Digital Literacy Statements | Professionalism in the Digital Environment (PriDE) From the outset, the PriDE project will be interested in exploring what it means to be ‘digitally literate’ within the subject disciplines. The Faculty Learning Communities discussed this idea in their creative think tank sessions with the aim of articulating a digital literacy definition for each Faculty or School. These digital literacy definitions have been shared with the wider community on this blog as one of the project outputs. These statements are also joined by a list of Faculty digital literacy attributes for learners. The stakeholders in the Faculty Learning Communities devised and then refined a set of digital literacy competencies for learners based on the JISC Learning Literacies Development Framework. The digital literacy attributes for each Faculty and School are made available below. Faculty of Engineering and Design learner digital literacy attributes PDF Faculty of Humanities and Social Sciences learner digital literacy attributes PDF Like this: Like Loading...
video-planning-home A goal without a plan is just a wish. – Antoine de Saint-Exupéry Producing a video can be a time consuming and potentially very expensive process, whether you are doing it yourself or employing an external supplier. Image by Jisc. The normal course of a video production tends to separate into three discrete phases: pre-production (or planning), production (or shooting) and post production (primarily editing); the production phase is covered in depth in our video production infokit. Planning a video production is much like planning any other activity that requires a degree of forethought. During the planning phase you will need to consider: Pathways | Using | Assess your skills | Being Digital | Open University Library Services When you select a pathway, you will see a number of activities on a particular theme. Pathways allow you to develop a deeper understanding of a topic. You can work through the activities in your chosen pathway in any order. The icon next to each activity helps you to identify the format used (e.g. activity, video, audio, or external resource). For more information please see the list of Icon keys. This is a list of all the pathways available. Assess your skills Assess your familiarity and confidence with online tools and environments and find out which activities can help you develop your skills further. Start pathway Avoiding plagiarism Learn to recognise what plagiarism is, the forms it can take and how to avoid it by developing your skills. Start pathway Communicating online How can you ensure your interactions with others online are appropriate and effective? Start pathway Effective searching Start pathway Exploring your information landscape Start pathway Keeping up-to-date Start pathway Finding
Developing your digital literacies This resource set is for: students and staff in further and higher education and all those supporting their development of digital capabilities Resources from the projects to support the development of students and (mainly) teaching staff self-assessment tools/tests derived from clear definitions of digital literacy/capability/fluencyOCN accredited courses for staff (Blended Online Learning Delivery) and students (Online Skills for Learners) developed by the WORDLE project: register for free via the moodle site or request as a zip file to reuse and repurpose locallyThe Knowledge Hub at the University of Cardiff helps staff and students to identify which digital tools can support which common academic tasks ALT ocTEL (Open Course in Technology Enhanced Learning) includes input from the Developing Digital Literacies programme in the module on Understanding Learners' Needs) Notes towards an open course on Digital Literacies from the DIAL project at UAL.
Digital Literacy Overview Basic Curriculum The Basic curriculum features a course called A First Course Toward Digital Literacy. This course teaches the value of computers in society and introduces you to using a mouse and the keyboard. Standard Curriculum Features five courses that cover computer basics; using the internet and productivity programs; security and privacy; and digital lifestyles. Version 4 uses examples and simulations from Windows 8 and Microsoft Office 2013. Version 3 uses examples and simulations from Windows 7 and Microsoft Office 2010. Version 2 uses examples and simulations from Windows Vista and Microsoft Office 2007. Advanced Curriculum The Advanced curriculum features five courses that cover building your first app, creating an e-mail account, creating a great resume, searching for content on the World Wide Web and social networking.
It pays to be smart with social media “We want to inspire young people – and help them draw on their achievements – and we want to make sure they present themselves in the best way possible, socially,” says Kirstie Mackey, head of LifeSkills at Barclays, a programme that aims to help young people gain confidence and skills to apply for work. “You need to be shouting about positive experiences to boost your employability. That’s why our LifeSkills programme has developed new tools, which provide practical help to young people to present their best self online, using social media.” More than half of young people who have taken part believe LifeSkills helped them get a better job, and 70pc said it improved their confidence in interviews. Whether Will lands a job sooner or later, he’s at least given himself a head start through his online presence. • For more information about LifeSkills created with Barclays and to get involved, visit barclayslifeskills.com » * Source: Jobvite’s 2014 Social recruiting Survey
Why Singapore has the smartest kids in the world The country's academic success has helped it become a thriving economy, and the way it has built its education system could hold lessons for the rest of the world. "Singapore is a fascinating case," said Marc Tucker, the president of the U.S. National Center on Education and the Economy. "[It] was a major British port before the Second World War. When Britain got out and closed its base Singapore was in terrible shape. "Now today they are one of the best performing economies in the entire world. If Singapore's rags-to-riches transition was built on education, the secret of its education system is the quality of its teachers. 'Creative use of knowledge' In the post-war years, Singapore had a low-cost, low-skill labor market, and it was enough for its education system to aim for universal literacy. "They had a drilling system when that was the only option -- they had to expand education quickly," said the OECD's education director, Andreas Schleicher.
Our work Basic Digital Skills are essential if people are to complete everyday tasks online and get the most out of our increasingly digital world. With more and more services moving online and the increasing prevalence of digital as a medium, having these skills improves outcomes as varied as economic growth, social mobility, financial inclusion, productivity and better health and wellbeing. Go ON UK works with a broad range of partners across all sectors to improve Basic Digital Skills across the UK. Our work includes, but is not limited to: Influencing key stakeholders We use our thought leadership, research and data to influence local and national government and decision-makers across all sectors to set the digital skills strategy for the UK. Raising awareness Go ON UK works to raise awareness of the social and economic importance of Basic Digital Skills and to inspire people and organisations to help their local communities gain the skills they need to get the most out of the digital world.
Mind the gap: The digital divide and digital inclusion | Second reading Internet use is transforming almost every aspect of our public, private and work life. More than three quarters of the UK population use the internet daily, up from just 35% of people in 2006. Two thirds of people now own a smartphone, using it for nearly two hours every day to browse the internet, access social media, bank and shop online. Despite the ubiquitous presence of the internet in our daily lives, the 2013 BBC Media Literacy study showed that some 21% of people can’t use the web and 14% of people didn’t have any internet access. This means that 7% of the population can access the web, but do not feel that they have the necessary skills to make the most of it. Source: ONS, Internet Access – Households and Individuals (2015) The world is increasingly moving online first—whether it be for online shopping, banking, or social media. Access and availability: Extending superfast coverage Fixed Broadband Speed by Parliamentary Constituency GB, 2014. Digital inclusion strategy
The issue Technology has, and will continue to, disrupt and transform our lives. Yet despite its ever-growing presence, 23% of UK adults still don’t possess the Basic Digital Skills necessary to take advantage of it. This means one in five people are unable to do simple things like send a Facebook message, apply for a job online, pay bills with an app, or even check what day the bins are collected on their local council website. It is not just individuals that are missing out on the benefits of being online. 23% of small businesses don’t have Basic Digital Skills. Without Basic Digital Skills, these SMEs are missing out on their share of the UK’s annual website sales of £193 billion. In the charity sector the challenge is even greater. If the UK is to become the competitive, successful global economy and society that we need to be, then we urgently need to work together to give these people and organisations the skills they need to participate fully in the digital world. Please join us!
Mind the gap: the digital divide and digital inclusion | StatsLife Despite the ubiquitous presence of the internet in our daily lives, the 2013 BBC Media Literacy study showed that some 21% of people can’t use the web and 14% didn’t have any internet access. This means that 7% of the population can access the web, but do not feel that they have the necessary skills to make the most of it. All of these people are classified as being digitally excluded. Source: ONS, Internet Access – Households and Individuals (2015) The world is increasingly moving online first – whether it be for online shopping, banking, or social media. Access and availability: Extending superfast coverage Making superfast broadband available to everyone is just a first step in tackling the digital divide. For this, the government is spending upwards of £1 billion in improving broadband and mobile infrastructure so that by the end of 2017, the government and BT Openreach plan to have made available superfast broadband to 95% of all premises in the UK. Digital inclusion strategy
Government Digital Inclusion Strategy Foreword by Francis Maude MP This is for everyone 2014 marks the 25th anniversary of the World Wide Web, one of the greatest British inventions thanks to Sir Tim Berners-Lee. Today, the web has 2.4 billion users worldwide. The web has transformed almost every aspect of public, private and work life. And it has improved people’s lives, whether through cutting household bills, finding a job or maintaining contact with distant friends and relatives. However recent research published by the BBC has found that 21% of Britain’s population lack the basic digital skills and capabilities required to realise the benefits of the internet. In 2012, when Sir Tim’s achievement was recognised at the Olympics Opening Ceremony, his message to the world was unambiguous. If the government’s long-term plan is to build a stronger, more competitive economy and a fairer society, then we must ensure we honour this message. We need to bring together and scale up our efforts, more than ever before. We will: Benefits
Developing digital literacies in the curriculum This resource set is for: teachers and other professionals involved in curriculum design Students develop digital capabilities and confidence mainly in the context of their courses of study. They are more likely to adopt digital practices that are clearly relevant to the course they have chosen and the life chances that interest them. On leaving further or higher education, graduates will need more than a good general level of digital literacy: they will need a repertoire of specialised skills suited to their choice of career and their subject specialism. They will also need an appropriate awareness of digital developments and issues All of these make it important that relevant digital experiences and activities are embedded into the curriculum. The following resources are designed to help teaching staff - and other professionals involved in curriculum design and review - to think about current practice in the curriculum and to design appropriate new opportunities. Jisc Resources
Developing students' digital literacy The issue Even today’s students need support with some areas of digital practice, particularly in an academic context, so it’s important to make sure that these needs are met. While employability is an obvious driver, developing learners who can learn and thrive in a digital society is a key role for universities and colleges. We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined six elements for consideration, which can be seen in the following diagram. What you can do Below, we've summarised some of the steps you can take to improve your students' digital literacy. Review your support for digital literacies An audit is a good way of finding out who’s already working in this area and starting productive conversations with staff. To learn more about the behaviour and motivations of learners as they use the web, try our guide to evaluating digital services. Create a buzz