Evidence based practice to support digital skills development
Published on May 17, 2017
UCISA 2017 at Southampton Solent University May 2017
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PRESENTATION OUTLINE
Developing
Digital Capabilities
digital literacies
what we have been doing since 2012
Initially in 2012 we set about raising awareness of the importance of developing digital literacies skills. This involved an internally funded project £64K to but out time and to run a series of workshops, bring in students, develop a module, link research and to hold a conference at the end of the project.
informal
and formal learning activties
Informal learning activities came about after the popularity of the ipad device grew. There was no official policy of buying in ipads but many people had them and were using them within their teaching and research practice. We introduced the iPad Coffee Clubs to fill the gap to encourage staff to explore the use of the apps. Students and staff were invited to attend
Conferences
series digital literacies from skills to badges
2012 first Digital Literacies Conference
until 2014
2015 TEL Conference
2016 Open badges Conference (over 150 people from around the world)
students and staff attended
until 2014
2015 TEL Conference
2016 Open badges Conference (over 150 people from around the world)
students and staff attended
funding
internal funds
originally called the Student Centredness Fund the funding came from Education Enhancement Fund for a project using the badges and portfolio model that we had been using with our iChamps (students as champions for the development of digital literacies skills)
Photo by Isaac Torrontera
Challenge = known unknowns
(Rumsfeld Principle)
After doing this we knew that students used smartphones and their laptops but they needed to be supported to use them appropriately
Photo by Gage Skidmore
Using Pathbrite
to support skills development
Our project used Pathbrite to curate evidence the students. This was due to be used with the Mission Employable students within Humanities with some additional spaces for the iChamps.
Already seen departments using it as a website, holding information about their research groups and it was championed for this by Humanities.
Why Pathbrite?
We had a list of criteria that we wanted for our students and the use of a portfolio: drag and drop, adaptive to device etc
Already seen departments using it as a website, holding information about their research groups and it was championed for this by Humanities.
Why Pathbrite?
We had a list of criteria that we wanted for our students and the use of a portfolio: drag and drop, adaptive to device etc
Photo by clasesdeperiodismo
skills development
DIGITAL LITERACIES
aim was to develop skills through managed online profiles.
We know that these skills are context specific - you can't teach these skills generically, they need to belong within the discipline.
We know that these skills are context specific - you can't teach these skills generically, they need to belong within the discipline.
Photo by Laurence Vagner
Untitled Slide
example of what Pathbrite looks like behind the scenes
Mission Employable; iChamps; Student Champions
Photo by CollegeDegrees360
Co-Curricular
and within the curriculum
for Mission Employable and the iChamps this model worked well and was applied within the curriculum for Geography and Social sciences
Students set activities which they needed to curate their own examples for their portfolios.
Students set activities which they needed to curate their own examples for their portfolios.
Photo by ajleon
Challenge
Being digital
Observations:
Not all students knew that they had a digital footprint (and not all cared)
Consistent online presence
Students unfamiliar with the approach we took within the curriculum content
looking for their strategies for "higher grades" rather than seeing this as life long learning and portfolios they take with them
Not all students knew that they had a digital footprint (and not all cared)
Consistent online presence
Students unfamiliar with the approach we took within the curriculum content
looking for their strategies for "higher grades" rather than seeing this as life long learning and portfolios they take with them
Photo by Badly Drawn Dad
observations
need to work in a team to get this working
Education developers and academics
Students need constant reminding to include items and helpful hints and ideas for creating new content
Institutionalised viewpoints conditioned to expect exams and coursework
Education developers and academics
Students need constant reminding to include items and helpful hints and ideas for creating new content
Institutionalised viewpoints conditioned to expect exams and coursework
Photo by Ralph Hockens
further observations
- Limited expertise for using online tools
- Feedback on submission
- Examples very useful
- Templates and rubrics great
Approaches
CHALLENGE TO RETHINK HOW THEY WORK
badges
specific skills
claimed badges
81 applied only 33 accepted them
why?
#selfie culture
My own research into the online presence of the students who completed and applied for their badges
Instagram = top social media with Facebook (selfie culture)
twitter
LinkedIn very few connections so no relevance
Instagram = top social media with Facebook (selfie culture)
LinkedIn very few connections so no relevance
skills deficit
students & staff support
library
developing digital literacies skills
"Lifelong learning is the lifeblood of higher education."
(NMC Report 2017)
Need to foster a community of life long learning through the development of digital literacies skills to meet the needs of employers
Fiona Harvey
Digital Scholarship & Content Innovation
@fionajharvey
Photo by Jason Michael
Any questions?
Photo by Derek Bridges
