Digital fluency workshop Slide for Education

Centre for Innovation in Education
cie@liverpool.ac.uk @LivUniCIE
Digital fluency:
a C2021 hallmark
Dr Kate Evans
Tünde Varga-Atkins

Centre for Innovation in Education cie@liverpool.ac.uk @LivUniCIE
Session Outcomes
1. Express the purpose and nature of digital fluency and
be able to translate its significance for course design
to your respective educational disciplinary contexts.
2. Communicate the significance of digital fluency as a
course design principle to peers within your subject
area.
3. Critically evaluate, select and apply appropriate forms
of digital fluency to your current programme and/or
module.

Outline
• What is Digital Fluency?
• JISC’s Digital Capability Framework
• Some practical ideas & examples
• Developing DF: programme & module outcomes (skills)
• Disciplinary digital capabilities
• Enhancing students’ digital fluency
• Considerations

Curriculum 2021
Hallmarks & Attributes
Research Connected
Teaching
Active Learning
Authentic
Assessment
Confidence
Digital Fluency
Global Citizenship

Curriculum 2021 Principles
1. All students undertake a capstone research- or enquiry-based project, which may be synoptic
(allowing them to draw on a wide range of elements from the modules they have taken)
2. All programmes include applied enquiry-led learning in at least one required module each year
(UG only).
3. The use of authentic assessment is built up progressively and maximised across all programmes.
4. Formative assessment and feedback/feedforward are used to engage students in active learning
in all modules.
5. Students’ digital skills are developed progressively.
6. All students can undertake a substantial work placement and/or experience a period of study
abroad.

Your feelings about technology

Digital fluency
Digitally fluent graduates think critically
about the information they find, use and
generate, developing their ability to use
digital platforms to problem-solve, create,
collaborate, and communicate.

Digital fluency (skills < capabilities)
What does it mean
in your subject / programme / module?
cc: Jirka Matousek - https://www.flickr.com/photos/28415633@N00

First things first: your graduates’ attributes
1. ICT proficiency
2. Info/data/media literacy
3. Digital problem-solving, creative production
4. Digital collaboration/ communication
5. Digital learning/ development
6. Digital identity and wellbeing
Subject/programme:
Module:
My field of expertise in a tweet
A successful X in my area is:

Defining a digitally fluent professional in X
To what extent is digital fluency
currently embedded in my/ discipline teaching?
How are digital skills/capabilities designed in
learning (& skill) outcomes, via learning & teaching
and assessment methods?
Consider your
QAA subject benchmarks,
professional body requirements,
programme and module specifications

Centre for Innovation in Education CIE@liverpool.ac.uk
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
Consider your
programme/module – where
are the digital capabilities
currently taught, practised or
assessed?
Activity: Digital fluency: 6 capabilities
Using the radar diagram,
think-pair-share

cie@liverpool.ac.uk
Digital Capability Framework
(JISC 2017)

1. ICT proficiency
Taught
Practised
Assessed
Programme / module title:
Adapted from JISC & ABC Learning Design
Digital Fluency
in programme / module
My field of expertise in a tweet
A successful X in my area is:
A digitally fluent X is:

CIE@liverpool.ac.uk
2. Information,
data- and
media literacy
Digitally fluent
graduates are able to
think critically and
make balanced
judgements about the
information they find
and use.
Also: media literacy = the capacity
to critically receive and respond to
messages in a range of digital media
(JISC 2017)

Example tasks for info, data & media literacy
• finding and critically evaluating a range of digital media,
e.g. text, image, video, animation or audio.
• consulting and critically evaluating a range of academic,
professional & industry sources and databases.
• manipulating, analysing and presenting numerical, visual
and textual data.
• organising and sharing digital data/information/media
created by others ethically, legally and safely.
cie@liverpool.ac.uk

Whilst maintaining a
critical perspective,
digitally fluent graduates
are open to continuously
developing digital
practices and artefacts in
their specialist subject
areas and in
organisational settings.
3. Digital
creation,
innovation and
scholarship
also ‘digital problem-solving’
(JISC 2017)

Example tasks for digital problem-solving
• Challenging students to discover, develop and share (new)
ideas and research data using digital tools.
• Using modelling tools, simulation, VR/AR, virtual field trips,
online role-play and games.
• Producing digital artefacts, performances, presentations,
representations of designs, (multimedia) digital resources,
social media contributions etc.
• Using online data sets, digital tools for manipulating data in
new ways.
cie@liverpool.ac.uk

(JISC 2017)
Students are able to
effectively utilise digital
platforms to connect,
collaborate, and
communicate in
academic and
professional contexts
and as citizens.
4. Digital
collaboration,
comm &
participation

Some tasks for digital collab/comm
• presenting findings in a range of digital formats,
appropriate for a defined audience or purpose
(report, social media post, video, etc.)
• problem-solving individually or collaboratively
using digital technologies (disciplinary software, wikis,
forums, distant debates etc.)
• participating in digital (professional) networks
safely, ethically and with respect (online discussions,
email, forums, web-conferencing (sync/async), mailing lists, social
media etc.)
cie@liverpool.ac.uk

(JISC 2017)
ICT
proficiency
Digital
problem-solving
Digital
collaboration /
communication
Info-/data- and
media literacy
Digital
learning and
development
Digital identity
and wellbeing
Students skilfully
manage their digital
identity across multiple
platforms in a
professional and
responsible manner.

Some ideas for digital identity & wellbeing
• Evaluate own and peers’ online identities and
academics/professionals in your subject.
• Creating/developing a professional online identity
in the context of disciplinary tasks, e.g. blogs/wikis.
• Following your field’s developments or subject
experts online and on social media.
• Creating tips for developing a positive online
identity.
• Debating cultural and institutional norms of digital
behaviours, work-life balance & online safety in
relation to your subject.
cie@liverpool.ac.uk

(JISC 2017)
The capacity to
participate in and
benefit from digital
learning opportunities;
The capacity to
support and develop
others in digitally-rich
settings. (JISC 2017)
Digital
learning and
development

• using institutional platforms, e.g. VLE, resources,
online submission, online tutorials
• signposting students to applications that help
organise and plan work (e.g. productivity, mind-
mapping tools, revision apps/tools).
• signposting students to digital learning
opportunities (e.g. Lynda.com, YouTube, MOOCs,
blogs, online help/tutorials, study skill sites etc.)
• recording learning or achievement (e.g. online
portfolios, reflective logs, etc.).
cie@liverpool.ac.uk
Some ideas for digital learning/dev

(JISC 2017)
ICT
profici
ency
The confident adoption of new
devices, applications,
software and services and the
capacity to stay up to date
with ICT as it evolves.
The capacity to deal with
problems and failures of ICT
when they occur and
implement solutions.
An understanding of basic
concepts in computing,
coding, and information
processing.

Some ideas for ICT proficiency
• Get students to critically reflect on and evaluate
their use of technologies and resources in
specific tasks.
• Bartering useful apps between students – last
useful app/technology learnt.
• Discussing troubleshooting IT challenges.
• Setting coding challenges for the more
advanced.
• Peer-led teaching: senior peers support students
with technologies/applications.
cie@liverpool.ac.uk

1. ICT proficiency
Taught
Practised
Assessed
Programme / module title:
My field of expertise in
a tweet
A successful X in my
area is:
A digitally fluent X is:
Adapted from JISC & ABC Learning Design
Digital Fluency
in programme / module

How could I adapt my module design
to enhance students’ digital fluency?
Consider – module-level:

How can you develop students’ digital
fluency progressively across your
programme?
[C2021 principle]
What are the challenges of doing this
from a programme design perspective?
Consider: programme-level

cie@liverpool.ac.uk
Possible perspectives on progression 1
e.g. locating, choosing, using
digital resources or digital tools,
information, data
Independence, synthesis
& critical judgement

cie@liverpool.ac.uk
use
evaluation
production
/ creation
critical
critical critical
digital resources, digital tools and
technologies, digital artefacts

cie@liverpool.ac.uk
University’s
‘walled
garden’,
e.g. VLE
public-facing
outputs e.g.

One challenge:
How can students recognise the (critical)
digital skills/capabilities that they are
developing?

Cri
tiqu
e of
out
co
me
s/pr
odu
ct
Process: which
way?
Choice: which digital
tool/resource?
Digital or not?
Do we exclude/include
anyone? Professional / ethical
considerations, bias etc.
Advantages/Dis~ of using
digital tool
Are there different ways of achieving
the same result or outcome?
Layers of criticality in using
digital technologies and sources
How/Can we tell it is right/wrong?

Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
Consider how one skill /
attribute might look for your
graduate – and how you could
progressively support its
development (and evidence
of) in your programme?
Activity: Pick one ‘signature’ capability

Contact us:
3rd floor
126 Mount Pleasant
Liverpool
L69 3GR
cie@liverpool.ac.uk
@LivUniCIE

Upcoming Events
For more information on
upcoming events
please visit:
https://www.liverpool.ac.uk/centre-for-
innovation-in-education/events/

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