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CLL: A view from 2015

CLL: A view from 2015

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CLL: A view from 2015

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  1. CLL:A view from 2015 David Baume PhD SFSEDA FHEA

  2. Digitally literate: • I am digitally literate when I can live, learn and work effectively in a digital society • My digitally literate organisation uses appropriate digital technologies to achieve its goals. Accordingly it expects, develops, resources and supports me to become and remain digitally literate

  3. Digitally fluent: • I am digitally fluent when I confidently, critically and appropriately select and use technologies to achieve my goals in the contexts in which I work and live • According, my digitally fluent organisation expects, develops, resources and supports me to become and remain digitally fluent

  4. How DL and DF are you? Why? 1-10 scale • How digitally literate are you? • How digitally literate is your University? • How digitally fluent are you? • How digitally fluent is your University? … and, in each case, what makes you say that?

  5. In 2015: • Digital literacy is seen as a valuable stepping stone on the way to digital fluency • Digital literacies and fluency are seen as differentiated qualities, with generic (e.g. ‘search critically’), institution-specific (e.g. ‘use the VLE’) & discipline-specific (e.g. ‘use SSPS’) elements • Identification of current digital capabilities, then provision of on-line training to fill gaps, are routine activities for students and staff

  6. In 2015: • Digital literacies & digital fluency are dynamic qualities, changing and extending year to year • Digital literacy and digital fluency are the responsibility of the individual and the organization working together • ‘Digital’ may soon have run its course. Maybe what matters, as it always has, is functioning effectively and critically in our various worlds.

  7. In 2015: • 67% of staff and 83% of students think they are digitally literate • 37% of staff and 76% of students think their university is digitally literate • 35% of staff and 61% of students think they are digitally fluent • 24% of staff and 74% of students think their university is digitally fluent What are your predictions?

  8. Professional standards, accreditation, and digital literacies and fluency • UKPSF: The core knowledge and the professional values are important insofar as they underpin, inform, the areas of activity. Knowledge is not enough • How does knowledge of “The use and value of appropriate learning technologies” inform my practice as a teacher or a developer? • See the UKPSF Guide

  9. Jisc and Professional Associations Guide to Implementing the UKPSF in the Digital University • (aka UKPSF Guide) • Statement of the UKPSF and its purpose • Overview of digital opportunities and needs linked to each dimension of the UKPSF – resources for developers, resources for teachers • Case studies • A summary of each Professional Association's work on digital literacies

  10. In 2015: • Staff and developers have added greatly to the UKPSF Guide • Staff and developers are using the expanded UKPSF Guide in planning and undertaking both initial and continuing professional development • In May 2013: Pick a UKSPF element that causes you difficulties, and use resources and ideas from the UKPSF Guide to work on it