Digital storytelling at CPUT & eportfolios at SU

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    06-May-2015
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Transcript of Digital storytelling at CPUT & eportfolios at SU

  • 1.Challenge: Digital Literacies Sonja Strydom and Daniela Gachago

2. New generation of students My computer is the nucleus of my workspace When I need information I go online Besides IM or email my cell phone is my primary method ofcommunication Im usually juggling five things at once My attention span is very small I want instant gratification I get bored very easily Oblinger 2008 3. Harold Rheingold Five fundamental digitalliteracies, online skills: attention, participation, collaboration, critical consumption of information (or "crap detection"), and network smarts 4. ChallengesHorizon report 5. Digital storytelling at CPUTDaniela Gachago 6. Context 7. Established Paper based portfolio practice Collection of evidence Individual work Feedback from tutor 8. outcomes Deepen student reflectionIntended Increase student engagement Address issues of diversityin the classroom Develop digital literacies 9. Literature review DST facilitates the developmentof a full range of digitalliteracies, necessary for 21stcentury graduates (Hull, 2003) as and when required, so thatthey are using (and learning)the tools to achieve a realpurpose rather than as skillsthat can be checked off ascompleted(Olney, Herrington, &Verenikina, 2009). 10. Social cohesion Critical reflection Motivation / student Benefitsengagement Directors chair - pride Authentic audience Transfer of academiccontent into community Development of variousliteracies 11. Diverse literacy skills levels tostart withChallenges Access to Technology Time Trusting students Adapting model to specificdiscipline Process vs product Assessment Dissemination of stories(access, copyright) 12. Mobile learning and digital stories 13. Mobile learning and digital stories 14. effective practice Thorough step by step planningKey points for Involvement of inter-disciplinary teamwith various skills Provision of access to infrastructure andresources Scheduled time in computer lab Step by step guidance for students(scaffolding) Student assistants/support (especiallywhen dealing with large classes) Use of software that is freely availableon the Web Virus management Research on practice / design basedmodel Trust students resourcefulness andcreativity! 15. Any questions? www.cput.ac.za/blogs/edutech http://www.cput.ac.za/blogs/edutech/digital-storytelling-resources/ YouTube channel:http://www.youtube.com/user/CPUTstories [email protected] or [email protected] 16. e-Portfolios 17. outcomesIntendedDeepen student reflection Increase student engagement Embed graduate attributes Evidence for assessment /accreditation Develop digital literacies 18. A digital collection of authentic and diverse evidence (e-portfolio) drawnfrom a larger archive (PLE) that represents what a person has learned overtime, on which a person has reflected, designed for presentation to one ormore audiences for a particular rhetorical purpose (NLII, 2003)Defining e-portfolios 19. e-Portfolio Process 20. it is argued that the real value of e-Literature reviewportfolios are not necessarily in theshowcasing of the product, but rather inthe process of learning and reflectiontaking place in collecting evidence andreflecting on experiences (Barrett, 2011)e-portfolio practices require metacognitive skills of students since they arerequired to construct andintegrate, combined with the expectationof making sense of their learning(Dalton, 2007, p. 101) 21. Development of own learninggoals Collaboration Benefits Deeper levels of learning bymeans of critical reflection Motivation / studentengagement / student-centered Authentic audience Development of variousliteracies 22. Institutional control vsstudent ownership Challenges E-portfolio platform Diverse literacy skills Expected support Process vs product Student motivation /incentives 23. Example: English Major 24. Example: Leadership and lifelong learning