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Gwen van der Velden, Director, Learning and Teaching Enhancement Kyriaki Anagnostopoulou, Head of e-Learning University of Bath National context • • • • • • • Funded by JISC, match funding by HEIs 1 of 12 HEI-based projects in the UK Each project provides a different perspective on digital literacies 2 year project (Aug 2011 – July 2013) Funding up to £100,000 per project UK-wide funding £1.5m Sector body and association involvement University of Exeter University of the Arts University of Reading University College London Institute of Education Cardiff University Plymouth University University of Greenwich Oxford Brookes University Worcester College of Technology Coleg Llandrillo Institutional context • • • • • • • Single campus, research intensive Strong student engagement Very high student satisfaction Well-defined community with many stakeholders ‘Generatim discite cultus’ (learn each field of study according to its kind) Leads change through the disciplines supported by a robust administrative and physical infrastructure Subjects have a strong physical presence (labs, engineering workshops, etc) Info Resources Administration Learning Experiences Research Provides access For Staff Students Other stakeholders Digital environment Functions Communication Collaboration Administration Learning When Need to develop Pre-entry Whilst at uni Alumni Manifests Online Skills, competencies and capabilities Infrastructure and systems In physical spaces Project’s context Academic Administrative Technical Aim Establish an institutional vision for the development of digital literacies Embed digital literacies in core institutional strategic processes Engage students in the process as change agents Map how disciplinary differences and cultures shape the development of digital literacies Explore how institutional structures and processes enable and/or hinder the embedding of digital literacies Outputs •Discipline-specific statements for digital literacies •Good practice case studies on embedding digital literacies •Change management tools/staff development resources (OERs) •Guidance on effect organisational change • Institutional processes •A framework for evaluating the impact of digital literacies projects Methodology Define & articulate ‘digital literacies’ Audit & carry out needs analysis Propose & develop appropriate interventions Run & facilitate pilot projects Evaluate projects PriDE Steering Group Students (UG, PG) Faculty learning community PriDE Project Team Academic STUDENTS UNION Placemen ts Officer Faculty learning community SCAP Prog. Admin Institutional learning community VITAE Faculty learning community UKOLN Manager Etc HEA School learning community Student engagement Faculty learning communities • Define and articulate ‘digital literacies in the disciplines’ • Baseline/audit and carry out needs analysis for students/staff “A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing, presenting relevant information, supported by access to the appropriate hardware and software.” “A digitally literate person in the Faculty of Humanities and Social Science is critically and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments, and in establishing coherent identities.” Analysis 50% Civic Critical Cultural Creative Confidence Communicative Cognitive Constructive Science Management Humanities Eng & Design Outcomes of PriDE are informing the University’s student development provision Self-assessment Self-assessment Work in progress • Map against what is important in each faculty • Direct each student to appropriate developmental opportunities – overcome fragmentation of experience • Part of our FYE provision • Analysed by students, built by students Developmental activities/events • Careers Service – new workshops on managing digital identity • Student Union skills development– by students for students Outcomes of PriDE are informing the University’s staff & student development provision Researcher Development Framework (VITAE) Job descriptions Outcomes of PriDE as part of student recognition schemes The Bath Award • Accreditation of digital literacies through extra-curricular activities, work experience, volunteering and additional learning (portfolio submission) • Appears on degree transcripts Outcomes of PriDE are informing and influencing developments in the wider sector Sector developments • • • • • • • • VITAE Researcher Development framework – we helped design a digital literacies lens for it We mapped the statements against SCONUL’s 7 pillars of information literacy and provided them with feedback We brought together a discipline-specific digital literacies interest group We developed and evaluation framework for DL projects, tested at two HEIs Change management materials available as OERs Case studies are being produced – showcasing good practice Dissemination events, conferences, workshops Journal articles Still to achieve • Build even greater ownership • Embedding digital literacies into the curriculum • Only half are probably assessed? • Can we influence the design/review of programmes? • We are bringing together staff development providers from across the institution offering technology-related developmental opportunities. Currently exploring: • Joint calendar of events • Building on each others’ offerings • Means of recording digital literacies development • Consider other institutional processes in which digital literacies can be embedded. Questions? http://digilitpride.wordpress.com/ Project sponsor: Gwen van der Velden Project manager: Kyriaki Anagnostopoulou Project officer: Julian Prior Project officer (Dissemination): Sarah Turpin Project Adviser: Alex Pool, VP Education BUSU