Wellbeing and responsibility: a new ethics for digital educators
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The document discusses the challenges and opportunities faced by digital educators, emphasizing the diverse experiences of students in digital spaces. It highlights issues such as digital distraction, safety, and the need for ethical considerations in digital education, calling for enhanced recognition of digital capabilities within educational institutions. Furthermore, it stresses the importance of personal well-being and the complexities of managing digital responsibilities for both educators and learners.
![Digital stresses in the academic workplace
Whereas once upon a time there were people who
collected and worked with data... [all of us] are now
increasingly expected to not just access the data but to
update and manage and use it for all sorts of monitoring
purposes.
Fundamentally I spend more time at work or at home in
front of a PC than in any other activity. So how I'm
engaging with that keyboard and the basic interface... is
how I spend my time.
... a lot of work to be done with staff who are either at a
very low point in terms of skills or in terms of morale.](https://image.slidesharecdn.com/slidesforexpertsgroupjune15-150623210727-lva1-app6892/85/Wellbeing-and-responsibility-a-new-ethics-for-digital-educators-23-320.jpg)
Wellbeing and responsibility: a new ethics for digital educators
- 1. Wellbeing and responsibility: a new ethics for digital educators? Helen Beetham | @helenbeetham http://digitalstudent.jiscinvolve.org http://digitalcapability.jiscinvolve.org
- 2. The LLiDA project: Thriving in a digital age
- 3. The ‘Digital Student’ project safety, diversity, belonging
- 4. What do (digital) students say they want? ‣ Inspiring teachers (perhaps teaching in hybrid spaces) ‣ A chance to explore and project new identities ‣ New ways of belonging (to their course, cohort, institution) ‣ Closed, private → open, public spaces (‘walled garden : paths out’) ‣ Credibility (established norms) but also distinctiveness (‘make me stand out’) and resilience (norms will change)
- 5. Digital student: outcomes Beetham and Sharpe 2010
- 6. Elements of digital literacy Beetham Littlejohn and McGill 2009
- 7. Not all students thrive in digital spaces ‣ Digital divide narrower but wider: can amplify other inequalities and cultural differences ‣ ‘Digital natives' story hides many contradictions: learners' engagement w digital world is v differentiated ‣ Up to 85% MOOC participants already educated (at least) to graduate level ‣ Active knowledge-building, creating, sharing are minority activities typically introduced by educators (Selwyn). ‣ Consumer practices & populist values dominate in digital space - many feel excluded or worse
- 8. Not all of us thrive equally in digital spaces safety | respect
- 9. Not all students thrive in digital spaces
- 10. Everybody say ‘aahh’... ‣ Students cite digital distraction and time management as major concerns (confirmed by Pew Foundation 2015) cc yo-bro.deviantart.com: any cat picture really
- 11. Not all of us thrive equally in digital spaces bored, cynical dispersed fearful, anxious focused/obsessed observed, exposedignored, unfriended bullish, boorish compulsive, evangelical left behind permanent upgrade
- 12. Not all of us thrive equally in digital spaces Online legitimises opinion: people feel free to say and do things that have become unacceptable face to face. It's too easy to fall into just looking at 'are they using the technology to be good learners?' It's about respect, social awareness.
- 13. Digital student: outcomes cc. Simon Rae 2015
- 14. Digital students are different digitalstudent.jiscinvolve.org
- 15. Digital students are different digitalstudent.jiscinvolve.org
- 16. Benchmarking the Student Digital Experience digitalstudent.jiscinvolve.org
- 17. Benchmarking the Student Digital Experience belonging | inclusion | engagement
- 18. Elements of digital literacy Beetham Littlejohn and McGill 2009
- 19. Framing digital capabilities for staff ‣ Desk study and horizon scanning 60+ references: summary of issues now, <3 yrs and >3 yrs out ‣ Frameworks review 57 reviewed, 43 scoped in less detail: summary review ‣ High-level descriptive framework + consultation, feedback, refinement ‣ Interviews (50+): key issues ‣ Further projects: 12 potential projects scoped with prof bodies; interest from universities and colleges digitalcapability.jiscinvolve.org
- 20. Issues identified in interviews ‣ Changing nature of work inside and outside institutions ‣ Changes in how individuals achieve, record, demonstrate capability ‣Individuals continue to value recognition, validation and belonging in their learning and professional development ‣Digital capabilities are both generalised and specialised: organisations need both and links between them ‣On the whole education providers do not reward, recognise and retain digital talent well, and struggle to develop generic staff skills ‣Digital capability is not yet well embedded into strategic thinking and planning
- 21. Issues identified in interviews ‣ Changing nature of work inside and outside institutions ‣ Changes in how individuals achieve, record, demonstrate capability ‣Individuals continue to value recognition, validation and belonging in their learning and professional development ‣Digital capabilities are both generalised and specialised: organisations need both and links between them ‣On the whole education providers do not reward, recognise and retain digital talent well, and struggle to develop generic staff skills ‣Digital capability is not yet well embedded into strategic thinking and planning
- 22. Issues identified in interviews Digital wellbeing ‣ personal health and wellbeing stress, workload, work-life balance, permanent upgrade... (cf students: distraction/attention, exposure, loss of f2f relationships, safety/bullying...) ‣ data issues: responsibilities to learners and to institutional data systems ‣ ethical issues: environmental impacts; globalisation impacts; intercultural awareness ‣ organisational issues: access and inclusion; parity and equality
- 23. Digital stresses in the academic workplace Whereas once upon a time there were people who collected and worked with data... [all of us] are now increasingly expected to not just access the data but to update and manage and use it for all sorts of monitoring purposes. Fundamentally I spend more time at work or at home in front of a PC than in any other activity. So how I'm engaging with that keyboard and the basic interface... is how I spend my time. ... a lot of work to be done with staff who are either at a very low point in terms of skills or in terms of morale.
- 24. Findings: framework analysis (DRAFT) ‣ ICT proficiency = core skills ‣ Information, media and data literacy = critical use ‣Creation, scholarship and innovation = creative production ‣Communication, collaboration and participation ‣Learning and self- development ‣Identity and well-being
- 25. Findings: framework analysis (DRAFT) data literacy | creativity and innovation well-being and values
- 26. ‣Comment on the blog (later) ‣Amend the benchmarking tool (at break) ‣Define digital wellbeing: for yourself, your colleagues and your students (now) How can you get involved?
- 27. digitalcapability.jiscinvolve.org for outcomes and next steps #LTHEchat for online discussion tomorrow (Weds) 8pm-9pm helen.beetham@gmail.com