Presentation on theme: "Digital and information literacy: practical approaches to academic integrity Jo Parker HEA, November 2013."— Presentation transcript:
Digital and information literacy: practical approaches to academic integrity Jo Parker HEA, November 2013
In the next hour…. Digital literacy – overview The OU approach to embedding digital and information literacy in qualifications and modules #1 Digital literacy and learning design #2 Digital literacy and academic integrity #3 Digital literacy and employability Close
Some OU facts and figures Delivering distance learning via “supported open learning” since ,000+ students, including overseas Around 7,000 tutors Average age of new students is 31 27% new students are under 25
Challenges and opportunities Challenges Lack of common baseline for skills Course materials traditionally ‘in the box’ Time – skills have to be integrated into the curriculum Opportunities Move to qualifications – can build in skills systematically Online learning; independent learning and employability skills recognised as important Learning design tools and approaches starting to be used
What is digital literacy? Your definition (140 characters or less…?)
Digital literacy at the OU The skills, competences, and dispositions of OU students using digital technologies to achieve personal, study, and work-related goals The skills, competences, and dispositions of OU staff and tutors –teaching OU modules and programmes which use digital technologies to deliver learning –supporting student digital and information literacy skills development
The digital and information literacy (DIL) framework Based on existing IL levels framework 5 broad competence areas (and outcomes) 5 broad stages of development (broadly mapped to OU levels of study) Conversation starter – articulates skills, focusses on progression
#1 Digital and information literacy in your context Using the digital and information literacy framework facilitation cards…. –Pick a card, any card –Note which skills area it covers –Turn it over and look at the statements on the back –Choose one or two statements and discuss with your neighbour how this might look in your context: What might students do, either to develop this skill, or to show they can do it?
Digital literacy and learning design ‘I think [our role] is definitely moving much more towards being involved with pedagogy. For a lot of courses that I’ve been involved with you were seen much more as someone who sorts out the [University’s] external website… and the access to resources rather than the actual learning and teaching…’ (OULDI-JISC Project Evaluation Report, 2012)
What does DIL look like? My digital life (1 st level Technology) A range of digital and information literacy skills are taught and assessed, e.g. –netiquette and managing online identity –evaluating and referencing information –building Google sites pages –contributing to a group wiki –producing a short AV presentation in response to a YouTube video Brixton (2008) The Robot overlords welcome you to Denver: / /
What does DIL look like? Practical science (2 nd level) Activity on finding images relating to practical science: Respond to volcano image Find, describe and reference own image, according to criteria given; post to forum Respond to others’ postings and nominate top 3; tutor compiles group consensus on top 3 Image Editor (2007) Kilauea Volcano at Mauna Ulu: N07/ / N07/ / Demonstrate the ability to independently select appropriate resources for a task. Contribute useful feedback on others’ contributions to an online interaction.
What does DIL look like? Adulthood, aging and the life course (Health & Social Care, 3 rd level) For their 3 rd essay students work collaboratively to discuss and collectively create a joint presentation They reflect on the experience and relate it to their professional context Produce a shared digital asset or output in collaboration with others as part of an assessed activity. Give evidence of the use of sources of current information (including people) for keeping up-to- date.
Online skills materials ‘Being digital’: bite-size interactive learning activities to illustrate the DIL Framework skills: Can be integrated into modules or used on a standalone basis Includes self-assessment checklist Relevant to the workplace too
#2 DlL and academic integrity Using the digital and information literacy framework facilitation cards…. –Sort: which cards feature the skills you associate with ‘academic integrity’? –Establish a red pile (out) and green pile (in) –What skills are missing, in your view? –Use the blank cards to outline the missing skills
Developing employability What kinds of jobs? Animation programmer Web designer Advertising account executive Graphic designer Multimedia specialist Museum / gallery curator / conservator / education officer Teacher / Lecturer Arts administrator TV and radio Also within health-care, engineering, and even Domino’s pizza! What kinds of skills? Presenting oneself effectively online, connecting with others Drawing on information from a variety of sources Virtual teamworking Researching efficiently and keeping up-to-date Selecting and using online tools as appropriate Dealing with information overload Using digital tools confidently to create products
#3: how does academic integrity relate to employability? Of the skills you identified as ‘green’, which ones translate into a work context? How might they be framed in a job description?
The future Evaluating the Framework – how is it working in practice? Student-facing framework – helping students to articulate skills they have developed and how they relate to the workplace MOOCs - what skills will students need to develop in order to engage successfully? Gamification – can learning digital literacy be fun??
Useful URLs Digital and information literacy framework Being digital Framework cards: -Information Literacy facilitation cards
Jo Parker Library Services The Open University Walton Hall Milton Keynes MK7 6AA