Digital shifts: reaching, bridging and crossing digital divides through an agile approach to learning design
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This document summarizes a presentation about addressing digital divides through an agile approach to learning design. It discusses challenges with on-campus digital divides and models for diffusion of innovations. It emphasizes developing digital capabilities and inclusive approaches to teaching and learning. The presentation promotes designing learning for active participation and developing graduate skills. It advocates sharing ideas and student voices to strengthen communities and partnerships through an evidence hub and learning design toolkit. The panel discussion focused on challenges to developing digitally capable organizations and key takeaways around working towards a vision of digital capability.
Digital shifts: reaching, bridging and crossing digital divides through an agile approach to learning design
- 2. Digital Shifts reaching, bridging and crossing digital divides through an agile approach to learning design
- 3. Technology Enhanced Learning (TEL) 7/7/2017 3
- 5. Diffusion of Innovations Model (Rogers, 4th ed, 2003) https://www.flickr.com/photos/lucgaloppin/4952178612
- 6. Digital Capabilities Those capabilities which fit an individual for living, learning and working in a digital society.
- 13. Design for Active Learning building a sustainable approach to curriculum development and innovation and empowering staff to enhance their own teaching practice1 Inclusivity inclusive approaches to learning and teaching accessibility University of Hull Equality Scheme 2017-20 Employability developing graduate attributes Hull Graduate Profile Generic and subject expertise Internationalisation Global citizenship Diverse cultural identities, values, beliefs Intercultural interactions and activities Connected Sharing Student Voice External relationships (e.g. employers professional bodies) Communities of scholarly practice Curriculum Plus Partnerships Evidence Hub learning design toolkit including data, templates, models, cards … learning from the literature, learning from each other, learning from practice Digital Fluency
- 21. jisc.ac.uk Digital Shifts SueWatling Teaching Enhancement Advisor @suewatling 7/7/2017 21 University of Hull Any questions? https://digitalacademicblog.wordpress.com/
- 22. Panel discussion
- 23. Panel: Sarah Davies, Head of HE and student experience, Jisc John Hill,The University of Derby Scott Hayden, Digital innovation specialist, bcot Vicki McGarvey, Learning and information services manager, Staffordshire University 07/07/2017 Panel discussion 23
- 24. »What is the top challenge the panel have identified in relation to developing a digitally capable organisation? »What is the panels’ key takeaway message or idea from today in terms of how we work towards our vision for a digitally capable organisation? 07/07/2017 Panel discussion 24
- 25. Thanks for coming 07/07/2017 Panel discussion 25
Editor's Notes
- #3: Sue Watling University of Hull Going to talk about making Digital Shifts It’s a presentation which is less about technology more about learning enhancement how an agile approach to learning design might be alternative way to begin reaching, bridging and crossing digital divides
- #4: Been at Hull @18 months Joined the TEL Team Examples of TEL type words and activities on this slide Preaching to the converted Everyone here will know what TEL is and what it looks like and probably share some of the same problems
- #5: Adoption of TEL is uneven leading to on-campus digital divides People tend to identify as technofans or technophobes I call these the digitally fluent or digitally shy The digitally shy tend to be invisible to TEL people They’re harder to reach So it’s harder to start conversations about enhancing learning with technology
- #6: This is the Diffusion of Innovations Model by Everett Rogers Shows the process of adoption of anything new – often see it applied to technology The innovators and early adopters make themselves known I’m interested in reaching the late majority and unfortunately named laggards Instead I call these the digitally shy and resistant
- #7: The question is How non or low users of digital technologies develop digital capabilities How to find ways to develop those skills and confidences needed for living, learning and working in a digital society I think the word teaching also needs to be in there When it comes to digital shifts there's more focus on students as e-learners than staff as e-teachers
- #8: The problem is if you label something as technology those who are digitally shy will self exclude Technology cam be seen as a battle ground If you’re digitally shy you’re less likely to read the TEL literature apply for TEL funding or come the TEL events like these
- #9: After a year at Hull I’d built up working relationships with professional services But wasn’t reaching the academics They were missing so I started to think of alternative ways to reach them The TEL Team has been restructured Moved from TEL to Teaching Enhancement
- #10: This is an opportunity to rethink how we work I’d already been thinking about pedagogy first To drop the T in TEL and focus on enhancing learning Because everyone teaching should share an interest in learning design So focusing on learning design (which might or might not include technology) should reach more people
- #11: Earlier this year we did a mini CAIeRO with Prof Ale Armellini from University of Northampton It’s about learning design It’s a hands on activity with cards, post it notes and flip chart paper Aim of CAIeRO is to plan a learning module of course so appeals to staff with teaching roles
- #12: CAIeRO is based on Biggs Curriculum Alignment You set learning outcomes Decide how they’ll be assessed Decide what activities students need to do It was interesting how Ale never once mentioned technology But when it came to the student activities nearly all of them included technology
- #13: Workshop was advertised as being about learning design Didn’t know many of the people who were there It wasn’t the usual faces Thought this is the way forward Turn TEL around Put the EL first Talk about enhancing learning which might or might not involve technology
- #14: Colleague Patrick Lynch and I built this model for Active Learning Design Four pillars – include key themes of all validated programmes at Hull Employability, Internationalisation, Inclusivity Also includes Partnerships - everyone involved in the student learning experience Then digital capabilities running across them all Foundation Stone is an Evidence Hub – full of tools and templates for active learning
- #15: Evidence informed practice is key to this approach We might start a conversation with appreciative inquiry – what works well – before talking about what have been flagged by module evaluation or annual programme reviews It encourages an action research approach Using loops and spirals of reflection and critical questioning So we know what works well and why
- #16: Deign for Active learning involves going round the experiential learning cycle Asking the questions What happened How did it go What would I change Encouraging a scholarly approach to practice And evidencing success – what does success look like?
- #17: The Learning Design approach is agile – iterative This is Patrick with Murphy demonstrating agility Continually ongoing – being developed – It involves both workshops or online equivalents We’ve tried the plan in its draft form - been well received People like opportunities to talk about what they do It’s a great way to start conversations about learning
- #18: Also calling ourselves Ghostbusters Got a problem? Want to change a module? Change assessment? Have more student interaction? Who you gonna call? We’ve got a slot at the ALT Conference this year Talk some more about exorcising ghosts and laying them to rest in the future
- #19: Summarise Can be hard to reach the hard to reach to talk about technology We’re shifting our emphasis from TEL to active learning design We’re creating a calendar of annual events and opportunities for intervention Built around data collection dissemination points like annual monitoring review Got a red flag? Who you gonna call?
- #20: If you call us we can offer a toolbox of tricks, templates and technologies This is our evidence informed approach to helping the digitally shy and reluctant to make digital shifts in practice This is how we’ll reach, bridge and cross digital divides With our Design for Active Learning Evidence Hub and toolbox
- #21: Had a spare slide Seen Murphy demonstrating agility This is Duke with one of my sons Duke is the dog who thinks he’s a human This demonstrates comfort and feeling at ease Which is how we want people to feel around technology I hope you’ve found this presentation interesting If you have any questions about this Learning Design model please get in touch
- #22: Here are some contact details Twitter @suewatling Patrick is @thebigparticle Blog at digitalacademic dot wordpress dot com Thank you for listening