Learning Futures And Digital Literacy

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Presentation to the Learning Futures festival, Jan2010

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  • 1.The Future and Digital Literacies Helen BeethamFred Garnett

2. a consumer revolution for students Higher Ambitions : the future of universities in a knowledge economy 3. The consumer or client replaces the learner... [and] as the language of performance and management has advanced, so we have lost a language of education which recognises the intrinsic value of pursuing certain sorts of question... 4. three stories about the future 5. Story 1: the future is digital knowledge economy as contested vision invisibility of embedded technologies 6. Helen Beetham Lou McGill Allison Littlejohn Small-scale JISC study Final report May 09 7. As knowledge is increasingly accepted as being multi-modal, always potentially capable of digital capture and sharing, then the significance of 'the digital' as a separate space for living, learning and working may recede We are not rethinking some part or aspect of learning, we are rethinkingall of learning in thesenew digital contexts 8. Myth 2: the future is competence-based... the ontological turn the empty curriculum focus on higher skills students still want to study 'subjects', 'real stuff'... ways of knowing/acting/being are rooted in communities of practice and curricula 9. How will we manage multiple identities in a world where public and private are being redefined? How will we act safely and responsibility in hybrid spaces? 'careful reappropriation ofwhat being an accountantin South Africa (or for thatmatter, after Enron, in theworld...) requires of you' Creative appropriation 10. Loss of confidence in enlightenment mission Commodification/marketisation and globalisation Challenged by alternative knowledge practices and values BUT students voting with their feet 'traditional' academic values critical to the future Myth 3: universities are not the future 11. what capabilities are being supportedin UK HE and FE today? academic and prof literacies information and media literacies ICT skills critical thinking problem solving reflection academic writing note-taking concept mapping time management analysis, synthesis evaluation creativity, innovation self-directed learning collaborative learning searching, retrieving analysing, interpretingcritiquing evaluating managing resources navigating info spaces content creation editing, repurposing enriching resources referencing sharing content web searching using CMC using TELE using digital devices word processing using databases analysis tools assistive tech social software immersive envts personalisation... slow change, cultural and institutional inhibitors rapid change, economic and techno-social drivers 12. What would you describe as the priority for graduates in the C21st? A high level skills for a knowledge economy Bcreative production of ideas in multiple media Ccritical information and technology literacy Ddigital participation and citizenship Epersonal and social resilience 13. Certainty: the future will be developmental 14. A developmental model Creative appropriation 15. hand-out: mapping capabilities to the developmental model 16. LLiDA best practice examples collated across four areas: Institutional strategies and initiatives Central provision e.g. library, careers, learning development, ICT support... Embedded into the curriculum Self- and peer-support 17. hand-out: mapping capabilities to the developmental model Strategies tend to focus on 'employability' occasionally 'graduateness' both very poorly conceptualised. In practice, how should the curriculum change? How will learners benefit? How will they be supported, challenged and progressed? creative appropriation 18. Learning, living and working are understood to take place in a digital society: there is no separate space of learning which is 'digital' Learners are blending their own learning environments There is an entitlement to access and basic skills of learning in a digital age, plus a recognition of diverse personal goals and needs Literacies for learning are continually assessed and supported: the emphasis is on producing digitally capable lifelong learners The focus is on what formal post-compulsory education uniquely offers in the digital age 19. References and resources TLRP/TEL on digital literacies: www.tlrp.org/tel/digital_literacy/ JISC Responding to Learners pack:www.jisc.ac.uk/publications/respondingtolearners.aspx Sharpe, R. et al (2009) Learners experiences of e-learning synthesis report:https://mw.brookes.ac.uk/display/JISCLE2 Beetham, H., et al (2009) Thriving in the 21 stCenturyhttp://caledonianacademy.net/spaces/LLiDA/ ELESIG, Digital Futures event 21 January 2010, Reading Rethinking Learning for a Digital Age,Routledge (Spring 2010)

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