Effective digital literacy tutors demonstrate an ongoing commitment to professional knowledge, practice, relationships and values. They have an understanding of the role of digital literacy for the curriculum design, delivery and student learning; make conscious decisions about student learning based on an understanding of digital learners; are lifelong learners who are willing to take risks, fail and explore areas outside their expertise.

Effective digital literacy tutors employs a variety of methodologies, current learning theories and practices including twenty four hour access to work and resources by using a VLE. They link outcomes and aims to assessment criteria; practice inclusive and diverse learning. And ensure learner’s needs dictate pace and content. Maximising the two way flow of ideas, encourage peer support by mixing abilities, differentiate by giving options of technologies, tools and techniques.

Effective tutors also keep their own skills and knowledge up to date with trends in society and business by constantly collaborating with colleagues in order to share and reflect on their learning and discoveries. Constant reviews with peers to compare helpful improvements that can be recorded on chat or forums are encouraged. These reviews then expand on the most effective improvements through staff development that can be requested through management to keep skills and knowledge up to date with trends in society and business.Effective digital literacy tutors demonstrate an ongoing commitment to professional knowledge, practice, relationships and values. They have an understanding of the role of digital literacy for the curriculum design, delivery and student learning; make conscious decisions about student learning based on an understanding of digital learners; are lifelong learners who are willing to take risks, fail and explore areas outside their expertise.

Effective digital literacy learning establishment features include leadership and vision, including a supportive policy with a shared vision for learning and a clear shared plan for how to achieve their goals.

The establishment provides accessible, adequate resources and classrooms that foster peer and tutor support that empower students as active ESDGC individuals with access to appropriate devices like a projector or IWB, WiFi, LAN or Ethernet.

There is a commitment to ongoing learning where staff develop digital literacy
work in a supportive culture for innovation demonstrated by initiatives like ‘Supported Experiments’.

Learning spaces include physical spaces and virtual spaces are offered so learning is not restricted by barriers of time or place providing seamless access for learners across college time and personal, family time.

Technologies are used to empower and engage learners to practice student-centred, project based learning through environments that are flexible safe and secure.

Effective digital learners are creative and curious resulting in enjoyment and fun. They show a sense of self-confidence and are self-motivated so can work independently, collaboratively or cooperatively to learn and to create. They are innovative, enterprising and continually develop communication and collaboration skills.

Effective digital learners communicate through digital spaces, are able to research effectively and understand technology use and what to expect from devices. They understand digital citizenship and work on issues and challenges that are real and relevant to their chosen study vocation that will make a difference to them and to others. They are encouraged to develop skills to design, create, share and publish their work.

Their thinking enables problem identification, formulation of solutions, and decision making so they can purposefully execute real research to explore new ideas and tools in real and relevant situations.

Adapted from www.education.qld.gov.au/smartclassrooms

How can we effectively communicate with learners?

• Check they have understood including emotions and intentions to ensure the message is received as intended using:
o A combination of a set of skills -
 keep points short to limit the amount of information by breaking it down
 use a suitable tone of voice and responses
 adjust speed of speech to suit speed of processing
 maintain eye contact
 body language should be relaxed and open
 be assertive without being aggressive
 recognise emotions.
• Repeat the message by other means (using digital Images);
• help their memory by printing;
• by modelling effective communication skills (lead by example);
• share podcasts and video of lessons on Moodle.

Build Relationships

• Make learners comfortable by being approachable
• friendly approach but professional
• appropriate body language
• appropriate tone of voice to influence their mood;
• Encourage confidence in learners through encouraging their efforts with work
• their self-esteem will be raised through positive feedback
• limit marking of errors so as to not overwhelm learner
• encourage learners to proofread themselves;
• Feelings worries and issues can easily be shared by learners with staff who are
• fair and set a good example
• provide frequent tutorials
• are accessible through email;
• Identify success when transferrable skills are brought to their work
• prior achievements and knowledge are valued and recognised
• in college work, link what was learnt in school with how they can use this in work
• Ensure the learner portal is completed to show their qualifications and strengths;
• Work flexibly
• Using pairs, buzz groups or larger groups;
• Have a safe structured environment to promote progress and achievement and so learners feel fully supported through being
• Respectful, kind and understand each other
• Aware of different cultures and religions
• Welcoming and approachable
• Accepting other learner’s opinion and feedback
• Being flexible
• They discourage gossiping
• Demonstrate polite behaviour
• Access wider support services
• Develop self-confidence and self-esteem
• Develop sense of belonging, direction and purpose.

EMOTIONAL INTELLIGENCE
What Is Emotional Intelligence?
Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others. It is generally said to include three skills:
1. Emotional awareness, including the ability to identify your own emotions and those of others;
2. The ability to harness emotions and apply them to tasks like thinking and problems solving;
3. The ability to manage emotions, including the ability to regulate your own emotions, and the ability to cheer up or calm down another person.

https://www.psychologytoday.com/basics/emotional-intelligence

Emotional awareness helps you use these skills-
• Understand what is really troubling other people to relieve stress
• Understand yourself, including what is really troubling you
• Stay motivated to overcome challenges until the conflict is resolved
• Communicate clearly and effectively
• Attract and influence others by empathising with them
http://www.helpguide.org/articles/relationships/conflict-resolution-skills....

The ability to successfully resolve conflict depends on your ability to:
Manage stress quickly while remaining alert and calm.
By staying calm, you can accurately read and interpret verbal and nonverbal communication.
Control your emotions and behavior.
When you’re in control of your emotions, you can communicate your needs without threatening, frightening, or punishing others.
Pay attention to the feelings being expressed as well as the spoken words of others.
Be aware of and respectful of differences. By avoiding disrespectful words and actions, you can almost always resolve a problem faster.

http://www.helpguide.org/articles/relationships/conflict-resolution-skills....

1.3 – Analysis of different methods of communication that can be used with digital literacy learners.
Flexible learning paths help to meet different learning preferences.

Searching for information can be done collaboratively using digital literacy. Digital products like Scoop it and Pintrest can be used collaboratively to add information. These websites are reliant on access to the internet and the hardware and software to use it. Collaborative working takes a little getting used to initially and development of the skills to use the websites needs a little time.

Multi-media learning platforms – Replace text books and exercise books. Provide a complete course of study. Example - Google Digital Lessons‎
Addigitalgarage.withgoogle.com/‎

Digital tools to support writing such as Padlet and Mind Meister.

Digital tools for using information
97cooltools.blogspot.com

TOOLS DESCRIPTION ADVANTAGES DISADVANTAGES ANALYSE
MS Office apps / programmes

Office software which includes Word, Powerpoint, Excel and Publisher amongst others. Everyone with college access are able to use the applications. IT can be expensive to buy the software for home use. A good tool which is easy to use with a wide range of documents and templates.
However, there are many other applications available online that do the same job and are free.
Edmodo digital classroom

A VLE application that enable groups to collaborate, communicates, share and submit classwork. Available anywhere there is the internet.
No paper or files.
No classroom handouts.
Past lessons and future lessons can be viewed anytime.
Helps with revision as all group members can look up information anytime. Needs a reliable internet connection.
Needs a digital device to run it.
Tutorials need to be used initially to be familiar with its features.
Users have to be patient when clicking to allow for loading time. A very helpful and user friendly digital tool that brings together all of the resources that are necessary for a course of study.

When learners have a question, they can initially go to the VLE to find the answer rather than the tutor having to repeat the same point to each individual student.

Students are motivated to learn as they appreciate the technology that the VLE uses.

Sometimes it seems a bit glitchy as it can be unfamiliar to some users but perseverance in finding the buttons such as ‘show more’ is all that is required.
smart phone smartphone
See definition in Oxford Advanced Learner's Dictionary
Line breaks: smart|phone
Pronunciation: /ˈsmɑːtfəʊn/
Definition of smartphone in English:
noun
A mobile phone that performs many of the functions of a computer, typically having a touchscreen interface, Internet access, and an operating system capable of running downloaded apps.
http://www.oxforddictionaries.com/definition/english/smartphone
A mobile phone which is used to access in the internet, take pictures, video record and voice record. calendar and notebook and a wide range of apps can be downloaded. Most young learners have a this device and know how to use it

It is logical to use and requires no specialist skills other than being able to follow your instinct. Some smart phones are very expensive despite having little extra to offer that justifies the huge jump in price. Another disadvantage is that the device itself can be a status symbol for learners rather than being seen by them as a useful tool. The built-in obsolescence can promote competitiveness between learners and can cause them to waste money. Smart phones are easily broken.

Another problem is that they are addictive. Psychology Today reports that

“Nomophobia- fear of being without your smartphone- affects 40% of the population“.



Over dependence results speak for themselves; however the social drive aspect of the anxiety emphasises these devices’ allure are based on socialising issues not a desire to produce work with them. Interestingly, a prediction is,
“As our culture becomes ever more tech savvy and tech hungry, phone-free zones will become more and more common. Think back to the time when cigarettes were not only allowed, but encouraged during air flights.”

https://www.psychologytoday.com/blog/reading-between-the-headlines/201307/s...
http://www.bbc.co.uk/news/world-asia-33130567
http://www.phonearena.com/news/Did-you-know-the-phobia-of-not-having-a-smar...

Mobile phones have now developed into smartphones that are capable of performing multiple tasks on one very mobile device.
Tasks that used to be performed separately include organisers like the file-o-fax of the 1990’s that kept track of appointments, important events, contacts and task lists; the smart phone improves on this paper based tool by being less bulky, requiring less time to maintain and giving alarmed reminders instead of the user having to check frequently.
Furthermore, smartphones are now developing into devices that will soon be capable of everything the traditional personal computer was a revolution for being capable of.
Padlet apps / programmes

A Padlet wall is a digital Post It wall. Padlet can be used as a collaborative teaching/learning tool can be used out in the workplace for WBL students.
You can easily upload U tube videos. Requires internet access
and digital equipment. Good tool easy to access and follow, very easy to set up and save. Can be used to create a collaborative wall on any subject, can also be used to get feedback from learners on a subject or on how their course is going.
Aurasma apps / programmes


Aurasma can be used to embed information into a poster or worksheet as a video or a Powerpoint presentation. Easy to create and easy to get access, can upload videos or PowerPoint as well as google documents.
You can create a bank of resources for future use. Requires a strong wifi connection on smart phone, Android or tablet. Aurasma is an easy tool to use and by embedding a lesson in PowerPoint any students that have missed the session can catch up
Kahoot apps / programmes


Quizmaker app- questions are put up on the whiteboard and learners see coloured options for answers on their screens. Formative assessment, can be used to assess learning has taken place, or for revision. Not suitable in the workplace learning, learners do not see the questions they only have the choice of coloured option for the answers. Requires an interactive whiteboard. Kahoot is a good tool to use in a classroom, easy to use, learners enjoy using this tool.
You do need access to a whiteboard for the learners to be able to see the questions.
Google docs
A range of apps / programmes which is the same as using Microsoft Office. These apps can be shared and worked on collaboratively. Access to documents is online and saved automatically. Access to documents at any time, saved automatically. Files can be uploaded from hard drive. Files and folders can be shared and worked on collaboratively and independently.
No internet access due to location and a poor signal.
Cut and paste cannot be done using the mouse. It is difficult to use at first and takes time to get used to. Easy access if online, wide range of documents, you can change the appearance of each document. Folders can be created to save all documents.

Diversity and inclusion in digital literacy includes bridging the digital divide gap between digital natives and digital immigrants. The variety of reasons why people are immigrants or natives is as numerous as can be imagined.
Today when I think about diversity, I actually think about the word 'inclusion.' And I think this is a time of great inclusion. It's not men, it's not women alone. Whether it's geographic, it's approach, it's your style, it's your way of learning, the way you want to contribute, it's your age - it is really broad.
Ginni Rometty
http://quotesgram.com/quotes-about-diversity-and-inclusion/
The point of considering diversity in the digital classroom is to recognise and appreciate the broad differences in all groups of learners. Ginny Rometty’s quote lists some differences such as gender, nationality and preferences, but at the top, the link between diversity and inclusion is dominant.
This link means that the purpose of recognising the diversity of the classroom is to ensure that all individuals are clearly considered and have no doubt that they are a valued part of the group.
Considering digital literacy, one of the areas where preferences are apparently the most diverse, is where age is a factor. Opinions suggest digital natives would have a completely different set of learning preferences to digital immigrants.
We need to give each other the space to grow, to be ourselves, to exercise our diversity. We need to give each other space so that we may both give and receive such beautiful things as ideas, openness, dignity, joy, healing, and inclusion.

Max de Pree
http://quotesgram.com/quotes-about-diversity-and-inclusion/

The quote from Max de Pree encourages patience in the digital classroom. This could be practiced in situations where different experiences with digital applications and devices should be celebrated across the group and this should be encouraged. Each activity could be completed on different applications and devices by different learners depending on their individual preferences.


In order to progress and improve from the point that we are currently at, we must consider all possibilities. To do this, a collaborative and accepting approach to all we tackle is needed. Furthermore, diversity and inclusion are pre-requisites of the collaboration needed ‘to face new challenges’.

When language used by the tutor is non-discriminatory and appropriate, due to the tutor recognising and understanding the requirements of the individuals, the group have an example to follow. An open minded, tolerant persona encourages similar attitudes.

Peer support, discussion and comments within the learning environment are managed by the tutor to ensure learner language is appropriate and non-discriminatory through modelling by the tutor. Clear communication of expectations such as learner conduct is necessary. A poster of the college’s values and one of the policy on learner conduct displayed in the room are useful resources as they can be subtly pointed out as required, which is usually only once to the group. The college also post messages on the desktops of the college pc’s.

Know The Needs of the Learners
When the tutor recognises and understands the required sensitivities the language used by the tutor is non-discriminatory and appropriate. Assessments of different learning styles and insights from initial assessments of skills provide further insights into the individual’s prior experience and skills which are then catered for in lesson plans and additional support.

When resources are produced, consideration is taken to represent the diverse range of learners. Learners have their own preferences and needs that need to be considered with the help of formative assessment. Keeping assessment methods consistent and under the same conditions makes the assessment fair and does not discriminate against any learner.

Equal Access to Resources
Forward planning that includes consideration of the location of the learning could breakdown this potential barrier for some learners. Accessibility of the digital resources is as important as that of the room being used. Are all learners able to use the resources? Providing a suitable location with suitable digital resources, that everyone can use and are running reliably is vital. Resources that are adapted to ensure that all learners can access information makes sure individual needs are met.

Have Alternative Resources Ready
Today’s learners are used to digital devices and resources so, to meet their styles, use of digital resources to plan, do and then review the work is an option they must have. In their planning, they sometimes start with thought showers on shared tools like Padlet then expand on these ideas individually using spider-grams such as Free Mind. Some spider-gram, or mind map, resources offer the option to then sequence the ideas into a presentation format for the user. Reviewing using digital resources includes electronic submission and feedback, quizzes or online tests. All these digital resources can be substituted so the learners’ work is recorded using another resource such as a note book or white board.

Sharing Materials Electronically
Flipped lessons can be facilitated by using a virtual learning environment that has all the course resources in one place. This provides access whenever it is required by the learners. The provision of up-front resources, so learners can consider the lesson before attending, shortens the lesson times as fewer queries arise during lessons.

Modelling Behaviour
Extensive planning allows for smooth execution of learning sessions as all materials and resources are thoroughly checked. The language used by the tutor is non-discriminatory and appropriate when the tutor recognises and understands the required sensitivities. Peer support, discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory through modelling by the tutor and clear communication of expectations such as learner conduct. Materials and topics are presented in ways that are sensitive to equality and diversity by ensuring the preferences of the grouped individuals are encouraged.

Having Alternative Resources and Methods Ready
A variety of teaching methods are used, including additional support, following an assessment of different learning styles and insights into the individual’s prior experience and skills. The planned lessons need to be adaptable so if a failure of digital resources occurs then an alternative method can be utilised; also, where a learner may be made uncomfortable in a larger group situation when working on a sensitive topic, then individual work is used. Progress is tracked and celebrated electronically to allow appropriate access and discreet communication. Praise cards sent through applications like Remind can be discreet so as to avoid singling out individuals to the whole group.
Adapted from Hertfordshire Adult and Family Learning Service collected on Today’s Meet