Post-DigitalPost-Digital By alecmcintalecmcint Anne Pietsch, Roehampton University Embedding transliteracy value: staff development in the post digital age

Delivering Transformational change JISC Transformations programme The Transformations programme is 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.named awards All named awards share a common set of values and core development outcomes and each named award has its own set of specialist outcomes.valuescore development outcomesspecialist outcomes

The problem How 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

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 SiriPost-digital Siri by moleitaumoleitau

Third space professionals (Whitchurch) Typically non academic roles Multidimensional, span academic and professional roles Issues around moving and communication across different disciplines Not always acknowledged as change agents Human BridgeHuman Bridge by cbbosscbboss

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) STRP by iMAL.orgiMAL.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 TransportMultimodal Transport By D1v1dD1v1d

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

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 wallBowl with structured wall by Peter RemnemarkPeter Remnemark

"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 itdl.org/journal/jan_05/article01.htm Connectivism: A pedagogical framework for developing transliteracy values ?

SEDA ELT Why a project? 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. Radio MouthRadio Mouth by aphasiafilmsaphasiafilms

Use of JISC tools For reflective activities, in groups or alone Focused on developing an understanding of how people learn For planning the project For developing understanding of CPD development needs Developing understanding of own digital identity ToolsTools By Dan ShouseDan Shouse

Attributes/ Identifies I create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferences I plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomes I design original projects, problems and questions that are meaningful to me and others I am a critical reader of messages in different media, and a critical user of different technologies I judge digital resources, environments, networks and opportunities for their value to me and others I behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety ICT capabilitiesInformation/media capabilitiesLearning/thinking capabilities Practices (ways of thinking and acting) I choose, use and blend technologies to suit my needs I explore the capabilities of technology I personalise technologies and services I share ideas and express myself in a variety of media I choose, use and blend media for communicating ideas I repurpose, adapt and re-edit content for a variety of audiences I scope research questions and creative projects, and use information to address them I study under my own initiative and in the ways that suit me I participate in learning communities and groups I build knowledge collaboratively I solve complex problems using appropriate ICT tools Skills (personal capabilities) I can: use search engines, online services, data, analysis tools use a range of media-capture devices use a range of editing applications use communication and presentation tools use professional and academic (subject- specific) tools I can: locate and access information compare, evaluate and select information organise and manage information apply information to problems and questions analyse and synthesise information communicate information I can: take notes complete and submit assignments construct arguments solve problems manage my time and tasks evidence, cite and reference appropriately read and write academic content use number appropriately Functional access I have access to: networked device + range of apps robust networks media devices e.g. camera, phone specialist hardware or software for my course assistive technology that I need I have access to: information sources and services learning content my preferred media I have access to: learning opportunities learning resources peers and learning groups teachers, mentors and experts a space for learning the time to learn

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 tool for real life issues. Enhance staff and student experience through embedding technologies in ways that work for all stakeholders

Vision: Developing leaders in liminal roles who display confidence and engagement with technology, who are able to make effective use of existing technologies, who have empathy with and an of understanding of cultural practices in different professional domains, and are able to communicate across cultures, who can facilitate shared approaches and foster an understanding of what it means too successfully embed a learning technology through helping others to develop new skills and behaviours.

References and resources BibliographyBibliography (on Talis Aspire) Social Media resources – SEDA ELT Course Reading List SEDA ELT Course Reading List – Thinking about Literacy (Scoop.it research log) Thinking about Literacy – Researching Transliteracy (Pinterest research log) Researching Transliteracy – On On

Anne Pietsch Roehampton University Question Mark GraffitiQuestion Mark Graffiti by Bilal KamoonBilal Kamoon