Loading in 2 Seconds...
Loading in 2 Seconds...
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Learning from the early adopters: developing the Digital Practitioner Dr Liz Bennett University of Huddersfield Learning from the early adopters: the Digital Practitioner Framework Liz Bennett University of Huddersfield ALT2012 @lizbennett1 firstname.lastname@example.org
Study Design Methodology • Phenomenological • Small scale (n=16) lecturers • Across the university – post 1992 • Semi structured interviews • Focus on their experience of innovating • Pedagogy, challenges, roles/identity, technology, strategies. • Thematic analysis; • Emotions, identity, radical nature of web 2, drivers for design using web 2.0, skills/practices and their development.
The early adopters The early adopters http://glam.co.uk/2011/04/2011s-top-ten-family-destinations/go-ape/
Digital practitioner from (Ecclesfieldet al 2012) • confident in their use of TEL, • a self-managed approach to adoption, • a willingness to experiment • a willingness to invest time in exploring the tools and how they might be applied to teaching and learning practice
Digital Practitioner Framework Digital Practitioner Framework (part of) Based on Sharpe and Beetham (2010)’s Digital Literacies Framework
Some questions • How do we move the focus from the tools and skills to practices? • How do we cultivate application in situated practice? • How do we support risk taking? • How does the institution allow for radical form that are not constrained by the institution’s barriers? • How does the institution value attributes of the digital practitioner?
Developing as Digital Practitioners http://www.flickr.com/photos/59939034@N02/
Activity 10 mins In what ways does your institution practically or implicitly supports lecturers’ development in terms of; • Access level • Skills level • Practices level • Attributes level.
Table of recommendations • 18 recommendations identified • Adapted from Ertmer& Ottenbreit-Leftwich(2010).
McNay universities as organisations (McNay,1995, p.105)
Some conclusions • Deconstructing into DPF levels helps in designing and locating activities; • Aim to foster attributes level in staff; • Don’t focus time on skills.
References References Bennett, E. (2012). Learning from the Early Adopters: Web 2.0 tools, pedagogic practices and the development of the digital practitioner. University of Huddersfield, Huddersfield. Available on line at http://eprints.hud.ac.uk/15997/. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: how knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. McNay, I. (1995). From the collegial academy to corporate enterprise; The changing cultures of universities. In T. Schuller (Ed.), The Changing University? (pp. 105–115). Buckingham: SRHE/Open University Press. Rogers, E. M. (1983). Diffusion of Innovation (3rd ed.). London: Free Press. Sharpe, R., & Beetham, H. (2010). Understanding students’ uses of technology for learning: towards creative appropriation. In R. Sharpe, H. Beetham & S. de Freitas (Eds.), Rethinking learning for the digital age: how learners shape their experiences (pp. 85 - 99). London and New York: RoutledgeFalmer.
Questions? Dr Liz Bennett E: email@example.com Twitter: @Liz Bennett1