Towards Digital Fluency

1. Towards Digital Fluency A presentation to the Dundee University eLearning Summit By Allison Littlejohn Professor of Learning Technology Faculty of Education and Social Work University of Dundee

2. Digital natives Extending reputation formal virtual face-to-face informal

3. Digital natives Extending reputation Focus on learning not teaching Instructivist: focus on teaching Dialogic: emphasises discussion Constructivist: based on knowledge construction Mayes and de Frietas (2004) JISC ePedagogy Review

4. Digital natives Extending reputation Dialogic: learning through discussion and feedback During a teaching session, students are asked to answer a MC question. Students justify their answers to their peers Discussion of conflicting ideas leads to learning Littlejohn (2003) ASCILITE

5. Digital natives Extending reputation Constructivist: learning by constructing new ideas • Resources sourced by students are uploaded to a shared workspace 2. These can be shared across project teams 3. Resources combined to construct new designs 4. Concept generation documented as a map Nicol, Littlejohn, Grierson (2005) BJET

6. Scenario 4 Constructivist: learning by constructing new ideas Scenario 3

7. Towards digital fluency Scenario 4 Scenario 3

8. Towards digital fluency Scenario 4 Scenario 3

9. Towards digital fluency Scenario 4 Scenario 3

10. Institute for Learning Technology Scenario 4 Mission A focal point for international, eLearning research at the University and beyond Aims interdisciplinary across all sectors international in focus Scenario 3

11. Institute for Learning Technology Scenario 4 Short term strategy 1. Establish critical mass 2. Develop partnerships 3. Link with University support structures Scenario 3 Medium term strategy 1. Ensure long-term sustainabiity 2. Establish cross-sector research 3. Develop a cross-faculty presence and 4. Nurture international reputation 5. Impact on practice

12. Institute for Learning Technology Scenario 4 UK: Universities of Strathclyde, Edinburgh Southampton, Leicester and the Open University International: OUNL, University of Twente (NL), ASCILITE (Aus) Commercial: WebMCQ (Australia), Intrallect (UK) Scenario 3

13. Learning Activity Design in Education Scenario 4 Issue: Teachers may not have experience in devising activities based on a range of pedagogies A solution is to reuse activity templates Scenario 3

14. Learning Activity Design in Education Scenario 4 Researching the feasibility of reusing learning activities across a range of subject disciplines Scenario 3 Partners: Southampton Intrallect

15. Community Dimensions of LORs Scenario 4 Issue: Collections of LOs not Readily adopted by communities Why not? How can collections support learning? Exploring successful embedding of LO repositories within a diverse range of learning communities. Scenario 3

16. Community Dimensions of LORs Scenario 4 International: IVIMEDS IVINURS National (subject): Stor Curam National (general): JORUM Institutional: Edinburgh University UHI University of Ireland Exploring successful embedding of LO repositories within a diverse range of learning communities. Scenario 3

17. Strategic partnerships with Seabraes Extending reputation links with academic or school communities focus on learning as well as eTools and eResources consumer driven ‘Learning Object Economy’ Develop communities of learners reusing high quality content in ways that critcally support learning processes

18. Towards digital fluency Extending reputation Digital natives @Dundee: Research-informed, development of learning communities Support for a range of learning literacies Focus on learning to make good use of tools and resources

19. Towards Digital Fluency A presentation to the Dundee University eLearning Summit By Allison Littlejohn Chair in Learning Technology Faculty of Education and Social Work University of Dundee