A Process

  • PEER-TO-PEER FILE SHARING

    Communication & Education. Institutions of education and

    communication are interconnected in ways that may support democracy.

    Inquiry Learning. People develop intellectual curiosity by asking

    questions about what they experience in daily life.

    Critical Pedagogy. Awareness, analysis, and reflection enable people to

    take action to make society more just and equitable.

    Medium Theory. Media & technology are immersive cultural, political and

    economic environments; media structures re-shape human perception &

    values.

    Active Audience Theory. Meaning-making is variable; lived experience

    & social context shape practices of interpretation.

    Theoretical Framework

  • Digital Literacy Competencies are Complex & Multifaceted

  • SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief.

    Undergraduates Report More Focus on Analyzing Media

  • SOURCE: New Media Consortium (2017) Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief.

    Undergraduates ReportLittle Focus on Using Media to Create Content

  • SOURCE: Chatterji, P. (2016). Faculty Evolving Digital Needs. BePress Webinar. N = 550.

    Faculty Report Issues Where Students Need Help

  • Traditional Learning Paradigm

    in Higher Education

    Hobbs,R. (2017) Create to Learn. NY: Wiley

    The Instructor Controls Goals and Objectives Content, Information and Ideas Assignments and Assessments

    THE TRANSFER PROBLEM

  • Everyone learns from everyone

  • From SIT AND GET

    @reneehobbs @MedEduLab

  • To CREATE TO LEARN

    @reneehobbs @MedEduLab

  • Hobbs, R. (2017). Create to Learn. NY: Wiley.

    An explosion of free or low-cost digital tools enables anyone to create media

  • In order to advance digital literacy competencies, a mindset shift in higher education is needed that positions learners as digital authors

    REVIEW

    @reneehobbs

  • www.pathwright.com

  • A Student Annotates a Video

    ANT Video Annotation

    https://ant.umn.edu/

  • Kami PDF & Document Markup

    http://chrome.google.com

    A Student PDF Annotation

  • Flipgrid for Summarizing & Synthesizing

    flipgrid.com

    https://flipgrid.com/a7d962https://flipgrid.com/a7d962

  • Zoom for Community Building

    www.zoom.us

  • Twitter for Community Building

  • Activation of digital literacy competencies should promote transfer to a variety of real-world, lifelong learning contexts

  • As you watch, consider: What competencies are engaged by making a screencast?

  • Multimedia Authorship Combines Analysis & Creative Production

  • As you watch, consider: What competencies are engaged by making a screencast?

  • At any moment, the reader is ready to turn into a writer.

    -Walter Benjamin

  • Media and information literacy helps to bridge the gap

    between the classroom and the living room

  • In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed

    Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity

    PREVIEW

    @reneehobbs

  • CHOICEMATTERS

  • How do I get started?

    Managing Student Creativity

    What is our topic?

    When is it due?

    How long should it be?

    Do have to work with a partner?

    How do I get an A?

  • Creating with digital tools involves a process of messy engagement

  • TEACHERSTUDENT

    FORMAT

    CONTENT

    DISTRIBUTION

    PROCESS

    Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control

  • WORKED EXAMPLEVisualizing Scholarship through Comparison - Contrast

    FOCUS ON the Audience Problem: What makes a youth-produced video watchable or unwatchable? In what contexts do people become the audience for digital media produced by children and youth?

    After reading, compare and contrast the two articles by creating a visual diagram or representation of some sort, including at least 2 relevant direct quotations from the works to capture key points of consensus and differences between these authors. Post your diagram to your blog and tweet a link using the #EDC 534 hashtag.

    Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Llorens, B. H., & Bass, M. B. (2012). What makes a youth-produced film good? The youth audience perspective.Learning, Media and Technology, 39(3), 386403.

    Levine, Peter. (2008). A public voice for youth: The audience problem in digital media and civic education. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 119 138). John D. & Catherine T. MacArthur Foundation, MIT Press.

    @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • @reneehobbs @MedEduLab

  • Comparing and contrasting using digital & visual design processes promotes the development of innovative ideas

    A SOLUTION TO CUT-AND-PASTE CULTURE

  • CHOICE MATTERS

    Hobbs, R. (2017). Create to Learn. NY: Wiley.

    BLOGS VIDEO

    PODCAST ANIMATION

    INFOGRAPHIC

    VLOGS & SCREENCAST

  • TEACHERSTUDENT

    FORMAT

    CONTENT

    DISTRIBUTION

    PROCESS

    Teachers Structure the Learning Experience through a Balance of Creative Freedom & Creative Control

  • Choose Two Formats from the List Below

    An academic essay, 8 12 pages in length, using APA citation with a Works Cited list

    A podcast, uploaded to SoundCloud and no longer than 10 minutes in length

    An infographic, with at least seven panels of original content

    A screencast video, uploaded to YouTube and no longer than 5 minutes

    Animation video, uploaded to YouTube and no longer than 5 minutes

    Video, any format, uploaded to YouTube and no longer than 5 minutes

    15 original memes (created by you), presented as a sequence of images with music

    A social media Storify, presented as a sequence of 15 examples of social media content, sequenced and organized to present ideas and develop an argument

    CHOICE MATTERSMultimedia Production for Summarizing & Synthesizing

  • SOURCE: Nikita Duke #COM416

  • SOURCE: Nikita Duke #COM416

  • SOURCE: Nikita Duke #COM416

  • How are students creating to learn at Virginia Tech?

    How are you supporting the development of student autonomy and authority as authors?

    How could your students use, analyze and create with digital texts and tools to experience the power of authorship?

  • In order to advance digital literacy competencies, a mindset shift in higher education that positions learners as digital authors is needed

    Higher levels of engagement, intellectual curiosity and deeper learning occur when students create media to demonstrate knowledge, critical analysis and creativity

    Empowering students as digital learners requires sensitivity to the dialectic between creative control and creative freedom

    REVIEW

    @reneehobbs

  • How does the public nature of the learning experience affect the quality of student work?

    What is the learning progression in creating visual communication with easy-to-use digital tools?

    How do templates support, shape or restrict creativity?

    How does the cognitive load of using a new digital tool influence the learning process?

    How does it affect the acquisition of content knowledge?

    Does the create-to-learn pedagogy advance students visual design competencies even when formal instruction in visual composition is not emphasized? Why or why not?

    Research Questions for Create-to-Learn Pedagogy

    @reneehobbs @MedEduLab

  • CONTACT INFORMATION:Renee Hobbs Professor of Communication StudiesDirector, Media Education LabHarrington School of Communication & MediaUniversity of Rhode Island USAEmail: hobbs@uri.eduTwitter: @reneehobbs

    LEARN MOREWeb: www.mediaeducationlab.com

    mailto:hobbs@uri.eduhttp://mediaeducationlab.com

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