CLL: A view from 2015 David Baume PhD SFSEDA FHEA

Digitally literate: I am digitally literate when I can live, learn and work effectively in a digital society My digitally literate organisation uses appropriate digital technologies to achieve its goals. Accordingly it expects, develops, resources and supports me to become and remain digitally literate

Digitally fluent: I am digitally fluent when I confidently, critically and appropriately select and use technologies to achieve my goals in the contexts in which I work and live According, my digitally fluent organisation expects, develops, resources and supports me to become and remain digitally fluent

How DL and DF are you? Why? 1-10 scale 1.How digitally literate are you? 2.How digitally literate is your University? 3.How digitally fluent are you? 4.How digitally fluent is your University? … and, in each case, what makes you say that?

In 2015: Digital literacy is seen as a valuable stepping stone on the way to digital fluency Digital literacies and fluency are seen as differentiated qualities, with generic (e.g. ‘search critically’), institution-specific (e.g. ‘use the VLE’) & discipline-specific (e.g. ‘use SSPS’) elements Identification of current digital capabilities, then provision of on-line training to fill gaps, are routine activities for students and staff

In 2015: Digital literacies & digital fluency are dynamic qualities, changing and extending year to year Digital literacy and digital fluency are the responsibility of the individual and the organization working together ‘Digital’ may soon have run its course. Maybe what matters, as it always has, is functioning effectively and critically in our various worlds.

In 2015: 67% of staff and 83% of students think they are digitally literate 37% of staff and 76% of students think their university is digitally literate 35% of staff and 61% of students think they are digitally fluent 24% of staff and 74% of students think their university is digitally fluent What are your predictions?

Professional standards, accreditation, and digital literacies and fluency UKPSF: The core knowledge and the professional values are important insofar as they underpin, inform, the areas of activity. Knowledge is not enough How does knowledge of “The use and value of appropriate learning technologies” inform my practice as a teacher or a developer? See the UKPSF Guide

Jisc and Professional Associations Guide to Implementing the UKPSF in the Digital University (aka UKPSF Guide) Statement of the UKPSF and its purpose Overview of digital opportunities and needs linked to each dimension of the UKPSF – resources for developers, resources for teachers resources for developersresources for teachers Case studies A summary of each Professional Association's work on digital literacies work on digital literacies

In 2015: Staff and developers have added greatly to the UKPSF Guide Staff and developers are using the expanded UKPSF Guide in planning and undertaking both initial and continuing professional development In May 2013: Pick a UKSPF element that causes you difficulties, and use resources and ideas from the UKPSF Guide to work on it