|1. Digital Literacy Facilitation cards|
|3. amalgamated cards|
In this exercise I am making use of:
(1) JISC Digital literacy Facilitation cards
(2) JISC/OULDI Course Features Cards
The Course Features that seemed key were (in order of priority)
1. Authentic Learning and assessment - a task that is directly related to professional practice and helps develop employability skills
2. An enquiry based task which leads to student generated content.
3.Student choice in terms of research topic, platform for presentation, developed in collaboration with others and thereby involving peer support
4. Learning that is supported by guidance through the process but which also emerges from conversations using social media
5. Other key elements: the task is well scaffolded, a blended delivery is employed and students are encouraged to reflect - perhaps through the conversations with peers?
The elements at the bottom of the diamond were not there because they were unimportant but because they are to some extent a given. Group tutorials will be important to some students and feel like an option to others.
6. Peer and tutor assessment
7. Group tutorials
I then tried amalgamating these elements with the Digital Literacy Facilitation cards (3). No instructions for this and not sure if it is a legitimate way of working, but intuitively I was drawn to making links between them.
I used the Digital Literacy Level 1 cards.
Collaborate and share digital content seemed to relate to the elements Collaborative and Student generated content: e.g "Contribute to online dialogue.... contribute digital content.... share digital content"
Here I am envisaging students developing an online project/presentation
Understand and Engage in Digital Practices links to Social and Peer Support : "describe own digital footprint.... use VLE.... digital technologies for creating and sharing knowledge....find an expert on line". The use of social media within the module will need to be scaffolded to embrace understanding of digital identity and safe use of networks to using them effectively to find information and connect with "experts" and professionals in the field
Manage and Communicate Information links to Conversation and Applied Concepts - select references, record search results, write in different online contexts. Here I was thinking about how the concepts of plagiarism and referencing need to be applied within the project rather than taught as a standalone. Conversation here could mean in class discussions, online discussion boards, peer support in work groups.
Find Information is about using Authentic learning and assessment and an Enquiry based approach: currently students are given abstract exercises to show them how to search on line. The group project and the research question the group focuses on will drive the how and the what of their information searches.
Critically Evaluate information, online interactions and tools for me connects with Peer assessment and Reflective log or blog. In the development of their projects - documented in their reflective logs - as well as in the process of assessing one another's projects, students will need to apply quality criteria.
This has been a useful exercise and seems to be helping me to articulate how I want the module to look. Next step is the Course View Map....
So here it is below - note that I have incorporated some of the learning outcomes from the Digital Literacy Facilitation Cards in brief, to remind me how to link the activities to LOs in designing the overall module.