I hate being late.
I blame the M1 speed restrictions.
Four lanes of traffic should move at ease but 40 mph defeats the object of a motorway. So I missed the start of the conference. Arrived half way through the keynote by Donna Laclos. Times like these you realise the value of recording is not just for the absent, it’s for those like me, who are late.
The event was the fourth UCISA Spotlight on Digital Capabilities conference. Held at the Radcliffe Centre at the University of Warwick, this two day programme of presentations and workshops was accompanied with great food and on suite accommodation. Lovely to see my UCISA colleagues and meet up with Kerry ‘Do Academics Dream of Electric Sheep‘ Pinny again (we didn’t take any pictures!!)
Times like this, your extended higher education family come together and remind you how we’re all involved in the core business of the university; i.e. teaching, learning and research. We all face similar challenges; widening participation, the inexorable rise of data analytics, designing for diversity and so on. Conferences are opportunities to touch base and share insights. They should be protected as integral to individual CPD.
Two years ago I spoke at the second UCISA Spotlight event. I’d just broken my ankle so was hobbling around on crutches and, when I revisited my slides, I could see apart from ditching the sticks, not a lot had changed. It’s a running joke how we make techie mistakes in public. I was no exception; having hidden this slide earlier I’d forgotten to make it visible again. So these are the missing images I talked through!
The lecture remains an instantly recognisable format, we’ve just transferred it online through slides, notes and recordings, Whole cohorts of students have spent their lives digitally connected while fear of technology and change continues to create digital rifts, divides and chasms.
In 2016 I’d spoken about directing our attention to diversity. Never mind Visitors or Residents, some people were the NAYs, the Not Arrived Yets.
Those who don’t come to our workshops or TEL themed events, don’t apply for TEL funding, read the TEL literature and who generally avoid TEL work as much as they can. We are the TEL people, living in our TEL Tribes and Territories. They are not. We know about them as a species but less as individuals and this needs to change. When it comes to understanding more about digital shyness and resistance, they can help.
This year I was speaking about moving from theory to practice at the University of Hull via our Design for Active Learning approach. We were the TEL Team. Now we’re the Learning and Teaching Enhancement Team (LTE). We used to be Technology-First. Now we’re Pedagogy/Design-First. Academics who shy away from technology, saying it’s not for them and/or not their responsibility, would be hard pushed to say the same about student learning.
D4AL is a toolbox of tools. Built around Appreciative Inquiry and Action Research, it focuses on learning activities which are data informed thereby making the process agile, open ended and responsive to student needs.
It’s interesting to observe tweeting at conferences. Twitter in action provides additional voices, both remote and present but it’s a exclusive environment, one which privileges those with mobile devices and the ability to think in text-bites. It also helps spread your words to the networks of others which is always rewarding to see. Thank you.
Twitter is also very much of the moment. Capturing tweets needs automation.
Enter Wakelet, the new Storify. A lovely tool which harvests hashtags and names. This is my initial harvest – it needs editing but for now it brings all the #udigicap hashtags together UCISA Spotlight 2018 Wakelet
I took Design for Active Learning to the Spotlight Conference
The main message I took away was a massive need to reach agreed consensus on the language to use to describe digital ways of working.
Is it capabilities, literacies, competencies, skills or a word we haven’t yet thought of?
When considering this it’ worth bearing in mind the reminder from Donna Laclos of the power of the binary.
Binaries are those fundamental units of linguistic construction whereby we identify things not by what they are – but what they’re not.
You can’t have a yin without the yang.
We know dark because it isn’t light.
Every time we talk about digital competencies we’re also referring to incompetence. The same goes for illiteracies and incapabilities. Doesn’t sound so good does it.
Also….does it have to be digital anything? If the problem is the partnership why not use ‘digital’ on its own or pair it with something more neutral like Digital today, or digital way, road, path – top of my head thinking here – but you get the message.
If the binary is the problem don’t fix it – ditch it!
After deciding on the term you have to decide what it refers too? Which framework to use? There are plenty to choose from. The Jisc Digital Capability Framework was designed specifically for UK higher education but has gaps. Where’s digital pedagogy and design and why isn’t digital exclusion an element, preferably an all encompassing one. The omission suggests an invisibility which is not only self perpetuating but also indicative of the wider social and cultural blackout on digital democracy issues.
This is where the SCONUL Seven Pillars of Information Literacy Model seen through a digital lens comes out on top because it promotes inclusion and accessibility. Also the boundary lines between information literacy and digital literacy are blurring.
With apologies for showing images of text in these tweets. Contact me if you need the detail. Lee Fallin and Mike Ewen (Librarians), Ale Armellini (Director Learning and Teaching Institute) and Jane Secker (Librarian and leading copyright expert) all agree information is by default becoming digital.
There’s also the recently revised UK government’s Essential Digital Skills framework. I like the how this combines work and life ‘skills’ with contextual examples. How many staff who teach and support learning in higher education can demonstrate all of these?
Context is key. There’s a body of work around text and print literacies which can inform approaches the digital today. In my presentation, I recommended a paper by Littlejohn, Beetham and McGill (2012). This supports the view of literacies as knowledge practices, situated in social and cultural contexts. As such they are subject to inequalities of access of use. As always. attention to inclusivity is vital.
It isn’t enough to measure literacy.
Educators need to understand how it’s acquired and developed.
I’m way over my word limit so this is a separate blog post, one I’ve been thinking about for some time. The time has come!
Thank you UCISA for a really useful two days which showcased ways HEI are approaching the topic of ‘digital’. Many have chosen Microsoft ‘training’ or are adopting DIY with services like Lynda.com. The variety was reminiscent of issues around the teaching/training debate. What is the purpose of higher education. Is it to teach or to train? Those who believe it’s to train may not be in the right place.
Higher education is about supporting individuals to become knowledgeable in their subject of choice and part of the process is to acquire sets of literacies which encompass paper, print and digital. I’m closing with a quote from the paper cited above.
‘Therefore, digital literacy extends beyond competence, such as the ability to form letters in writing or to use a keyboard. Digitally based knowledge practices are meaningful and generative of meaning; they depend on the learner’s previous experiences… on dispositions such as confidence, self-efficacy and motivation… and on qualities of the environment where that practice takes place…. digital literacies are both constitutive and expressive of personal identity.’ (Littlejohn et. al., 2012:551)
The last sentence is where the next blog will begin.
Digital literacies are individual and unique like fingerprints. As such there is no one size fits all solution for their development. Instead, they need to be situated within the patterns and practices of people’s lives. Experiential, contextual support, alongside relevant and appropriate learning opportunities, is central to creating digitally literate and confident learners and citizens of the future.
Littlejohn, A., Beetham, H. and McGill, L. (2012) Learning at the digital frontier: a review of digital literacies in theory and practice. Journal of Computer Assisted Learning, vol 28, issue 6
images my own or from pixbay.com