Gwen van der Velden, Director, Learning and Teaching EnhancementKyriaki Anagnostopoulou, Head of e-LearningUniversity of Bath

National context• Funded by JISC, match funding by HEIs• 1 of 12 HEI-based projects in the UK• Each project provides a different perspective on

digital literacies• 2 year project (Aug 2011 – July 2013)• Funding up to £100,000 per project• UK-wide funding £1.5m • Sector body and association

involvement

University of Exeter University of the Arts University of Reading University College London Institute of Education Cardiff University Plymouth University University of Greenwich Oxford Brookes University Worcester College of Technology Coleg Llandrillo

Institutional context• Single campus, research intensive• Strong student engagement• Very high student satisfaction• Well-defined community with many stakeholders• ‘Generatim discite cultus’

(learn each field of study according to its kind) • Leads change through the disciplines supported by a robust administrative and

physical infrastructure• Subjects have a strong physical presence (labs, engineering workshops, etc)

Digital environment

For

StaffStudentsOther stakeholders

WhenPre-entryWhilst at uniAlumniManifests

OnlineIn physical spaces

Need to develop

Skills, competencies and capabilities Infrastructure

and systems

Provides access

InfoResources

AdministrationLearning Experiences

Research

FunctionsCommunication

CollaborationAdministration

Learning

Project’s context

Academic

Technical Administrative

AimEstablish an institutional vision for the development of digital literacies

Embed digital literacies in core institutional strategic processes

Engage students in the process as change agents

Map how disciplinary differences and cultures shape the development of digital literacies

Explore how institutional structures and processes enable and/or hinder the embedding of digital literacies Outputs

• Discipline-specific statements for digital literacies• Good practice case studies on embedding digital literacies• Change management tools/staff development resources

(OERs)• Guidance on effect organisational change• Institutional processes• A framework for evaluating the impact of digital literacies

projects

Define & articulate ‘digital literacies’

Audit & carry out needs analysis

Propose & develop appropriate interventions

Run & facilitate pilot projects

Evaluate projects

Methodology

Students (UG, PG)

Academic

Placements Officer

Prog. Admin

Manager

Etc

Faculty learning

community

Faculty learning

community

Faculty learning

community

School learning

community

Institutional learning

community

UKOLN

VITAE

SCAP

STUDENTS UNION

HEA

PriDE Project Team

PriDE Steering Group

Student engagement

• Define and articulate ‘digital literacies in the disciplines’

• Baseline/audit and carry out needs analysis for students/staff

Faculty learning communities

“A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing,

presenting relevant information, supported by access to the appropriate hardware and

software.”

“A digitally literate person in the Faculty of Humanities and Social Science is critically

and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments,

and in establishing coherent identities.”

Analysis

Science Management Humanities Eng & Design

Cultural

Cognitive

Constructive

Communicative

Confidence

Creative

Critical

Civic50%

Outcomes of PriDE are informing the University’s student development provision

Self-assessment

Self-assessment

Work in progress

• Map against what is important in each faculty

• Direct each student to appropriate developmental opportunities – overcome fragmentation of experience

• Part of our FYE provision

• Analysed by students, built by students

Developmental activities/events• Careers Service – new

workshops on managing digital identity

• Student Union skills development– by students for students

Outcomes of PriDE are informing the University’s

staff & student development provision

Researcher Development Framework (VITAE)

Job descriptions

Outcomes of PriDE as part of student recognition schemes

The Bath Award • Accreditation of digital literacies

through extra-curricular activities, work experience, volunteering and additional learning (portfolio submission)

• Appears on degree transcripts

Outcomes of PriDE are informing and influencing

developments in the wider sector

Sector developments• VITAE Researcher Development framework – we helped design a digital literacies

lens for it• We mapped the statements against SCONUL’s 7 pillars of information literacy and

provided them with feedback • We brought together a discipline-specific digital literacies interest group • We developed and evaluation framework for DL projects, tested at two HEIs• Change management materials available as OERs• Case studies are being produced – showcasing good practice • Dissemination events, conferences, workshops• Journal articles

Still to achieve• Build even greater ownership

• Embedding digital literacies into the curriculum• Only half are probably assessed?• Can we influence the design/review of programmes?

• We are bringing together staff development providers from across the institution offering technology-related developmental opportunities. Currently exploring:

• Joint calendar of events• Building on each others’ offerings• Means of recording digital literacies development

• Consider other institutional processes in which digital literacies can be embedded.

Questions?

http://digilitpride.wordpress.com/

Project sponsor: Gwen van der Velden

Project manager: Kyriaki Anagnostopoulou

Project officer: Julian PriorProject officer (Dissemination): Sarah Turpin

Project Adviser: Alex Pool, VP Education BUSU