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Challenge: Digital Literacies
Sonja Strydom and Daniela Gachago
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 of
communication • I’m usually juggling five things at once• My attention span is very small• I want instant gratification• I get bored very easily
Oblinger 2008
Harold Rheingold
• Five fundamental digital literacies, online skills:– attention, – participation, – collaboration, – critical consumption of
information (or "crap detection"),
– and network smarts
Chal
leng
es
Hor
izon
repo
rt
Digital storytelling at CPUT
Daniela Gachago
Cont
ext
Esta
blis
hed
prac
tice• Paper based portfolio
• Collection of evidence• Individual work• Feedback from tutor
Inte
nded
ou
tcom
es• Deepen student reflection• Increase student engagement• Address issues of diversity
in the classroom• Develop digital literacies
• DST facilitates the development of a full range of digital literacies, necessary for 21st century graduates (Hull, 2003)
• as and when required, so that they are using (and learning) the tools to achieve a real purpose rather than as skills that can be checked off as completed (Olney, Herrington, & Verenikina, 2009). Lite
ratu
re re
view
• Social cohesion• Critical reflection• Motivation / student
engagement• Director’s chair - pride• Authentic audience• Transfer of academic content
into community• Development of various
literacies
Bene
fits
• Diverse literacy skills levels to start with
• Access to Technology• Time• Trusting students• Adapting model to specific
discipline• Process vs product• Assessment• Dissemination of stories (access,
copyright)
Chal
leng
es
Mobile learning and digital stories
Mobile learning and digital stories
Key
poin
ts fo
r eff
ectiv
e pr
actic
e
• Thorough step by step planning• Involvement of inter-disciplinary team with
various skills• Provision of access to infrastructure and
resources• Scheduled time in computer lab• Step by step guidance for students
(scaffolding)• Student assistants/support (especially
when dealing with large classes)• Use of software that is freely available on
the Web• Virus management • Research on practice / design based model • Trust students’ resourcefulness and
creativity!
Any questions?
• www.cput.ac.za/blogs/edutech• http://www.cput.ac.za/blogs/edutech/digital-s
torytelling-resources/
• YouTube channel: http://www.youtube.com/user/CPUTstories
e-Portfolios
Inte
nded
ou
tcom
es• Deepen student reflection• Increase student engagement• Embed graduate attributes• Evidence for assessment /
accreditation• Develop digital literacies
‘A digital collection of authentic and diverse evidence (e-portfolio) drawn from a larger archive (PLE) that represents what a person has learned over time, on which a person has reflected, designed for presentation to one or more audiences for a particular rhetorical purpose’ (NLII, 2003)
Defining e-portfoliosDefining e-portfolios
e-Portfolio Processe-Portfolio Process
‘…it is argued that the real value of e-portfolios are not necessarily in the showcasing of the product, but rather in the process of learning and reflection taking place in collecting evidence and reflecting on experiences…’ (Barrett, 2011)
‘…e-portfolio practices require meta cognitive skills of students since they are required to ‘construct’ and ‘integrate’, combined with the expectation of ‘making sense’ of their learning (Dalton, 2007, p. 101)
Lite
ratu
re re
view
• Development of own learning goals
• Collaboration• Deeper levels of learning by
means of critical reflection• Motivation / student
engagement / student-centered
• Authentic audience• Development of various
literacies
Bene
fits
• Institutional control vs student ownership
• E-portfolio platform• Diverse literacy skills• Expected support• Process vs product• Student motivation /
incentives Chal
leng
es
Example: English Major Example: English Major
Example: Leadership and lifelong learningExample: Leadership and lifelong learning
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