23 things aldinhe 2013
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Presentation for the annual conference of the Association of Learning Developers in Higher Education.
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23 things aldinhe 2013
- 1. 23 Things for Digital Literacy Dr Helen Webster, Research Associate Researcher Development
- 2. Principles Not just to teach digital tools, but also: •an awareness of the ways in which social media and digital technologies can enhance or impact on your work •an understanding of the issues raised by social media and digital technologies, including potential pitfalls, good practice and ways they are changing the profession •an awareness of, and ability to evaluate, new and future digital tools and make informed decisions about your own engagement with them Provision should be tailored, embedded, scaffolded, model digital values, and be informed by an interprofessional approach
- 3. What is 23Things? 23Things is a self-directed, peer-led and peer-mentored online learning programme which supports learners in discovering Web 2.0 technologies and is built and participated in using those same tools
- 4. How does a 23Things Programme work? 1 or 2 Things posted on the central blog each week. Central Participants write Blog their own reflective blogpost on the week’s Thing and read and comment on each others’.
- 5. Advantages of a 23Things style course • Learning by doing, and getting started in a ready made context • Building a supportive learning network and ongoing community • Embedded in learner’s own workflow, tools and context • Real-time and space, but flexible • Rich source of qualitative feedback and case studies • Materials can be left as an artefact, or reused and updated • Facilitators learn as much as the participants! 5
- 6. Adapting 23Things • Broadening of remit and ‘Thing’s • Modularisation • Reflective framework • More specific audience, tailoring and embedding • Associated workshops 6
- 8. What is a Thing? Each weekly blog post comprises: •Brief introduction to the topic and tool •Instructions for using the tool (and links to other instructional material) •A small task to complete in the context of their work •The reflective framework (Key skills, Discipline-Specific, Evaluation, Integration) tailored each week with questions and issues to think about •Further reading, ‘extras’
- 9. Content for a 23Things course If you were developing a 23Things style course, what Module might you run and what Tools, Themes and Issues would you include? •For undergraduates (decide if you want to narrow the discipline!) •For other Learning Developers (including yourself!) 9
- 10. Challenges • Drop-out rates and smaller numbers • ‘Lurkers’ (browsers, legitimate peripheral participation?) • Concerns about privacy, anonymity and professional identity • Access to hardware, software and the internet • Not embracing digital thinking and behaviours: • Demand for support rather than self-directed exploration and creating a learning network • Concerns about openness, IP and sharing user-generated content • ‘Broadcasting’ and consumption rather than peer-networked, many-to-many, participatory engagement
- 11. Evaluation: Blogging as participation Was the format as a blogging programme helpful? •Very helpful: 1 •Helpful: 5 •Unhelpful: 2 What did you like most about the format? •I could choose to participate or not. Wasn’t forced to blog. •Provided content to get blogging; reading other people’s work and ideas for applying the tools •The opportunity for interactive discussion •The interaction and sharing of ideas as I got some useful points from other bloggers What did you like least about the format? •Blogging •The emphasis on individual blogging rather than discussion •Scrap the requirement for blogging. Just don’t think it useful or helpful. Maybe set up a group blog and get people to contribute a couple of entries as the programme goes along? 11
- 12. E-learning Models and 23Things style courses? Development Knowledge construction Information exchange******** Online Socialisation************** Access and Motivation ********** Gilly Salmon 12
- 13. Examples of 23Things style Programmes • For Librarians (the original format): http://23thingscambridge.blogspot.co.uk / • For Researchers (and in modules): http://dh23things.wordpress.com/ • For CPD (Librarians): http://cpd23.blogspot.co.uk/ • For ALDinHE: LD5D (forthcoming!)
Editor's Notes
- My aims: researcher needs and values. Your aims and values?
- Problems with traditional training models Why it’s a useful model Grass-roots – is led and built by peers and can be done without institutional resources Models the tools it teaches Runs in real time but can be used later for reference Origins of 23Things (and see end slide)
- I mentioned ANCIL’s four learning bands earlier. Here they are as part of the more complex model that attempts to represent a genuinely learner-agency-centred approach to IL. As you can see, there’s more than a hint of learning development present here too. I have a great concern that traditional models of IL deprivilege the learner. Existing information literacy models have tended to focus on competency standards, outlining a ‘right’ way of searching and outputting information, as though we can ‘sign off’ students once and for all when they reach the required standard (which happens once and for all). Paradoxically, because we want so much to set our learners on the right path, give them the right tools, show them the right places to look, we run the risk of depriving them of the power to make those information decisions themselves. Information literacy is not usually part of the mainstream academic curriculum and is often built on a deficit model in which it’s up to the student to bridge a skills gap because they’re falling short of required standards or expectations that they should have somehow developed prior to this point. [The shape sorter approach inadvertently supports this even while striving not to?] In other words, it looks as if traditional IL models have created a chasm between ‘academic’ competences or behaviours and information literacy or information skills or study skills, which are perceived as something low-level, separate and bolt-on. It’s an approach that robs the learner of agency while dumping them with all the responsibility. Is this sounding familiar ... ? I think librarianship is about to have its own Ursula Wingate moment ... [REF!] The ANCIL model aims to not do this. It doesn’t tell learners what to do or how to do it, but which instead assists them to develop their own independent knowledge framework and take control of and responsibility for their learning.