Archive for the ‘My Learning Journey’ Category

Digital Literacies and Learning Design

January 27th, 2014 by Cristina Costa

I’m currently putting together the sessions for a new Module I am teaching in March for our new cohort of PGDE.

I want to offer something that would link the concepts of Critical Digital Literacies to the design of learning activities. I want this for two reason. First, because I think this is both an area of practice and debate that has been under-explored as part of implementing the Curriculum for Excellence here in Scotland. Second, because I believe that teacher-students should put themselves in the shoes of the learners and engage hands-on with the possibilities and challenges of the web to get a better grasp how to use the web in their practice. As such, I submitted the following Module proposal:

 

Introduction and Rationale:

The internet and the Social and Participatory Web, as a growing phenomenon in our society, is increasingly influencing the way people work, socialise, bank and shop, to name a few. As it enters our household and workplace, what does it mean to Education? And more concretely, what impact should it have on Learning, Teaching and Assessment?

This module aims to discuss such questions and provide an introduction to learning design methodologies in connection to key digital literacies.  In doing so, it places an emphasis on the design of learning contexts rather than of content, “the activity-rich, interaction-rich and culturally rich learning environments that the use of technology is making possible and where new principles and practices apply” (Dias Figueiredo, 2005, p.127).

This module is designed to extend participants’ understanding of learning design in connection with the opportunities and challenges posed by the Social and Participatory Web, and thus equip them with the necessary know-how to harness technologies for the 21st century classroom.

 

Learning Outcomes:

The main intended outcome is that participants will be able to engage with key literature in the field of Technology Enhanced Learning and effectively apply it to their own practice. Participants will:

  • Critically compare their own ideas about Learning and Teaching with the Social and Participatory Web with those of the literature
  • Examine the implications of using the Social and Participatory Web in their Teaching practice
  • Demonstrate a practical understanding of the use of the Social and Participatory Web for their own Learning, Teaching and Assessment strategies
  • Design contexts for Learning

 

My greatest challenge, as usual, is to find ways to engage students in both the discussions I want them to have and the activities I want them to take part in. I have been putting together a draft of activities for each session … but have now reached a point I need a new pair of eyes to look at it and give me feedback:

  • do you think I am adding too much or too little?
  • are the topics proposed relevant?
  • are the activities too easy or too hard?
  • what else should I add?

*please note that at the moment this is only a draft – first thoughts – and your comments are very welcome as usual. ;-)

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    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


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