Supporting Digital Literacy at the University of Derby Rob Higson Chris Bell

Learning Enhancement What is Digital Derby? Our Manifesto! Image source: "Digital Derby aims to develop the digital capabilities of our staff and students by increasing their experience and knowledge of a range of digital tools, enabling them to confidently select appropriate digital tools for teaching, learning, research, innovation and administrative practices."

Learning Enhancement  Look beyond functional IT skills to describe a richer set of digital behaviours, practices and identities  What it means to be “digitally literate” changes over time and across contexts: essentially a set of academic and professional situated practices supported by diverse and changing technologies  Reinforces other institutional priorities, Corporate Plan – The 3 I’s (Innovation, Impact and Inspire.)  The FOURTH Literacy after reading, writing and maths? “Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society” Getting staff "buy-in"?

Learning Enhancement Why is Digital Literacy Important to Education and (more importantly) to your Students? “Digital literacy is critical to the development of UK FE and HE sectors, as digital technologies provide new opportunities to enhance teaching, learning, research and the management of organisations”  What are some of these benefits?  Flexibility and innovation (help keep students engaged);  Meeting diverse student expectations (what do they expect?);  Employability (signposting digital skills as students learn);  Graduates with something “extra”;  Attracting more students in a global education market (digital skills as a selling point);  Improving processes, systems and building organisational capacity;  Maximising the value of investments in learning technologies.

Learning Enhancement Digital Literacy Development Framework Beetham and Sharpe (2010) (self-identification) Identity Practices Skills Access and awareness I do… I am… I can… I have… DIGITAL DERBY INSTITUTIONAL AUDIT RESULTS: The most common responses when asked 'What barriers exist that prevent you from adopting new technologies?' lack of time (52.9%) lack of expertise (33.4%) hardware / software inadequate for purpose (27.9%) lack of flexible training/support opportunities (26.2%). One of the least common chosen barriers was ‘I am not interested’

Learning Enhancement The Seven Elements of Digital Literacy (Derbyfied!) (JISC 2014)

Learning Enhancement Initial Work (Signposting)  JISC activity cards and Viewpoint planning sheets;  Identify areas of good practice with staff and “flag” as a potential digital literacy where appropriate;  Identify opportunities in learning outcomes for areas where digital literacies can be developed authentically. Keep close to curriculum;  Prioritise, some literacies easier to develop during particular modules?  What are the requirements of our potential professional employers? And how do we define “graduateness”.

Learning Enhancement Digital capabilities Technology Enhanced Learning LibraryCareersStudy SkillsOPDIT Student Experience StudentsAll of you Integrated Support

Learning Enhancement Media Literacy Media Literacy Critically read and creatively produce academic and professional communications in a range of media. Understand digital copyright boundaries, accessibility and have an appreciation of “audience”.  Design, create, edit and embed digital artefacts, materials and stories (images/audio and video/podcasts/screencasts/infographics), understand appropriate delivery methods of those materials (streaming?)  The capacity to critically read communications across a range of digital media (text/graphical/video/animation/audio)  Be able to recognise appropriate pedagogic opportunities to embed the use of digital media effectively (student projects/assessment)  Appreciate audience, purpose, accessibility and portability  Understand the appropriateness of one media over another  Have a working knowledge of standards and file management (size/compatibility/conversion)

Learning Enhancement Communications and Collaboration Communications and Collaboration Participate in digital networks (edgeless universities) for learning, research and assessment.  Effective use of apps, devices and tools (social media/Blackboard) to create spaces for online research and collaborative working/knowledge production: forums, wikis, blogs, OneDrive/Google Drive.  Professional networks: LinkedIn groups?  Shared tasks and calendars to negotiate roles for group work  Personal tutoring/pastoral support using virtual classroom technology (Blackboard Collaborate)  Have an appreciation of social, cultural and professional boundaries (internationalisation?)  Develop a strong cohort identity by using technology appropriately

Learning Enhancement Career & Identity Management Career & Identity Management Manage digital reputation and online identity across a range of platforms. Curate personal digital artefacts to create an online “brand”.  What does your digital footprint look like? Take control. Self Googling, set up an alert, perhaps?  Owning a personal domain for professional practice: Google Sites, WordPress?  Participate in a professional online activity, for example video-conferencing (invite an expert)/contributing to a LinkedIn group  Effective use of PDP (ePortfolios) to build a bank of assets which signpost digital skills  Understanding the risks and benefits of an online presence and creating digital boundaries which reflect this knowledge

Learning Enhancement ICT Proficiency ICT Proficiency Adopt, adapt and use digital devices (cameras/phones/tablets), applications and services.  Develop “the new IT skills” to use basic productivity and presentation software, understand web browsing (embed codes, personalisation) and classroom technology  Use cloud based services effectively (OneDrive, Office 365, Dropbox, Google Drive, Social Media)  Understand how to get the most out of appropriate educational apps  The impact and appropriateness of creating and delivering content across various devices and mediums (tablet/phone/wearables/virtual worlds?)  Have an appreciation online security (backing up) and how to recover from failures  Understand digital handshakes, moving from one device to another?

Learning Enhancement Learning Skills Learning Skills Study and learn effectively in technology-rich environments, formal and informal, virtual and physical. Use digital tools to organise, plan and reflect on learning.  A more sophisticated and appropriate use of Blackboard and wider third party tool set (Panopto/Kaltura/Box of Broadcasts/PebblePad/PeerMark/GradeMark) for content creation, delivery, assessment and feedback  Understand how to deliver effective sessions using in-classroom technology and the informal teaching areas (Eduroam/Apple TV (streaming)/Classroom management apps)  Be able to use the Electronic Library to find and aggregate digital information (Evernote/Social Bookmarking)  Use Learner Analysis tools and data literacy to motivate and manage cohort groups (Blackboard Analytics/Blackboard early warning?). Understand how students are accessing and using content and be aware of the moral and ethical implications of doing so  Use digital PDP tools to provide a reflective space for self-assessment

Learning Enhancement Digital Scholarship Digital Scholarship Participate in emerging academic, professional and research practices that depend on digital systems. Collect and research data using digital methods. Use students as partners and co- producers of knowledge to publish work online.  Web aggregation services (Scoop.it/Storify/Bookmarking/Flipboard/Paper.li/Reddit)  Undertake research using digital questionnaire and analysis tools (SPSS/Survey Monkey/Limesurvey)  Curate and collate content using cloud-based bookmarking services (Diigo/CiteULike/Delicious/Pinterest)  Have an appreciation of the opportunities “open scholarship” can provide (MOOC/OER’s)

Learning Enhancement Information Literacy Information Literacy The capacity to find, evaluate, manage, curate, organise and share digital information, including open content (study skills).  At higher levels, a critical awareness of provenance and credibility of data sources.  Capacity to interpret information for academic/professional/vocational purposes.  Ability to act within the rules of copyright and to use appropriate referencing for digital sources.

Learning Enhancement Digital Wellbeing Digital Wellbeing The capacity to look after personal health, safety, relationships and work-life balance in digital settings (boundaries).  to use personal digital data for positive wellbeing benefits  to use digital media to foster community actions and wellbeing  to act safely and responsibly in digital environments  to manage digital stress, workload and distraction  to act with concern for the human and natural environment when using digital tools  to balance digital with real-world interactions appropriately (personal tutoring)  to appreciate and understand the institutional governance and guidelines of digital tools

Learning Enhancement What did this mean in 2015/16? The College Context.  College of Education  Regular requests to attend departmental meetings for staff development  Hard coded aims of the project into enhancement plans  Digital Literacy embedded in module design, which form action plans  Derby Business School  12 month staff development plan in conjunction with Head of DBS  Covering 7 elements of Digital Literacy  TEL Team  Ongoing development of TEL Showcase  Sharing of practice (TEL Me More/Ideas Factory)

Learning Enhancement Examples more-march/