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Engagement with the DEBUT Project

Engagement with the DEBUT Project. Kay Hutchfield, Senior Lecturer Department of Health, Wellbeing and the Family Canterbury Christ Church University Canterbury, Kent. Background. 2007 CCCU involved in HEA benchmarking exercise

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Engagement with the DEBUT Project

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  1. Engagement with the DEBUT Project Kay Hutchfield, Senior Lecturer Department of Health, Wellbeing and the Family Canterbury Christ Church University Canterbury, Kent

  2. Background • 2007 CCCU involved in HEA benchmarking exercise • Generated significant debate around the future direction of CCCU in relation to e-learning • Institute wide review resulted in focus on specific aspects of e-learning • Quality • The student experience • The staff experience • Strategic use of e-learning

  3. Outcomes of benchmarking exercise • Widespread usage of VLE to support learning and teaching • HOWEVER, only limited examples of full use of the technology available • Staff were not generally aware of other digital tools • Aim: to further develop the use of learning technologies in a more sustainable way using new staff development approaches that would increase the overall digital literacy of the staff

  4. DEBUT (Digital Experience Building in University Teaching) • An HEA Pathfinder funded project which piloted a staff development approach which recognised the individual needs of academics and explored a range of different staff development methodologies • The project piloted a personalised, contextualised and intensive approach to developing digital literacy in academics based on the individual context and needs of a group of 25 academics

  5. A bit about digital literacy Martin suggests that for the individual, e-literacy consists of five elements: awareness of the IT and information environment confidence in using generic IT and information tools evaluation of information-handling operations and products; reflection on one’s own e-literacy development adaptability and willingness to meet e-literacy challenges. The DEBUT project used these elements to construct the digital literacy scale on which participants could position themselves, from 1 (complete beginner) through to 5 (expert), at the beginning and end of the project. http://www.ics.heacademy.ac.uk/italics/vol5iss4/martin-grudziecki.pdf (DigEuLit project)

  6. DEBUT Participants • 25 participants • Representative of the academic and demographic profile of CCCU • Range of levels of digital literacy • Devised a development plan and selected six digital tools they would access within DEBUT

  7. Methodologies • Prior to 2007 facilitation of individual requests from academics to the LTEU faculty learning technologist • DEBUT • List of e-learning opportunities • Range of modes of delivery including online worksheets, one to one facilitation, group workshops and follow-up sessions

  8. Digital tools • Standard learning technology available within the institution • External web2-type tools • Other web technologies new to the institution

  9. My selection • PDA • Podcasting • Netvibes • Wikis • Refworks • Ning social networking Later • Interactive white board • Desk-based video conferencing • Flickr

  10. Lessons learned and findings to share Key issues: Mixed ability groups could be an issue Relationships built on expertise and trust Time available to spend on staff development Easy access to appropriate technologies The findings from DEBUT present a challenge: in developing digital literacy skills staff clearly value a contextualised and personalised approach, with follow-up sessions and support through people contact. The issue for institutions is how this can be delivered in a manageable and sustainable way. Su Westerman, LTEU team leader

  11. Lessons learned and findings to share The key indicator of DEBUT’s success was evidence of a marked increase in the digital literacy levels of the participants. All but the most experienced had made progress on their digital journey, very significant progress in a number of cases. Participants commented on the increase in their ability and confidence not only with the tools they had experienced as part of DEBUT, but with digital tools generally. Many participants also immediately integrated the use of their chosen tools into their practice. Su Westerman, LTEU team leader

  12. Personal perspective • Learnt new skills that I am using in my teaching • More aware of how little I know • Sharing new learning with colleagues to increase dissemination • Know most of LTEU staff now and their areas of expertise so can make direct approach for advice/support. • Opportunity to continue learning with each new DEBUT group

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