Digital Literacies in Transition – A Model for Transforming Graduate Attributes Summary Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. Therefore, the aim of this project is to: develop a model to support digital maturity linked to graduate attribute development (See figure below). This project will employ cross-university studentships to foster a community of student-led research to support and feed into all other aspects of the work.
3 Reasons To Encourage Student-Generated Content Criticisms from adults about the quality of student-generated content are unfair, because up until now, all theories and assumptions are mostly drawn from youth engagement in entertainment and gaming contexts, and not from educational contexts. Generalizing that a set of raw behaviors in one context would automatically define another is hardly grounds to impede the momentum of user-generated content. It’s hard to talk to adults about high school peer learning and co-creation of content using social media without the dreaded question coming up: “Won’t the kids just upload pictures of ….”. It is truly unfair to assume some of the behavior of youth in entertainment social media settings would automatically transfer to educational settings. We would see technology used to enhance learning, and to improve learning outcomes, and both initiated by the student. Research is a wonderful thing, but sometimes it gets in the way of plain intuition. Reference
JISC Digital Literacies programme: A history of Digital Literacy in UK & EU #JISCDigLit — Digital Fingerprint Sarah Payton & Tabetha Newman The EU describes it as digital competency. Lots of debate about what it is, but if we’re talking policy at institutions, it’s important to know what you are seeking to implement. Recommended books: Great (simple) definition of digital literacies: Arguments against “digital natives”: Students often get disheartened when they search the web. Students need to move beyond practitioner training, and into being strong independent learners, who are confident to go off and try for themselves. We have to accept that ‘new’ is here to stay, and that we will no longer be ‘masters’. Assessment needs to change, to ensure that students will NEED to remix the information that’s available, rather than the “digital parrot” [my words!] Mentioned in the chat: Majority of support available is processes. European Union – recognized the need for more training for a knowledge economy (rather than a production economy), see
Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons
12 Ways To Integrate (Not Just Use) Technology In Education There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. So here’s a hypothetical to clear up my rhetorical questions even more: Situation 1 You’re a school principal and decide to make the Apple iPad a cornerstone of your school’s curriculum. Situation 2 You’re a school principal and decide to make the Apple iPad a cornerstone of your students’ learning. Weigh In Which principal would you want?
Digital participation, digital literacy and schools This article is adapted from the British report Digital participation, digital literacy, and school subjects: a review of the policies, literature and evidence, published by Futurelab August 2009. Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning. It involves the functional skills of reading and writing digital texts, for example being able to 'read' a website by navigating through hyperlinks and 'writing' by uploading digital photos to a social networking site. Digital literacy also refers, however, to the knowledge of how particular communication technologies affect the meanings they convey, and the ability to analyse and evaluate the knowledge available on the web. Technology certainly creates challenges and opportunities for schools and educators as they seek to apply it to engage young people and assist their learning. Aspects of digital literacy Information literacy. Media literacy. Conclusion