1. Brookes eLearning Strategy 2008-11: Personal learning environments for digitally literate learners Richard Francis 10-02-09

2. From VLE Portfolios

3. To PLE

4. Design by Perveen Aslam, Computer Services PIP as it could become Web 2.0 functions Ability to close information channels down Ability to select which information channels are displayed Tailored PIP alerts Link to student’s School page Logout button

5. Brookes Virtual evolving in the same direction User configured, personalised And where it could go… How it is now… Click to view animation

6. “We inhabit a technology-rich world. Brookes graduates should be digitally literate, self-regulating citizens in a globally connected society, capable of handling information and mediating their interactions with social and professional groups using an ever-changing and expanding range of digital technologies.”

7. Every learner should be able to: shape their own learning environment and interactions speak with their own voice within groups and communities of relevance to them fashion diverse modes of engagement with their learning programmes flexibly to suit their circumstances experience high quality, professionally authentic learning opportunities

8. The tortoise and the hare Academic literacies ICT literacies slow moving institutional and cultural barriers fast paced social, technical and economic drivers both need coaching!

9. Information literacies ICT literacies Academic literacies Beetham & Currant 2008 Learning literacies for a digital age Engaging with academic tasks Engaging with digital tools Engaging with academic knowledge/content

10. Recognise information needDistinguish ways of addressing gapConstruct strategies for locatingLocate and accessCompare and evaluateOrganise, apply and communicateSynthesise and create Basic library and ICT skills Information Literacy: SCONUL Seven Pillar Model Working with information Information Literacy SCONUL Seven Pillars of Information Literacy: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

11. Recognise information needDistinguish ways of addressing gapConstruct strategies for locatingLocate and accessCompare and evaluateOrganise, apply and communicateSynthesise and create Basic library and ICT skills SCONUL Seven Pillar Model Working with information Information Literacy Basic library and ICT skills Synthesise and createOrganise, apply and communicateCompare and evaluateLocate and accessConstruct strategies for locatingDistinguish ways of addressing gapRecognise need Working with others Learning Literacies for a digital age Recognise need Distinguish ways of addressing gap Construct strategies for locating Locate and access Compare and evaluate Organise, apply and communicate Synthesise and create Revised

12. recognising that learning is seldom a solitary process identifying relevant learning practices or communities constructing best-fit strategies for locating and engaging with them comparing and evaluating the often conflicting views and practices of different communities organising the outcomes of knowledge building so that they are retrievable by others using knowledge ethically and communicating it using appropriate media synthesising and creating new knowledge as a collaborative process with multiple human sources, agents and recipients

13. Proficiency with digital technologies an essential part of working with information: catalogue and database queries or advanced web searches RSS feeds for information updates bibliographic software for citations file management in multiple locations specialist software for data manipulation manage multiple communications tools: email, discussion boards, instant messaging, video conferencing, mobile phones work with others using collaborative tools such as wikis, group project management tools, electronic document management, document sharing and versioning ubiquitous web authoring with tools like blogs maintain membership in multiple social networks. and so on... under supported

14. Developing digital literacies How can PDTs be more involved? Review current practice for technologically enriched learning specify digital literacies Brookes graduates will develop: general and discipline-specific undertake curriculum redesign and development that map these attributes across their programmes Key is embedding in the curriculum.

15. Outcomes Literacies become: embedded in programme description and module handbooks explicit to students and staff developmental across programme and levels a baseline for subsequent review to maintain or enhance their digital currency.

16. Brookes Course Design Intensive Workshops https://mw.brookes.ac.uk/display/CDIs/Home linked to API (Academic Progression initiative) University of Bradford Develop Me! (PDP) http://www.brad.ac.uk/developme/ Skills and Personal Reflective Activity (SaPRA) http://www.brad.ac.uk/developme/sapra/ http://www.brad.ac.uk/developme/sapra/sapra.pdf PebblePad Profiler http://portfolio.pebblepad.co.uk/bradford/viewasset.aspx?oid=60790&type=pro fileresponse

17. References Beetham, H & Currant, B (2008) Learning Literacies for a Digital Age. Presentation to ELESIG symposium. Longbridge Technology Park, 20 November 2008. Retrieved from http://elesig.ning.com/forum/topics/digita l-literacies 9/12/08. http://elesig.ning.com/forum/topics/digita l-literacies