Simon Walker & Mark Kerrigan. University of Greenwich, London, UK

The relationship of Critical Digital Literacy to the Larnaca Declaration Learning Design Conceptual Map

Engage with

students

ReflectionProfessional Development

Design and Plan

Learning Environment: Characteristics & Values

External Agencies InstitutionEducator Learner

All pedagogical approachesAll disciplines

Educational Philosophy

A range based on assumptions about the Learning Environment

Theories & Methodologies

Guidance Representation Sharing

Core Concepts of Learning Design

Tools Resources

Implementation

Program

Module

Session

Learning Activities

Level of Granularity

Teaching Cycle

Feedback Assessment Learner Analytics Evaluation

Learner Responses

Creating learning experiences aligned to particular pedagogical approaches and learning objectives

Learning Design Conceptual Map – Larnaca Declaration

Set of Social Practices and making meaning of digital tools.Lankshear & Knobel (2008)

Definitions

skills literacies

Digital literacy defines those who exhibit a critical understanding and capability for living, learning and working in a digital society. Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)

What do we know/challenges for Learning Design?

How/what/where should we teach DL (if at all)?

Q2. Which would increase the employability of your learners - Literacy or Digital Literacy?

Q1. Which would increase the effectiveness of your learners – Literacy or Digital Literacy?

National UK Digital Literacy programme

Student perception of their skills and abilities in the in-depth survey was not necessarily matched with the reality

Digital Literacy attributes are not universal

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Digital Literacy in Transition

The student journey…..

Digital Literacy

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No university is exempt

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Institutional responses

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Digital Literacy

Considering the pace at which HE

and the digital environment is changing, what

Learning Designs will students

need five years from now?

Question

Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999

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The Critical Digital Literacy model

Persona

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Engage with

students

ReflectionProfessional Development

Design and Plan

Learning Environment: Characteristics & Values

External Agencies InstitutionEducator Learner

All pedagogical approachesAll disciplines

Educational Philosophy

A range based on assumptions about the Learning Environment

Theories & Methodologies

Guidance Representation Sharing

Core Concepts of Learning Design

Tools Resources

Implementation

Program

Module

Session

Learning Activities

Level of Granularity

Teaching Cycle

Feedback Assessment Learner Analytics Evaluation

Learner Responses

Creating learning experiences aligned to particular pedagogical approaches and learning objectives

The Learning Design conceptual map

Activity Learning Design assumptions Critical Digital literacy implications

1. Roles handed out to trainee teachers in same role groups

Written text on a page Text delivered: app / tweet/ vine/ webpage/ vodcast/podcastText received using: PC / tablet/ smartphone

2. Role groups meet F2F / single location/small group size/discussion constrained to physical environment

Large group size/distributed/virtual/collaborative space using cloud and BYOD

…to discuss and conduct research

Role equates to speaking and acting

Research could be: online/through own and professional social networks/ skype /using BYOD

3. Role play enacted See above Could be: virtual/ cross-cultural/international/ enquiry based, etc

Learning Design: Role Play

Activity Learning Design Critical Digital literacy implications

4. Debrief Verbal discussion and careful facilitation to de-role / assume normal identity. No evidence of digital footprint

Verbal discussion: IM back channel/potential for photographic , video/audio distribution. Reputation management. Potential for long digital footprintReflections written up in digital formats drawing upon resources in group. Dissemination through channels

Teachers role and critical literacies required: management of activity, identity management across physical and virtual, assessment of multi-modal forms , ability to read ‘texts’, application of CM framework to apply LD.

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Engage with

students

ReflectionProfessional Development

Design and Plan

Learning Environment: Characteristics & Values

External Agencies InstitutionEducator Learner

All pedagogical approachesAll disciplines

Educational Philosophy

A range based on assumptions about the Learning Environment

Theories & Methodologies

Guidance Representation Sharing

Core Concepts of Learning Design

Tools Resources

Implementation

Program

Module

Session

Learning Activities

Level of Granularity

Teaching Cycle

Feedback Assessment Learner Analytics Evaluation

Learner Responses

Creating learning experiences aligned to particular pedagogical approaches and learning objectives

Learning Design Conceptual Map – Larnaca Declaration

DL & Curriculum mapping. Institution and Programme considerations

Digital literacy and Learning Design alignment

Learning Design graded at Level 10 CDL… (high CDL (staff & student)

Learning Design graded at Level 2… Low CDL (staff & student)

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Digital Literacy

What do we know/challenges for Learning Design?

1. Every student’s starting point is is unique and thus their journey will be different so learning designs must reflect this diversity;

2. Effective designs that take into account CDL will likely be the born through collaboration

3. Provide rewards and recognition for Learning Design activity

4. Develop institutional approach to Learning Design, using employers as drivers for curriculum change