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Professionalism in the Digital Environment (PriDE) University of Bath

Professionalism in the Digital Environment (PriDE) University of Bath. Project manager: Kyriaki Anagnostopoulou K.Anagnostopoulou@bath.ac.uk Project officer: Julian Prior J.Prior2@bath.ac.uk Project officer (Dissemination): Sarah Turpin Project Adviser: Matt Benka.

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Professionalism in the Digital Environment (PriDE) University of Bath

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  1. Professionalism in the Digital Environment (PriDE) University of Bath Project manager: Kyriaki Anagnostopoulou K.Anagnostopoulou@bath.ac.uk Project officer: Julian Prior J.Prior2@bath.ac.uk Project officer (Dissemination): Sarah Turpin Project Adviser: Matt Benka http://digilitpride.wordpress.com/

  2. Info Resources Administration Learning Experiences Research Staff Students Other stakeholders Provides access For Functions When Pre-entry Whilst at uni Alumni Communication Collaboration Administration Learning Need to develop Manifests Online Skills, competencies and capabilities In physical spaces Infrastructure and systems Digital environment

  3. 1. Semi-structured interviews 2. Scoping and Horizon Scanning 3. Website and Document Audit 4. Faculty Learning Communities BASELINE METHODOLOGY

  4. FLC FLC SU SCAP FLC Institutional Learning Community VITAE UKOLN FLC ETC Studentengagement Faculty Learning Communities (FLCs) Define and articulate ‘digital literacies’ in the disciplines Audit and carry out needs analysis for students/staff

  5. Topics covered in the Faculty Learning Communities • What is digital literacy? • Faculty definition of DL • Set of learner DL attributes • Current/future technology use FLC1 • Refine set of Faculty learner DL attributes • Digital diaries • Skills required for supporting and developing DL FLC2 • Perceptions of current DL provision in the Faculty • Relative importance of DL skills • Staff access to support and development in DL FLC3

  6. Lessons learned • Strategic documentation refers explicitly to provision of access and implicitly to skills development – but not to developing practices • Digital literacy skills/practices not routinely designed into curriculum • Provision of hardware/software and support for non-standard users – including user expectations • Barriers to supporting students in digital literacy – time and ‘not knowing what I need to know’ • Development of Digital Environment

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