resilience and care in a digital age€¦ · wiki, blog, e-portfolio, app, web Mastering difficult...
Transcript of resilience and care in a digital age€¦ · wiki, blog, e-portfolio, app, web Mastering difficult...
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Supporting lifelong learners:resilience and care in a digital age
Helen Beetham | @helenbeetham
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Learning literacies for a digital age (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework
those capabilities that allow an individual to thrive (live, learn and work) in a digital society
“”
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Learning literacies for a digital age (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework
access
situatedpractices
functionalskills
I am...
I do...
I can...
I have...
identities
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access
situatedpractices
functionalskills
identities I am...
I do...
I can...
I have...
What kind of experiences...‣ ... enable learners need to develop capable (digital) identities?
complexvaried
open-endedextendedauthentic
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Such as...
‣design to a brief‣ scenario/problem based learning‣collaborative authoring e.g. in a
wiki environment‣analysing real data‣making digital video/animation‣communicating ideas in digital
media‣making/coding/app building‣online peer review
Image credit Jisc 2015
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Experiences of today’s digital students (Jisc 2014-16)
jiscinvolve.digitalstudent.org
Image credit Jisc 2015
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‘Digital’ students talk about:
Transactional Transformational
Accessing networksAccessing hardware & softwareAccessing general & course-related informationSigning on to systemsBooking appointmentsUsing own devices/servicesSubmitting work, receiving grades...
Sharing ideas, engaging in dialogueCreating (public) digital artefacts e.g. wiki, blog, e-portfolio, app, web Mastering difficult ideas & practicesCollating and repurposing materialsDeveloping independent study habitsCollaborating on projectsReflecting, reviewing, revisingSpecialist practices: design, analysis, data/project management, client systems, specialist tools....
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Digital learners are different:and not all of them thrive in digital spaces
‣ Digital divide narrower but deeper: amplifies other inequalities
‣ Learners’ digital skills often shallow‣ ‘Digital natives' story hides many
contradictions‣ Learners experience difficulties
transposing practices‣ Active knowledge-building, creating,
sharing are minority activities typically introduced by educators (Selwyn).
‣ Consumer practices & populist values dominate online - many feel excluded
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Digital learners are different:and not all of them thrive in digital spaces
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Digital learners are different:and not all of them thrive in digital spaces
10
Learnerswho are:
Experience the digital setting as:
unconnected and vulnerable
mainstream pragmatist
specialist enthusiast
access-ledskills-based
tutor-ledcourse-based
learner-ledidentity-based
Learn best when:
access conceived of
broadly
staff offer range of activities
personal/social practices are
valued
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Digital learners are different:and not all of them thrive in digital spaces
10
Learnerswho are:
Experience the digital setting as:
Sharpe et. al 2015
unconnected and vulnerable
mainstream pragmatist
specialist enthusiast
access-ledskills-based
tutor-ledcourse-based
learner-ledidentity-based
Learn best when:
access conceived of
broadly
staff offer range of activities
personal/social practices are
valued
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Digital learners are different
digitalstudent.jiscinvolve.org
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‣ Quality relationships with teachers and peers
‣ New ways of belonging (to their course, cohort, institution)
‣ Security: closed, private → open, public spaces(‘walled gardens with pathways out’)
‣ Credibility (‘how do I pass?’) but also distinctiveness (‘I want to stand out’)
‘Digital’ students also want:
Image credit Jisc 2014
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The future of work (2015)bit.ly/digitalknowhow
Digital technologies are driving some significant changes in the world of work, and are deeply implicated in others.
C21st work is increasingly...precariousentrepreneurialfragmented, multiple and hybriduncertainly locatedrequiring constant upgrade of skills blurring boundaries of personal/professional...
CC Latrell G: https://www.youtube.com/channel/UCMWPLYKFLAVGSuTFCbj2kGQ
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What capabilities do learners need?
Identity and well-being
‣ resilience in the face of constant change
‣ building relationships of trust, care and belonging in digital spaces
‣ managing distraction and compulsion
‣ negotiating boundaries e.g. public/private, personal/professional
‣ participating in different online cultures
‣ using digital devices and resources to support healthy behaviours
‣ being creative, innovative and expressive with digital tools
‣ thinking critically about digital cultures, practices and transactions
‣ developing authentic ways of being online
‣ participating in social and political actions (digital citizenship)
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What capabilities do learners need?
Identity and well-being
‣ resilience in the face of constant change
‣ building relationships of trust, care and belonging in digital spaces
‣ managing distraction and compulsion
‣ negotiating boundaries e.g. public/private, personal/professional
‣ participating in different online cultures
‣ using digital devices and resources to support healthy behaviours
‣ being creative, innovative and expressive with digital tools
‣ thinking critically about digital cultures, practices and transactions
‣ developing authentic ways of being online
‣ participating in social and political actions (digital citizenship)
cc. J
isc 2
012
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access
situatedpractices
functionalskills
identities
Online identity work‣Developing identities in authentic (public) spaces is motivating, but also risky
pride/shamewho I am vs
who I’d like to be‘make me stand out’
‘let me fit in’‘I just need to pass...’
motivate
enable
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What attributes will graduates need to thrive in precarious times?
CC MKHmarketing www.flickr.com/photos/mkhmarketing/
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Learning literacies for a digital age (2009-10)‣ working definition ‣ development pyramid‣ 7-element framework
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Framing digital capability (Jisc 2015)jiscinvolve.digitalcapability.org
ICT proficiency (core skills)Information, media and data literacy (critical use)Creation, scholarship and innovation (creative production)Communication, collaboration and participation (engagement)Learning and self-developmentIdentity and well-being
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‘Identity and wellbeing’ http://bit.ly/digiwellbeingrefs
health and bodily wellbeingsafe and respectful behaviourowning my own data/identityusing tech for my own purposesmanaging distraction/compulsionhaving fair accesscitizenship and social/political engagementauthentic, caring relationshipsresilience to change...??
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What do I mean by digital wellbeing and
why does it matter?
Jisc 2015
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Not all students feel safe & empowered
(inappropriate) exposure, shamingcyberbullying, trollingcompulsion, distractionwho’s doing what with my data?changed qualities of relationshipsdoes my institution really care about me?do I belong?
Jisc 2015
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www.pewinternet.org/2014/10/22/online-harassment/
www.insidehighered.com
www.theguardian.com/technology/series/the-web-we-want.
Not all students feel safe & empowered
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What kind of selves are capable in these possible futures?
(c) Douglas Coupland 2011-2014
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What does ‘digital wellbeing’ mean to you?
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Walled gardens with pathways out
VLE-based eportfolio mix of social mediainteroperable
eportfolio product
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An eportfolio (or equivalent) may be more useful than a degree grade...
‘The cost of a degree goes up as its value - relative to, say, a professional reputation carefully managed, or an online portfolio, or evidence of self-study - declines.’
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ConclusionsWe don't know what identities students might need in the future but we can support lifelong habits of self-curation, reflection, sharing and selective disclosure.
‘where id was, ego shall be’‘program or be programmed’
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access
functionalskills
‘Career and identity management’projecting a positive identity onlinemanaging personal profiles, personal data and log-in detailsnetworkingapplying for jobs onlinehaving an e-portfolio, online CV or blog...
Jisc 2015
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Less focused, self-disciplined, persevering, able to cope with boredom...?
iflscience.com