Which best describes your role?

A. Supporting/managing e-learning or technology-enhanced learning

B. Staff and educational development

C. Lecturer/course leader

D. Professional services eg library, careers, student support

E. Other – please use chat box to give detail

How do you currently engage with students around digital literacies? (Please type in the chat)

10/04/2023 Developing Digital Literacies slide 1

Changing Student Practices and Digital Literacies

Introduction - Sarah Davies, Programme Manager, Jisc

Digital literacies: changing student practices

– Lesley Gourlay, Institute of Education, Digital Literacies as a Postgraduate Attribute

Students as change agents and digital pioneers

– Elizabeth Dunne, University of Exeter, CASCADE project

Undergraduates as change agents to support digital literacies

– Mark Kerrigan, University of Greenwich, Digital Literacies in Transition project

Student ePioneers: agents of change for digital literacies development

– Richard Francis & Rauri Pountain, Oxford Brookes University, InStePP project

Questions after each input; 15 mins for discussion at the end

10/04/2023 Developing Digital Literacies slide 2

Digital literacies: changing student practicesLesley GourlayInstitute of Education

About the project

Research work year 1:Survey analysisFocus groups (PGCE, taught Masters, distance Masters, PhD students)Longitudinal, multimodal journaling (12 students, 9-12 months, 3-4 interviews; images, video and text)

Student orientations:

CombatCurationCoping

How can rich student data be used?

At IOE it has influenced the establishment of an IT Users’ Group & also intervention work, year 2:

Synchronous tutorials, Academic Writing Centre

Focus groups on interactive guides, Library

Staff digital literacies, Learning Technologies Unit

Sense of narrative, and the ‘day-to-day’ of student engagement

Powerful resource for developmental activities and reflection on practice

Links

http://diglitpga.jiscinvolve.org/wp/

http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/DigLitPGAttribute.aspx

http://www.slideshare.net/lesleygourlay

http://www.slideshare.net/martinoliver

STUDENTS AS CHANGE AGENTS and DIGITAL PIONEERS

JISC webinar, May 2013

CASCADE -

Elisabeth Dunne

There is a difference between an institution that ‘listens’ to students and responds accordingly, and an institution that gives students the opportunity to explore areas that they believe to be significant, to recommend solutions and to bring about the required changes.

The concept of ‘listening to the student voice’ – implicitly if not deliberately – supports the perspective of student as ‘consumer’, whereas ‘students as digital pioneers’ explicitly supports a view of the student as ‘active collaborator’ and ‘co-producer’, with the potential for transformational change.

INSTITUTIONAL ETHOS

To implement research rich initiatives in 5 Colleges that illustrate what digital scholarship means and what counts as a digitally literate research professional

To provide professional development for staff and students in research roles

To use postgraduate students as Change Agents (Pioneers) to support student and staff development in digital literacy

‘CASCADE’ OBJECTIVES

CASCADE INTERNS• Several Postgraduates from each College joined CASCADE

to create a group of 17 ‘interns’• Most of these were Postgraduate Researchers, strongly

embedded in their disciplines• Payments for up to £600 were available for participation in

initiatives with the project team-engaging with intern group activities/skills sharing -developing a small-scale digital literacy project of their choice-writing a case study…

‘Supporters’ - through sharing expertise with each other and supporting others in learning ways of working with technology (e.g. showing each other their favourite referencing tools).

‘Producers’ or ‘Creators’ - for example by developing resources that will be useful to others across the University (e.g. the production of online resources for new international students, or a Facebook site)

‘Pioneers’ - in their subject areas, using their personal technologies in novel ways and finding new uses for technology (e.g. for data visualisation and presentation).

‘Transformative agents of change’ - where post graduates who are digital specialists and/or are strongly motivated by change help to transform the culture of their department (e.g. by deliberately finding ways to change conversations and practices amongst peers and other stakeholders).

Digital Literacies in Transition

University of Greenwich2013

@DLinHEhttp://www.DLinHE.com

What is the project about?

http://www.HEI-FLYERS.org

Students are DL Change Agents

Interdisciplinary Working

• Supports buy-in from the entire university• Mix of students from academic years• Mix of students from academic subjects• Excellent mix of skills and abilities• Increased networking and staff buy-in• Potential to be truly representative of the university (student body)

Recruitment & Accreditation

Step 1

• Online expression of interest and the completion of a simple application for.

Step 2

• Creation of a format neutral artifact, aligned to the competencies of the role

Step 3

• Attendance at a selection workshop

1. Tap into as many networks as possible to advertise the studentships (understand what the project is offer those that want to engage);

2. Be clear and transparent on the grading and selection process;

3. Provide structured instructions for the format neutral artefact remembering that offering too much guidance risks over determining what applicants produced and offering too little guidance risks leaving applicants unsure of what was required from them;

4. Design the outputs from each step carefully as they can be recycled and used as part of the bigger project;

Hints and tips (students)

Hints:Maintaining good communication skills and developing an understanding of students needs. Maintaining regular feedback and implement student suggestions.

Tips:Group discussions can enable the understanding of student views and an understanding of development.

Our experiences of the project:

We have had very open and free discussion and have been treated as peers with individual voices rather than students. We have the feeling of making an impact on digital learning. We receive positive and structured feedback.

Richard Francis & Rauri Pountain

JISC Webinar2 May 2013

Student ePioneers: agents of change for DL development

InStePP is a JISC-funded project https://wiki.brookes.ac.uk/display/instepp/Home JISC inspires UK colleges and universities in the innovative use of digital technologies, helping to maintain the UK's position as a global leader in education. www.jisc.ac.uk

• Institution pursuing multiple forms of student engagement• All too easy for these initiatives to be subservient to the

dominant ethos of consumerism: market research for product enhancement

• Project has promoted idea of partnership relationship, parties with complementary skills,

• Objective of establishing new transformative roles for students across disciplines

• Digital literacy the vehicle

Institutional Partnership

•Trainer•Mentor•Resource creator•Researcher•Entrepreneur

•First three established

•Last two in pilot

ePioneer Roles

• Semestral recruitment by PL SE network in Faculties assisted by professional association liaison officer and InStePP Communications intern

• Consultancy and ePioneer training provided by Careers service and learning support staff (library, IT and learning technology)

• Faculty and directorate staff commission ePioneers to partner on small-scale digital literacy development initiatives

• Commissions signed off by project team and handed over to ePioneer community to self-assign

• PL SEs manage and monitor progress and delivery of commissions

• On completion of commission accompanied by reflective portfolio ePioneer eligible for ILM endorsed consultancy certificate

Recruitment and commissioning

• All Faculties and 3 Directorates engaged• via SESE: RA for project evaluation and matched funding for

PL SEs• Embedded in SESE:

• Supported by PVC SE• PL SEs as partnership leads in all faculties:

• for line management of ePioneers• cascading partnership dl development to faculty

colleagues• liaison with faculty learning technologists

• Student co-organising L&T Conference• Increased awareness and deployment of range of student

partner roles

Changing institutional practices

• Critical self-awareness and self-confidence - as important as DL capabilities: desire to effect change

• Negotiation of roles, outcomes, deliverables; role switching

• Shared responsibility for DL development

• Value of project and time management

• Career choice insight

• Confidence to seek employment opportunities within institution (internships, service desk, teaching)

New light on student role

• New academic pathway for work-based learning: ePioneers using partnership experience towards academic credit on Independent Study Module in two faculties

• Impact on other strategic initiatives:

• Moodle rollout Phases 1 & 2 - ePioneers as trainers, mentors

• Make Moodle Mine - good practice guidelines for social-constructivist learning with Moodle

• Reading list process review (Learning Resources)

• Focus on team initiative

Impact on curriculum development