Anne Pietsch, Roehampton UniversityEmbedding transliteracy value: staff development in the post digital age

Post-Digital By alecm

cint

Delivering Transformational changeJISC Transformations programme

Aimed at supporting institutional staff across 57 university projects to effect large-scale organisational change, underpinned by ICT, where there is an objective to:•enhance student experience•improve operational efficiency •enhance organisational capability for business and community engagement

SEDA Professional Development Framework (PDF)SEDA's PDF provides recognition for higher education institutions, their professional development programmes and the individuals who complete those programmes.

•It uses a range of named awards to recognise different types of professional development.

•All named awards share a common set of values and core development outcomes and each named award has its own set of specialist outcomes.

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The problemHow can ‘third space’ professionals become enablers who promote new approaches

to using learning technology and aid others in adopting them. This is a staff, organisational and a technological problem space but it is also pedagogical one.

The Questions• Does the SEDA “Embedding Learning Technologies” course provide the

pedagogical framework to address the problem? • Which JISC tools can be used in the development process and as course materials?

Aims• Develop an institutional approach to support and develop staff to be leaders in

enabling change• Increase and develop engagement with technology• Enhance student (and staff) experience

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Defining terms

• Post Digital• Third space professional• Transliteracy

Post Digital

• More concerned with being human, than with being digital

• Digital as a embedded part of our daily life

• Impact of technology on our interactions, culture, social structures

• Constant state of flux, change is the norm

Post-digital Siri by moleitau

Third space professionals (Whitchurch)

• Typically non academic roles

• Multidimensional, span academic and professional roles

• Issues around moving and communication across different disciplines

• Often act as change agents, but not always acknowledged

Human Bridge by cbboss

Exploring Transliteracy

The concept of transliteracy is embedded in the very earliest histories of human communication, providing a cohesion of modes relevant to writing, interpretation and interaction. Thomas, S. (2008)

KIOSK @ STRP by iMAL.org

Transliteracy qualities

• Ability to understand a range of tools

• Participation in collective behaviour

• Awareness of cultural historical context

• Sense of physicality/spatial life world

• Multimodal sensibility (Thomson , 2007)

Multimodal Transport By D1v1d

Embedding Transliteracy values in CDP

• SEDA Embedding learning technologies ( ELT)• Created learning opportunities that are

authentic, reflective, collaborative and achievable

• Underpinned by appropriate pedagogical model

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"Connections between disparate ideas and fields can create new innovations.The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed. ...This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism."Quoted from: Connectivism: A Learning Theory for the Digital Age (Siemens, 2005) itdl.org/journal/jan_05/article01.htm

Connectivism: A pedagogical framework for developing transliteracy values ?

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Structure of the course• 10 weeks, blended learning• Supported through Action

Learning Sets, tutorials, and weekly podcasts

Assessed activities• Reflective Portfolio

demonstrating how SEDA values and outcomes are met

• Reflective peer reviewed reading log

• CPD needs log• Implementation and evaluation of

a project

Bowl with structured wall by Peter Remnemark

Why a project?

• SEDA ELT - Specialist Outcome

• Motivation - Authentic experience- related to the role

• Project plan - Better fit with a professional cohort

• Opportunity for adopting transliteracy practices through participative and reflective learning

• Develop a shared institutional approach to embedding technology.

My project is looking at Training and Development for administrators through a peer

support programme. This is planned to be implemented through self evaluation exercises,

small group exercises to share best practice, online sessions and feedback opportunities.

My project is based around the development of fully and partially online classes, and how these can vest be supported by department

administration.

My project will focus on looking at the Moodle quiz tool which is widely used

within the departments I support for both formative and summative assessment. I would like to establish and document

processes and procedures for using this tool effectively with a specific focus in outlying

key things lecturers should consider and do before rolling out a quiz or online exam.

My project is to develop a distance or blended learning course, for new staff in particular, that will induct them in the effective use of Roehampton's key learning technologies namely, Moodle and Turnitin.

My project is to use video clips (screen capture and digital film) to go

alongside written information, to encourage students to familiarise themselves with important processes/policies within the

university..

My project is to use video clips (screen capture and digital film) to go alongside written information, to encourage students to familiarise themselves with important processes/policies within the university.

Use of JISC tools • Reflective activities, in

groups or alone• Focused on developing an

understanding of how people learn

• Supporting project work• Developing

understanding of CPD development needs

• Developing understanding of own digital identity

Tools By Dan Shouse

Attributes/ Identifies

I create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferencesI plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomesI design original projects, problems and questions that are meaningful to me and othersI am a critical reader of messages in different media, and a critical user of different technologiesI judge digital resources, environments, networks and opportunities for their value to me and othersI behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety

ICT capabilities Information/media capabilities Learning/thinking capabilities

Practices (ways of thinking

and acting)

I choose, use and blend technologies to suit my needsI explore the capabilities of technologyI personalise technologies and services

I share ideas and express myself in a variety of mediaI choose, use and blend media for communicating ideasI repurpose, adapt and re-edit content for a variety of audiencesI scope research questions and creative projects, and use information to address them

I study under my own initiative and in the ways that suit meI participate in learning communities and groupsI build knowledge collaborativelyI solve complex problems using appropriate ICT tools

Skills(personal

capabilities)

I can:use search engines, online services, data, analysis toolsuse a range of media-capture devicesuse a range of editing applicationsuse communication and presentation toolsuse professional and academic (subject-specific) tools

I can:locate and access informationcompare, evaluate and select informationorganise and manage informationapply information to problems and questionsanalyse and synthesise informationcommunicate information

I can:take notescomplete and submit assignmentsconstruct argumentssolve problems manage my time and tasksevidence, cite and reference appropriatelyread and write academic contentuse number appropriately

Functional access

I have access to:networked device + range of appsrobust networksmedia devices e.g. camera, phonespecialist hardware or software for my courseassistive technology that I need

I have access to:information sources and serviceslearning contentmy preferred media

I have access to:learning opportunitieslearning resourcespeers and learning groupsteachers, mentors and expertsa space for learningthe time to learn

JISC Digital Literacies Development frame work: Learners perspective

Digital Literacy Baseline Survey based on Digital Literacy Framework

Visitor/Residence Exercise

Evidencing Change Template

Persona Exercise

So what? Anticipated outcomes include:•Developing a shared approach to implementing technology enhanced learning design within the university•Foster collaborative partnerships between different departments in the university•New opportunities for staff development for digital literacies and small scale project management•Embed SEDA ELT course in UKPSF •Enable third space professional to lead and communicate change effectively•Create opportunities for development of new approaches and tools for real life issues.•Enhance staff and student experience through embedding technologies in ways that work for all stakeholders

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VisionDeveloping leaders in liminal roles who:

• display confidence and engagement with technology • are able to make effective use of existing and new

technologies • demonstrate empathy with and an understanding of cultural

practices in different professional domains• are able to communicate across institutional contexts and

through appropriate media• can facilitate shared approaches to embedding learning

technologies• foster an understanding of what it means too successfully

embed a learning technology through helping others to develop new skills and behaviours.

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References and resources

• Bibliography ( on Talis Aspire) • SEDA ELT Course Reading List• Thinking about Literacy (Scoop.it research log)• Researching Transliteracy (Pinterest research

log)

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Anne PietschRoehampton Universitya.pietsch@roehampton.ac.uk/ Question Mark Graffiti by Bilal Kamoon