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Presentation to ELESIG in 2009 - outcomes of the LLiDA study
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Joint Information Systems Committee 29/06/09 | | Slide 1
Learning Literacies in a Digital Age (LLiDA)Findings + 'Learners of the Future'
Helen BeethamLou McGillAllison Littlejohn
Small-scale JISC studyFinal report May 09
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 2
Three-pronged approach
1. Review available evidence
(a)Current research into literacies
(b)Conceptual and competency frameworks relevant to UK HE and FE
(c)The changing context and requirements for learning and literacy
2. Investigate current provision in UK HE and FE institutions
a) Institutional audits
b) Best practice exemplars
3. Present conclusions
a) Expert advisory group (institutional auditors, stakeholders)
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 3
Context: the 'post digital' vs the barely literate
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 4
Likely futures: educating graduates for...
economic uncertainty high competition for employment in the global knowledge economy increased alternative, contract-based and self-employment the rise of inter-disciplinarity and multi-disciplinary work teams a networked society and communities multi-cultural working and living environments; internationalisation blurring boundaries of real / virtual, public / private, work / leisure increasingly ubiquitous and embedded digital technologies increasing ubiquity, availability and reusability of digital knowledge distribution of cognitive work into (human + non-human) networks
of expertise rapid social and techno-social change
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 5
as knowledge is increasingly accepted as being multi-modal, always
potentially at least capable of digital capture and sharing, then the
significance of 'the digital' as an environment for learning and working
may recede
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 6
Present challenges facing learners
Learners over-estimate their information skills
Many lack general academic critical and inquiry skills
Most learners still strongly led by tutor / course practices
Most learners use only basic functionality, unwilling to explore or creatively appropriate technologies
Separate 'skills' support poorly engaged with, demotivating
Problems transferring skills from personal or social contexts to study or work
Potential clash of academic/internet knowledge cultures
Negative experiences of ICT in school
Joint Information Systems Committee 29/06/09 | | Slide 7
Findings: competence frameworks
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 8
academic and prof literacies
Competence frameworks
information and media literacies
ICT literacies
slow change, cultural and institutional inhibitors
rapid change, economic and techno-social
drivers
critical thinkingproblem solvingreflectionacademic writingnote-takingconcept mappingtime managementanalysis, synthesisevaluationcreativity, innovationself-directed learningcollaborative learning
searching and retrievinganalysing, interpreting critiquingevaluatingmanaging resourcesnavigating info spacescontent creationediting, repurposingenriching resourcesreferencingsharing content
ICT skillsweb skillssocial networkingusing CMCusing TELEusing digital devicesword processingusing databasesanalysis toolsassistive techpersonalisation…
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 9
academic and prof literacies
Competence frameworks
information and media literacies
ICT literacies
How knowledge and expertise are communicated
How knowledge and expertise are applied in authentic tasksHow individuals appropriate
knowledge and expertise
Joint Information Systems Committee 29/06/09 | | Slide 10
Findings: current provision
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 11
Current provision: strategies
Reviewed 60 strategic documents from 16 participating insts
Only 2/60 address 'digital literacies' primarily
Information strategies most clearly focused on learner capabilities (influence of SCONUL 7 pillars model)
Employability widely referenced as a concept but poorly defined, rarely linked to specific interventions
Responsibility for' developing literacies split between academic staff and central services
Students rarely addressed as responsible actors
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 12
Current provision: services
Support in silos: library, learning development, ICT, WP...
Information literacy well supported but:
media literacy, e.g. critical reading and creative production
communicating and sharing ideas
use of innovative environments to explore ideas
Central service provision personal and developmental but rarely reaches learners engaged in authentic tasks
Little support for learners' personal use of ICT for study
'Employability' poorly articulated: careers staff hard to reach
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 13
Current provision: curriculum
provision tends to be one-off and cohort-based
staff perceive students as more digitally capable than they are
tutor skills critical to learners' development
feedback and assessment rarely used as opportunities
huge diversity in competences considered in design, validation
Three modes of integrating literacies:
– Institution-wide programme, usually portfolio-based
– Skills modules or sessions alongside 'subject' teaching
– Fully integrated into modules / programmes of study
Most examples from vocational and professional courses... (but)
… deeply embedded examples perhaps not visible to our study
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 14
Current provision: peer support
Social software widely used for informal sharing and more organised peer support
Study buddy and student mentor initiatives rarely address digital literacies directly, but have scope to do so
Student help-desks commonly support learners' use of digital devices and networks
Much peer support takes place under the academic radar (but)
Academic staff attitudes and central service initiatives send important messages about what is appropriate
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 15
Recommendations
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 16
Recommendations (1) further research
How learners differ wrt technology use, impact on their learning experience
How learners develop technology-enabled strategies of learning and study
Themes: digital knowledge practice, personalisation, assessment, peer support, attitudes to risk
Institutional case studies – models and outcomes
Course level practices – impact of tutor skills and attitudes, integrated vs modular approach
Relating digital research and teaching (scholarship?)
...
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 17
Recommendations (2): what do we wish for?
Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital'
Learners are blending their own personal and shared learning environments
There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse needs and preferences for study
Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners
The focus is on what formal post-compulsory education can uniquely provide:
– e.g. self-direction, self-awareness, depth of attention, a critical stance, apprenticeship in professional and academic practice, creativity and innovation, social entrepreneurialism...
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 18
From To
We know, we teach you Learners' digital skills being recognised, rewarded and used as a resource for the learning community
Established methods, based in disciplines
Emerging and mixed methods, interdisciplinary problem spaces
Induction and one-off training model of literacy support
Ongoing review, progression and just-in-time support
Students become 'qualified' in specific kinds of academic knowledge practice
Students need to strategically manage a range of knowledge practices, for different contexts
Technologies are introduced according to the requirements of the curriculum
(Yes, and) the curriculum is continually modified by the impacts of technology in the environment
Disaggregated services, deployed at particular points in the learning cycle (library, ICT, study skills, careers)
Integrated support for students' learning development and different learning pathways
Stable job market, 'employability' has clear features, particularly in specific vocations and professions
Unstable job market: adaptability, resilience, multi-tasking, capacity to exercise judgement and management of multiple roles to the fore
Students typically on two-year (FE) or three-year (HE) programmes of study: ongoing relationship with institution
Students engaged in multiple forms of learning, often while employed and/or attending several institutions: relationships more flexible, short-term and contractual in nature
Modular assessment: focus on achievement within clearly defined curriculum goals
Some cross-modular assessment: focus on self-efficacy and the ability to integrate skills/know-how
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 19
'Learners of the future'
Define 3 key capabilities that 'learners of the future' will need
Express in these terms: a capable learner will be able to...
– They may not be 'digital' capabilities but think about how they would be expressed in a digital age
What kind of interventions might support development of these capabilities?
– Interventions may be focused on the curriculum, or on individual learners
How could we evaluate their impact and benefits?
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 20
Institutions will need to: Reassess the capacities that are taught for, supported and assessed:
– Digital participation, production and enquiry
– Multiple modes of knowing, multiple media, multiple communities
– Self-management of learning, career and reputation
– Creativity, innovation and agility
Reassess how these capacities are supported– Peer learning, informal learning, 360 degree support and review
– Authentic contexts for practice, including digitally-mediated contexts
– Individual scaffolding and support
– Making explicit community practices of knowledge and meaning-making
– Anticipating and helping learners manage conflict between practice contexts
– Recognising and helping learners integrate practices
– Interdisciplinarity? Cross-contextual learning? Learner-generated contexts?
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 21
Institutions will need to: Reassess and reassert how these capacities are valued
– Transparency over processes and values
– Recognition and reward (staff and student, cultural and financial)
– Digital scholarship needs to saturate learning and teaching practice
– Digital talent needs to be recognised and nurtured
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 22
Current provision: challenges for institutions
Work across curriculum / services boundaries to integrate provision
Respond to the need for new kinds of capability: recognise and represent graduate capabilities in new ways
Articulate vision for '21st century graduate skills' and embed ambition for students to thrive in C21st across the curriculum
Prepare themselves and their students for an uncertain future
Develop institution-wide approach to assessing and progressing learners' capabilities
Foster digital talent and innovation, wherever found (staff/students)
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 23
http://www.academy.gcal.ac.uk/llida/
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 24
literacies
access
skills
strategies
attributes
relatively stable aspects of the person
changeable and context-related aspects of the person
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 25
literacy as common entitlement
a foundational knowledge or capability, such as reading, writing or numeracy, on which more specific skills depend
a cultural entitlement – a practice without which a learner is impoverished in relation to culturally valued knowledge
access
skills
strategies
attributes
entitlementequality of
access
Ensuring all learners have functional access to core technologies, services and devices; developing core literacies; building capacity to learn across the lifecourse.
Learners’ Experiences of e-Learning Workshops: November 2008 – March 2009 slide 26
literacies as difference
communication – expressing how an individual relates to culturally significant communications in a variety of media
the need for practice – acquired through continued development and refinement in different contexts, rather than once-and-for-all mastery
a socially and culturally situated practice – often highly dependent on the context in which it is carried out
self-transformation - literacies (and their lack) have a lifelong, lifewide impact
an ongoing process which is never completedaccess
skills
strategies
attributesenhancementexpression of
difference
Enabling learners to access and integrate own technologies, services, and learning communities; supporting the development of socio-technical practices; supporting achievement of personal goals and learning journeys.