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1 Aug 2018: 07:00AM UTC/GMT Unlocking the code to digital literacy – implications for learning and assessment
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Thesessionmayberecorded,includingvoiceandtextchatcommunica'ons(arecordingindicatorisshowninsidethewebinarroomwhenthisisthecase).Wemayreleaserecordingsfreelytothepublicwhichbecomepartofthepublicrecord.Wemayusesessionrecordingsforqualityimprovement,oraspartoffurtherresearchandpublica'ons.
Webinar Series
e-AssessmentSIG
Webinar Hosts Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au Dr Mathew Hillier, Monash Education Academy, Monash University mathew.hillier[at]monash.edu
A/Prof. Jo Coldwell-Neilson (Deakin University, Australia)
Unlocking the code to digital literacy: implications for student learning
Assoc. Prof. Jo Coldwell-Neilson Deakin University
ALT Fellow
http://www.decodingdigitalliteracy.org
Agenda
• Why do we need to revisit digital literacy?
• Digital literacy for the 21st Century
• Transforming (?) assessment w.r.t. digital literacy
The Conversation 14 November
1. Largest group of workers is in highest skill level (Bachelor degree +)
2. Communication and people skills increasingly important
3. Programming skills are less important than digital literacy
4. Technological advances = need to discover new ways of using technology requiring strong communication, problem-solving and digital literacy skills
Digital Skills Expectations
• Digital muggle: no digital skills required (7% of workforce)
• Digital citizen: the ability to use digital technology purposefully and confidently to communicate, find information and purchase goods/services (37% of workforce)
• Digital worker: the ability to evaluate, configure and use complex digital systems. Elementary programming skills such as scripting are often required for these tasks (46% of workforce)
• Digital maker: skills sufficient to build digital technology (10% of workforce)
Digital Literacy – in 1997
Digital literacy is the ability to understand and use information in multiple formats from a wide range of sources when presented via computers.
(Glister, p1)
Computers pre 1997
Mobile devices pre 1997
So what?
• Students expect to use the digital technologies they know
• We expect students to be digitally literate
• Students think they are digitally literate
• But …
What does digital literacy entail in C21? According to JISC, includes
• ICT proficiency
• Digital creation, problem solving and innovation
• Digital communication, collaboration and participation
• Digital learning and development
• Information, data and media literacies
• Digital identity and wellbeing, including security, privacy, digital footprint etc.
8 elements of digital literacy (Belshaw)
• Cultural
• Creative
• Constructive
• Communicative
• Confident
• Cognitive
• Critical
Beetham and Sharpe pyramid
• I have
• I can
• I do
• I am
JISC model
All Aboard http://www.allaboardhe.ie/
Digital Literacy in 2018 and beyond …
Digital Literacy is the ability to identify and use technology competently, confidently and creatively, to effectively meet the demands and challenges of living, learning and working in a digital society.
… a hierarchy of literacies
• ICT proficiency • Information, data and media • Communication, collaboration and participation • Digital creation and innovation • Digital security and privacy • Digital professionalism including identity, wellbeing and cultural awareness • Teaching and learning • …
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Send me an email
Attach a document to
an email
Locate unit resources
online
Submit an assignment
online
Manage their online storage
Word-process a document
Understand file types
Locate resources
online in the library
Use search engines
effectively
Understand data privacy and security
Understand digital
copyright
Be able to use a discussion
board
Manage their online identity
Have proficient
keyboarding skills
Use social media to
support their learning
Expectations vs. observations of JUNIOR students' capabilities
I expect students to be able to … Students can … Students cannot …
0
20
40
60
80
100
120
140
160
180
Send me an email
Attach a document to
an email
Locate unit resources
online
Submit an assignment
online
Manage their online storage
Word-process a document
Understand file types
Locate resources
online in the library
Use search engines
effectively
Understand data privacy and security
Understand digital
copyright
Be able to use a discussion
board
Manage their online identity
Have proficient
keyboarding skills
Use social media to
support their learning
Expectations vs observations of SENIOR students' capabilities
I expect students to be able to … Students can … Students cannot …
Implications for L&T
• Statement of expectations of digital literacy on commencement
• Provision of centralised support for students to meet expectations
• Identification of employer expectations
• Scaffolding within curriculum to move develop digital fluency
• Students as producers of digital content, not just consumers
• Framework – informing curriculum development through AQF levels
• Academics as digitally literate teachers
Assumption by academics that digital natives = digitally literate.
Students consider that the use of mainstream software and social media equates to being digitally literate.
“Digital literacy skills … remain in the assumed knowledge basket … however, the gap between an ability to access the web versus the ability to effectively utilise the resources available to achieve required outcomes remains vast. The assumption of the intrinsic nature of digital literacy skills remains the largest barrier for those who need those skills and those who should be delivering instruction to develop those skills to others.”
Implications for assessment
• Digital literacy learning needs to be contextualised
• Does not need to be an addition to curriculum
• Does need to be explicitly assessed
• Conditions apply …
Tools (I have …) • I have access to, and can use, bibliographic referencing
tools (e.g.: EndNote)
• I am aware of library-purchased and freely available information resources
• I can use university LMS and other learning tools
• I am aware of and have access to connectivity/data transference and management tools
• I am aware of and use social and professional networks
• I can use clinical diagnostic tool
• All , ET – EA
• All, IT
• All, IT
• All, IT
• All, IT
• All , IT - IA
Skills (I can …) • I can source, consult and synthesise literature relating to vision science.
• I can prepare scientific and educational posters.
• I can prepare online videos.
• I can develop an effective business plan.
• I can apply research literature to practical exercises and case studies.
• I can identify gaps in my knowledge.
• I can collect and communicate research data.
• I can compare patient's cases to evidence in the literature.
• I can demonstrate and apply proficiency in operating clinical tools that are used to collect data to assess the structure and function of the eye and visual system.
• I make use of technology in order to attend case conference sessions.
• I collaborate in a professional manner, using collaborative technologies as appropriate.
• I am able to use Optometric equipment for professional purposes.
• All ET - EA
• 1 and 3, ET - EA
• 1 and 2, IT - EA
• 1, ET - EA
• All, ET - EA
• All
• All, ET - EA
• All , ET - EA
• 2 -4, ET – EA
• 4, IT - IA
• 3 – 4, ET - EA
• 2 – 4, ET - EA
Practices (I do …) • I critically appraise the quality of scientific information.
• I communicate research effectively using multimedia
• I effectively consult research literature to fill gaps in my knowledge, and put it into practice.
• I reflect on how to collect and communicate data.
• I evaluate and communicate data regarding the structure and function of the visual system, giving due respect to cultural and social issues.
• I compare and contrast the clinical data collected with findings reported in the clinical and scientific literature.
• I work within a research team to design research questions, design experimental protocols to test these questions, then beginning to collect data using this protocol.
• I demonstrate efficiency and effectiveness in my use of digital clinical technology during patient examinations, in order to achieve appropriate diagnostic outcomes.
• I argue for a perspective using appropriate claims backed by evidence.
• I adapt clinically presented information into a written case report in a clear, concise and insightful form.
• I use technologies to identify and synthesise discipline knowledge, evidence, data and statistics and use this to problem solve, and inform decision-making and professional best practice.
• I conduct myself professionally.
• All , ET - EA
• All , IT - EA
• All , ET - EA
• 1, ET - EA
• 2-4, ET – EA
• 1, ET – EA
• 2-3, ET – EA
• 2-4, ET – EA
• All, IT - IA
• 2-4, , ET – EA
• All, ET – EA
• 2-4, IT – EA
Attributes (I am …) • I effectively develop evidence-based communications for patients and
colleagues.
• I am a proactive, lifelong-learner who keeps up to date with emerging research and technology.
• I interpret key resources and defend evidence-based decisions for a wide range of clinical and ethical challenges in optometric practice.
• I generate, collect, organise, analyse and manage data appropriately.
• I work effectively with colleagues in teams, including online.
• I approach my business dealings with acumen and integrity.
• I manage my online persona and personal information strategically in order to maintain a positive and professional image.
• All, ET – EA
• All, IT – IA
• All, ET – EA
• 1-3, ET - EA
• All, IT - EA
• All, IT - IA
• All, IT
Thank you Questions? http://www.decodingdigitalliteracy.org/
Webinar Series
Webinar Session feedback With thanks from your hosts
Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au
Dr Mathew Hillier, Monash Education Academy Monash University mathew.hillier[at]monash.edu Recording available http://transformingassessment.com
e-AssessmentSIG
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