TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Approach - Tom Clark and Clarissa Simpson
Download as PPTX, PDF1 like393 views
The document discusses the importance of developing a digital curriculum to enhance student engagement and competencies in response to the increasing demand for digital skills in the workforce. It details a five-point strategy for assessing digital literacy across programs, highlights the disparities in students' digital readiness, and outlines findings regarding the integration of digital education within the curriculum. The lessons learned emphasize the need for clearer connections in the digital curriculum and the introduction of a new module aimed at improving digital literacy among students.
![• “...[brings] academic staff and students together to work to enhance
the educational experience, drawing on student’ expertise as
learners”
•“Partnership is a particularly useful lens when looking into change
agency, as it focuses on the role of staff and students. As a
relationship and a dialogic process, partnership presents
opportunities to start new conversations and open up new spaces
for learning, change and innovation” (Flint, 2015)
•Overcoming digital divides?: Digital migrants - Digital Natives
Inside Knowledge: Student
Partnerships](https://image.slidesharecdn.com/telfestdigitalliteracy-170726155102/85/TDeveloping-and-Assessing-the-Digital-Curriculum-Taking-a-Programme-Level-Approach-Tom-Clark-and-Clarissa-Simpson-4-320.jpg)
![1. Points of Departure (pre-HE)
a. Sporadic formal engagement against a backdrop of very
diverse personal use
2. Point of Arrival
a. ‘Daunting’, ‘a big step up’; ‘information overload’ (MOLE
updates, email, Starplus);
3. Points of Transition
a. ‘I personally don’t think you would be able to get through Uni if
it weren’t for digital media’; ‘...[it] is in every aspect of your
degree’
b. ‘there’s so many things out there that can be used but I feel like
they’re not that well advertised to us’
c. ‘We’ve got to adapt, like digital chameleons’
Digital Transitions: Digital Careers](https://image.slidesharecdn.com/telfestdigitalliteracy-170726155102/85/TDeveloping-and-Assessing-the-Digital-Curriculum-Taking-a-Programme-Level-Approach-Tom-Clark-and-Clarissa-Simpson-11-320.jpg)
TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Approach - Tom Clark and Clarissa Simpson
- 1. Assessing and Developing the Digital Curriculum: Taking a Programme-Level Approach Tom Clark & Clarissa Simpson: Sociological Studies
- 2. Aims and Objectives • Why do we need to think about a ‘digital curriculum’? • Inside Knowledge: Student Partnerships • What did we do? • What did we find? • What are we learning?
- 3. • “The UK will need 745,000 additional workers with digital skills to meet rising demand from employers between 2013 and 2017, and almost 90% of new jobs require digital skills to some degree, with 72% of employers stating that they are unwilling to interview candidates who do not have basic digital skills” (The Digital Skills Crisis, 2016) Why do we need to think about the ‘digital curriculum’?
- 4. • “...[brings] academic staff and students together to work to enhance the educational experience, drawing on student’ expertise as learners” •“Partnership is a particularly useful lens when looking into change agency, as it focuses on the role of staff and students. As a relationship and a dialogic process, partnership presents opportunities to start new conversations and open up new spaces for learning, change and innovation” (Flint, 2015) •Overcoming digital divides?: Digital migrants - Digital Natives Inside Knowledge: Student Partnerships
- 5. 5 point research led strategy designed to assess and facilitate programme-level change: 1. Map digital literacy within SCS modules/programmes using JISC model (2014) 2. ‘Self-efficacy’ questionnaire assessing perceived capacity of current students 3. Focus groups/interviews with key stakeholders to identify areas of enhancement 4. Dissemination and ‘marketing campaign’ to promote awareness of digital literacy 5. Re-administer questionnaire Spring 2018 to assess impact What did we do?
- 6. 5 point research led strategy designed to assess and facilitate programme-level change: 1. Map digital literacy within SCS modules/programmes using JISC model (2014) 2. ‘Self-efficacy’ questionnaire assessing perceived capacity of current students 3. Focus groups/interviews with key stakeholders to identify areas of enhancement 4. Dissemination and ‘marketing campaign’ to promote awareness of digital literacy 5. Re-administer questionnaire Spring 2018 to assess impact What did we do?
- 7. Mapping the digital curriculum Digital Scholarship Information Literacy Media Literacy Communications and Collaboration Career and Identity Management ICT Literacy Learning Skills Participate in emerging academic, professional and research practices that depend on digital systems Find, interpret, evaluate, manage and share information Critically read and creatively produce academic and professional communications in a range of media Participate in digital networks for learning and teaching Manage digital reputation and online identity Adopt, adapt and use digital devices, applications and services Study and learn effectively in technology-rich environments, formal and informal 3. Is the module directly about something digital 2. Is there digital content somewhere? 1. No digital content 3. There are tasks explicitly associated with information literacy 2. Module tacitly requires IL skill but is not specifically reflected upon 1. IL not present 3. Assessments explicitly require media/digital production 2. Assessment is more than standard (coursework essay and/or exam 1. Standard Assessment 3. Group work via formal digital networks 2. Group work that may involve digital network - but student initiated 1. No participation in digital networks 3. Explicit instruction about digital identities 2. Module covers material relating to digital identity 1. No material relating to digital identity 3. Content/Assessmen t requires explicit engagement with non-standard digital platforms 2. Content/Assessmen t requires engagement with standard digital platforms 1. No engagement with digital 3. Immersive VLE 2. Some attempt to develop the VLE as a platform of delivery 1. VLE used as vehicle for delivery
- 9. 1. Self-efficacy questionnaires are designed to measure general capacity rather than specific ability (Bandura, 1977) 2. Created 4 item index measure for each area of the Jisc model 3. Measured on a scale of 0-100 4. Also included some specific questions about particular software, applications etc 5. n=103; L1=15 (7%), L2 =42 (72%) , L3=45 (78%) Measuring Digital Capacity
- 11. 1. Points of Departure (pre-HE) a. Sporadic formal engagement against a backdrop of very diverse personal use 2. Point of Arrival a. ‘Daunting’, ‘a big step up’; ‘information overload’ (MOLE updates, email, Starplus); 3. Points of Transition a. ‘I personally don’t think you would be able to get through Uni if it weren’t for digital media’; ‘...[it] is in every aspect of your degree’ b. ‘there’s so many things out there that can be used but I feel like they’re not that well advertised to us’ c. ‘We’ve got to adapt, like digital chameleons’ Digital Transitions: Digital Careers
- 12. 1. There IS a digital curriculum within SCS programmes 2. But it is not consistently connected or narrated at both module and programme levels 3. The transition into level one is experienced as a steep learning curve 4. There does appear to be demonstrable increase in digital confidence (learning gain?) across the programme 5. The trajectory flattens toward exit, but this might not be a problem What have we learned?
- 13. 1. Building a narrative around digital literacy a. To help students and staff understand how aspects of the digital curriculum develop across the programme and how it ‘connects’ together 2. Digital Literacy will be at the heart of a new ‘zero credit’ module that will provide ‘diagnostic exercises’ assessing digital skills and highlight avenues for development 3. Be clearer about the provision of spaces for one-to-one feedback 4. Other things to consider: a. Information management; re-visit use of plagiarism checker on turnitin; volume and tone of email communication Going Forward?