brookes elearning strategy 2008-11: personal learning environments for digitally literate learners...
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Brookes eLearning Strategy 2008-11:Personal learning environments for
digitally literate learnersRichard Francis
10-02-09
Design by Perveen Aslam, Computer Services
PIP as it could become
Web 2.0 Web 2.0 functionsfunctions
Ability to Ability to close close
information information channels channels
downdown
Ability to Ability to select which select which information information
channels channels are are
displayeddisplayedTailored PIP Tailored PIP alertsalerts
Link to student’s School Link to student’s School pagepage
Logout Logout buttonbutton
Brookes Virtual evolving in the same direction
User configured, personalised
And where it could go…
How it is now…
Click to view animation
“We inhabit a technology-rich world. Brookes graduates should be digitally literate, self-regulating citizens in a globally connected society, capable of handling information and mediating their interactions with social and professional groups using an ever-changing and expanding range of digital technologies.”
Every learner should be able to:•shape their own learning environment
and interactions•speak with their own voice within
groups and communities of relevance to them
•fashion diverse modes of engagement with their learning programmes flexibly to suit their circumstances
•experience high quality, professionally authentic learning opportunities
The tortoise and the hare
Academic
literacies
ICT literacies
slow moving
institutional and
cultural barriers
fast paced
social, technical
and economic
drivers
both need coaching!
Information literacies
ICT literacies
Academic
literacies
Beetham & Currant 2008
Learning literacies for a digital age
Engaging with
academic tasks
Engaging with digital tools
Engaging with academic
knowledge/content
Recognise information need
Distinguish ways of addressing gap
Construct strategies for locating
Locate and access
Compare and evaluate
Organise, apply and communicate
Synthesise and create
Basic lib
rary
an
d IC
T skills
Information Literacy: SCONUL Seven Pillar Model
Working with information
Information Literacy
SCONUL Seven Pillars of Information Literacy: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
Recognise information need
Distinguish ways of addressing gap
Construct strategies for locating
Locate and access
Compare and evaluate
Organise, apply and communicate
Synthesise and create
Basic lib
rary
an
d IC
T skills
SCONUL Seven Pillar Model
Working with information
Information Literacy
Basic lib
rary
an
d IC
T skills
Synthesise and create
Organise, apply and communicate
Compare and evaluate
Locate and access
Construct strategies for locating
Distinguish ways of addressing gap
Recognise need
Working with others
Learning Literacies for a digital age
Recognise need
Distinguish ways of addressing gap
Construct strategies for locating
Locate and access
Compare and evaluate
Organise, apply and communicate
Synthesise and create
Revised
recognising that learning is seldom a solitary process
identifying relevant learning practices or communities
constructing best-fit strategies for locating and engaging with them
comparing and evaluating the often conflicting views and practices of different communities
organising the outcomes of knowledge building so that they are retrievable by others
using knowledge ethically and communicating it using appropriate mediasynthesising and creating new knowledge as a collaborative process with multiple human sources, agents and recipients
Proficiency with digital technologies an essential part of working with information:
• catalogue and database queries or advanced web searches
• RSS feeds for information updates
• bibliographic software for citations
• file management in multiple locations
• specialist software for data manipulation
• manage multiple communications tools: email, discussion boards, instant messaging, video conferencing, mobile phones
• work with others using collaborative tools such as wikis, group project management tools, electronic document management, document sharing and versioning
• ubiquitous web authoring with tools like blogs
• maintain membership in multiple social networks.and so on...
under under supported
supported
Developing digital literacies
How can PDTs be more involved?
•Review current practice for technologically enriched learning
• specify digital literacies Brookes graduates will develop: general and discipline-specific
•undertake curriculum redesign and development that map these attributes across their programmes
Key is embedding in the curriculum.
Outcomes
Literacies become:
•embedded in programme description and module handbooks
•explicit to students and staff
•developmental across programme and levels
•a baseline for subsequent review to maintain or enhance their digital currency.
BrookesCourse Design Intensive Workshopshttps://mw.brookes.ac.uk/display/CDIs/Home
linked to API (Academic Progression initiative)
University of BradfordDevelop Me! (PDP)http://www.brad.ac.uk/developme/
Skills and Personal Reflective Activity (SaPRA)http://www.brad.ac.uk/developme/sapra/
http://www.brad.ac.uk/developme/sapra/sapra.pdf
PebblePad Profilerhttp://portfolio.pebblepad.co.uk/bradford/viewasset.aspx?oid=60790&type=profileresponse
References
Beetham, H & Currant, B (2008) Learning Literacies for a Digital Age. Presentation to ELESIG symposium. Longbridge Technology Park, 20 November 2008. Retrieved from http://elesig.ning.com/forum/topics/digital-literacies 9/12/08.
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