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 learners Richard Francis 10-02-09

Transcript of Brookes eLearning Strategy 2008-11: Personal learning environments for digitally literate learners...

Brookes eLearning Strategy 2008-11:Personal learning environments for

digitally literate learnersRichard Francis

10-02-09

From VLE

Portfolios

To PLE

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.