Developing Digital Literacies through the Visitor and Resident Mapping Process
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The document discusses efforts to promote digital literacies among postgraduate students through the visitor and resident mapping process at the University of Ulster. It highlights students' limited engagement with digital tools for academic purposes and emphasizes the importance of developing digital capabilities to support learning and professional identity. Various approaches and resources are suggested to enhance collaboration, curation, and critical analysis within bioethics courses.
Developing Digital Literacies through the Visitor and Resident Mapping Process
- 1. Promoting Residency in Learning & Teaching Kay Hack (@hack_kay) School of Biomedical Science University of Ulster Developing Digital Literacies
- 2. Developing Digital Literacies •Outcomes from using the Visitor and Resident mapping process with postgraduate students •Reflection on why and how we encourage more ‘resident’ behaviour •Illustrative examples from Bioethics courses
- 3. The Visitor and Resident Mapping Process Information and resources are available here: http://www.jiscinfonet.ac.uk/infokits/evaluating- services/
- 4. Students are resident across a range of social platforms Learning Resources used primarily in Visitor mode A Typical Student Map
- 5. A Typical Staff Map
- 6. VLE: Students only used the discussion board or other chat tools when they were prescribed for assessed activities. The majority had Linked In accounts, but in general these were not used or up to date. Neither cohort used Twitter for their studies, The majority had Facebook accounts which they used extensively in a social context Some students had set up their own Facebook groups within study groups to share ideas/ resources / information with peers. These groups were initiated by the students with no involvement of academic staff. Outcomes from the mapping exercise
- 7. Is this a problem? Most students felt that they did not make the best use of technology in either learning or promoting their professional identity Developing digital literacies is
- 8. Digital Literacies? “those capabilities which fit an individual for living, learning and working in a digital society.”
- 9. Digital literacies: the use of digital tools to: undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.'.
- 10. JISC Developing Digital Literacies Programme £1.5 million July 11- July 13 To promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. General resources, evaluation tools, institutional audits, development materials, conceptual frameworks Resources available from the Design Studio (http://jiscdesignstudio.pbworks.com) Literacies development framework
- 12. “practice perspective” Dohn (2009) “employing a Web 2.0 technology does not necessarily entail pedagogically innovative Web 2.0 practices “ Tambouris (2012)
- 13. e.g. Use this Bloom’s Taxonomy of Digital Literacies developed through the CASCADE project at University of Exeter Identify the Digital Competencies/Literacies that you want to develop
- 14. Creation Curation Communication Or, take a more thematic approach: Collaboration Low resolution images from Wellcome Images Collection
- 15. Learning Outcomes for Bioethics classes Bioethics: • Encourage students to read articles in mainstream media on advances in science & medicine • Identify ethical issues/ stakeholders • Encourage comment and reflection Digital Literacies: • Information curation, evaluation and sharing; critical analysis of online information
- 16. Example 1: Supporting curation & collaboration Developing a community to share resources and ideas using Google + Creating shared documents and tweeting findings
- 18. Approach 1: Scoop-it • No Comments on articles • No idea who has read them • No opportunity for students to add their own stories
- 19. Approach 2: Google +
- 20. Approach 2: Google + • Comments on articles • Students add their own stories • “walled garden”
- 21. Example 2: Supporting curation & collaboration AIM: •To engage large ( >200) cohort of 1st year UG students with Bioethics •90 minute, stand alone class
- 22. Search social & traditional mainstream media Evaluate evidence and add to shared documents ANTI GMO or PRO GMO
- 23. Learning “Don’t limit a child to your own learning for he was born in a different time” Rabindranath Tagore @hack_kay