Topic/Section |
Description |
Person(s) Leading |
Media and Resources |
Comments |
Dates / Status |
1. Overview
- About this resource
- About us/getting in touch with us
- Acknowledgements, copyright (CC) etc
- How to use
- Scenarios for use
- Mapping of the parts (to enable re-use / re-purpose)
- ? accessibility info (i.e. how you can customise to make more accessible etc)
- Who the resource is aimed at??
|
Starting point for using the resources and a guide to making effective use
indication of what sort of technology will be needed to use it? all Pdf printable?
|
RP / AG |
Screencast of how to use the OT, talking head introducing the material
Visual mapping of contents with hyperlinks
Download of separate sections as PDF or possible as apps
The ability to "like" individual elements of the textbook or tweet about them etc.
|
Best done last but a draft of this would help us and guide the development at the start |
scoping |
2. About Digital Literacy
- definition(s)
- how DL is interepreted in this resource
- frameworks for DL
Include here
(cross-cutting) themes
- e-safety
- accessibility
- critique of natives / immigrants [GM suggests we drop the natives - other metaphors we can go with instead could be residents/visitors etc.]
- identities
- ? openness/ open practices look at possible consequences of public exposure of material
|
Outline of common definition of DL (JISC and Futurelab and others) with a critique of how this is incomplete and how DeFT begins to examine this (??)indication that digital literacy can perhaps never be defined given that tech. media is constantly changing?
Advice, resources and links to info on key cross-cutting themes
|
GM / JM |
Visual Reproduction of common frameworks with annotation
Visual articulation of the DeFT DL Model
One page briefings - some could be re-purposed from resources developed for the purposes of teacher training |
Would be usful here especially to cross-reference to case studies - needs to be taken in to account if sections are used separately |
scoping |
|
3. About OERs
- definitions
- how OER is interpreted in this context
- contexts for OERs in Teacher Education
|
Outline of how OERs and DL are related etc, examples of OERs and links to case studies etc |
AG/RP |
|
|
scoping |
4. Teacher Education and DL
- Module for HE tutors on DL
- CPD for teacher education in DL (resources)
- OERs for teacher education
- ?
|
Module outline with associated Resources
Resources arising from Training Activities
|
RP / JD |
Module outline and associated resources
video and capture of training workshops
DeFT OERs packaged
use Instagram??
|
Links to the Bedford project need to be strong here
Commisioning of workshops needs to built around possibility of capture and reuse
Teachers/participants need to be informed of this, and consent gained
|
scoping |
5. Case Studies in DL and OERs
- teacher stories
- young people's voices
- student voices
- tutor stories
- ?
|
A set of cases that are interwoven and intra-woven with key DL ideas and themes
|
JD / CB |
Represented in Phase 2 using Digital Bloom metaphor
Including children's work
Rich media of cases
Capture of schools'dissemination
|
Need to check the coverage of the case studies - and identify missing elements
is this where the teachers' and students' reflections come in?
|
scoping |
6. Theoretical perspectives on DL and OER
- Research Briefing on DL
- A theory of DL that accounts for our evolving understandings re. digital practices
- DeFT research outputs (papers, presentations etc)
- Analysis of digital practices
|
A review and mapping of exisiting research and theory on DL with a critique of this in relation to emerging understandings arising from work in schools and with young people
Examination of key theoretical issues emerging from the project data
|
GM / CB
RP/AG
|
Coding of all project data including media, interviews, reflectionsetc
|
DL briefing detail work to be provided by Isabelle Brent
DeFT (new?) theory of DL requires team collaboration - an away day for writing / thinking?? I like that idea! (AG - let's see what we can do and which creative space we could find...) is the OER going to extend the discourse on DL to its users? if so how??
|
scoping
End Aug 12
|
7. The story of DeFT
- DeFT Project methodology, process, documents and archives, including reflexive elements
- ? links to blog, slideshare, Twitter etc.
- any relevant documents - reports etc,
|
sets the context for the work of the project and offers this design as an outcome in itself |
AG / RP/ NW |
a set of annotated documents with commentary, using audio and video where approrpiate |
could be done as an annotated timeline or an animated storyboard? (how about
http://www.dipity.com/)
|
scoping |
Comments (3)
Cathy Burnett said
at 4:14 pm on Apr 8, 2012
Hi- looks good.... just a couple of questions:
- where do the PGCE tutors' case studies go?
-where does the collection of resources go- in the case study section? (If so, would be good to list this here)
Anna Gruszczynska said
at 6:24 pm on Apr 30, 2012
Hi Cathy, the PGCE case studies are with the school case studies - see "tutor stories"
Guy Merchant said
at 10:37 am on Apr 30, 2012
Just a quick comment on the immigrants/natives bit. I think this has probably found its way from a comment I made on a paper Anna and Richard were writing. So, to go public (?) on this I just want to say that I don't think we should be rehearsing the tired old binary and superimposing it on data we collect. As we know the picture for both teachers and pupils/students is far more nuanced than that. This isn't the same thing as putting a ban on the terms. If, for example, we find teachers rehearsing these positions, that's fine. But our critique must be more subtle than that.
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