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Normalising digital literacies across the university

Normalising digital literacies across the university. Professor Neil Witt Head of Academic Support, Technology & Innovation Plymouth University. www.technologyenhancedlearning.net. www.technologyenhancedlearning.net.

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Normalising digital literacies across the university

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  1. Normalising digital literacies across the university • Professor Neil Witt • Head of Academic Support, Technology & Innovation • Plymouth University www.technologyenhancedlearning.net

  2. www.technologyenhancedlearning.net The influence of digital technologies in creating a new context for Higher Education

  3. Optimal Educational Value www.technologyenhancedlearning.net It’s not just ‘digital’

  4. Optimal Educational Value ? www.technologyenhancedlearning.net It’s not just ‘digital’

  5. www.technologyenhancedlearning.net

  6. www.technologyenhancedlearning.net

  7. www.technologyenhancedlearning.net

  8. www.technologyenhancedlearning.net

  9. Impact of technology? • Studentswilling to use, and expect their devices to be used to support their learning experience. • An urgency in developing services that meets the students’ needs and expectations. • Assume that academic staff can/will support their use of technology www.technologyenhancedlearning.net

  10. Impact of technology? • Expectation Management? • How to meet these digital needs? • How to engage and support ALL staff? • How to embed into practice? www.technologyenhancedlearning.net

  11. Change via a JISC project? • Builds on 2011 BCUP project • Audit of systems, policies, infrastructureand data • Views from academic and support staff on use of, and practice with, existing software and hardware systems. • Recommending Institutional change on DL issues around: • Infrastructure • Support • Curriculum Design www.technologyenhancedlearning.net

  12. Digital Skills In the 21st century digital competence needed by • learners • teachers • professionals • everybody (>90% jobs require IT competence of some degree) Seven separate ‘literacies’ contribute to 3 areas • Content Production • Content Consumption • Professional and Academic Practice www.technologyenhancedlearning.net

  13. Digital Skills www.technologyenhancedlearning.net

  14. Digital Literacies • ICT / Computer Literacy • Information Literacy • e.g. • working with documents, presentations and spreadsheets • choosing and using cloud services • e.g. • understanding issues of authority, reliability, provenance • knowledge of IPR, plagiarism, citation www.technologyenhancedlearning.net

  15. And ….. • Media Literacy • Communication and Collaboration • e.g. • Selecting transmission means most suited to target audience • Use of text, video and audio editing software • e.g. • Email, online forums, chat rooms, social networks, webinar • Collaborating in online documents & interactive events www.technologyenhancedlearning.net

  16. Not forgetting ….. • Digital Scholarship • Learning Skills • e.g. • Think critically, academic writing, referencing, managing tasks • Receive assessment and acting on feedback in digital formats • e.g. • An academic’s blog might have 1000s of followers • Academic debates in an online community of practice • Mandates for Open Access Publishing www.technologyenhancedlearning.net

  17. And finally …… • Being a Professional • e.g. • Digital tools, services, social networks can be used, to aid reflection and build an ePortfolio. • Online promotion through blogs, Twitter, Facebook, website • Knowing what others can find out about you on the Internet • Use digital tools to support PDP and CPD. www.technologyenhancedlearning.net

  18. Digital Skills www.technologyenhancedlearning.net

  19. The Digital Strategy Opportunity 1 – inputting into Strategy • Key theme 1 - Digital People • Key theme 2 - Digital teaching, learning and research • Key theme 3 - Digital services • Key theme 4 - Digital Infrastructure and Capability www.technologyenhancedlearning.net

  20. Digital Strategy???? • Professional Support Staff • Develop the digital literacy skills and confidence of professional services staff to enable them to develop and deliver efficient services, communicate effectively and promote the reputation of the instituion • Academic Staff • Develop the digital literacy skills and confidence of academic staff to embed technology in their learning approach, to communicate effectively and support the delivery of their curriculum. • Students • Develop digitally literate students who are able to appropriately choose, use and personalise technologies and digital content to suit their own needs. • They will be skilled users of digital information able to act ethically, responsibility and securely in a fast-moving digital environment Embed in the curriculum??? www.technologyenhancedlearning.net

  21. Performance DevelopmentReview Opportunity 2 – using new processes Embed in PDR www.technologyenhancedlearning.net

  22. Embracing Change Opportunity 3 – use Restructuring • An opportunity to recommend Institutional change: • Infrastructure • Support www.technologyenhancedlearning.net

  23. Being part of the solution • Technology and Information Services • Strategy & Architecture • Solution Development • Service Management • Library and Digital Services • Academic Support, Technology & Innovation • the annoying academic on the shoulder of the CIO www.technologyenhancedlearning.net

  24. Being part of the solution • Subject Librarians, IT Trainers and Learning Technologists working in 3 teams • Digital Skills Development • Engagement and Support • TEL & Assessment • Strong focus around Digital Literacy • Faculty support via LTs in the Faculties • Part of TIS, so embedding and sustainability of innovation easier • Single point of entry for training & teaching and learning resources • Focus on community development www.technologyenhancedlearning.net

  25. What we said we would do • We would make recommendations only. BUT • JISC Curriculum Design Programme reported • We have the opportunity to investigate embedding www.technologyenhancedlearning.net

  26. Joining it all up Embed in the curriculum www.technologyenhancedlearning.net

  27. Where to focus? www.technologyenhancedlearning.net

  28. Where to focus? • New Programme Design • Annual Programme Monitoring • Schools Action Plans • New Partnerships www.technologyenhancedlearning.net

  29. Big Picture Thinking www.technologyenhancedlearning.net

  30. Where can we embed DL? www.technologyenhancedlearning.net

  31. A caveat • "This range of approaches has also had a significant impact on the kind of evidence presented at the end of the projects with research-based projects offering some compelling evidence, but with impact on much smaller numbers of students, whilst impact on the whole institution is harder to measure and present as evidence, but has much more significance in terms of sustainability and embedding. Funders should continue to value this „softer‟ evidence. " Lou McGill Curriculum Delivery Programme Synthesis www.technologyenhancedlearning.net

  32. Benchmark and gather evidence • Agree and use institutional definition of Digital Literacy / Digital Skills. Keep it simple. • Take every available opportunity • Influence then operationalise strategy • Embed into Staff Development • Embed into processes (e.g. Curriculum Design) www.technologyenhancedlearning.net

  33. Neil Wittnwitt@plymouth.ac.ukprof_witt www.technologyenhancedlearning.net

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