Resources that might have aspects we can adopt or reject |
Our comments (please add) |
Focus group Cards developed by University of Plymouth to support the institutional audit process. Makes use of (paper-based) card sorting - students sorting cards with a range of technologies on them into piles in response to a number of questions about their access, use, preferences and attitudes - cards here |
Possible activity for learners - |
Wolverhampton University has a 'assess your own digital literacy' tool (paper based)
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Tick box of skills (with spelling mistakes) - limited use |
Online SHU ICT Capability self-assessment for trainee teachers http://www.learning-connections.co.uk/shu_ict_audit/ . Asks user to self-assess on Likert Scale (4 point scale from 'I have never done this' to 'I can do with confidence'. Filling in the 8 sections (100 questions) gives a score out of 300 and a scale of self-assessment from Very Weak to Very Good. Then asks user to complete an Action Plan (download and complete a document) |
Created for SHU by Learning Connections, one of our Creative Partners - so could be modified / tailored if we wanted something like this, or a version of it. Perhaps we could re-use it and make it about digital creativity rather than ICT capability |
It's the Learning Future (ILF) Digital Challenges - a set of digital challenges for young learners (see http://ilfdays.pbworks.com ) involving young people to participate digitally:
- present self (including views and beliefs
- ask question of another
- gatherinformation about other people and/or things
- find out about things
- go to a place, person, thing, idea or representation
- make a thing, idea or representation
- explain a place, person, thing, idea or representation
- collect a thing, idea or representation
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Challenges developed by RP and GM. Tested out by children in the ILF Pilot. Involves a strategy for cascade based on the idea of young people as Digital Leaders. It starts to identify a set of tools and resources that YP can use to respond to these challenges. It ask YP to reflect on this and keep a record. |
Readiness to Change (SHU): click here to download and run this - a fun self-assessment that gives an interpretation of how ready and willing to (for) change you are. 24 questions that give an indication of strengths (?) in the areas of: Sense of Adventure, Flexibility / Adaptability, Confidence, Enthusiasm, Tolerance for Ambiguity, and Optimism.
See also Change, Technology and Learning (SHU) profiler: click here to download and run that gives a visual representation (a profile) of abilities (self-assessed).
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The premise (perhaps) that the use of digital technology for learning and teaching might be affected by general attitudes to change and innovation - possibly dangerous oversimplification or a fun activity along the lines of 'How good a lover are you - take our fun quiz' |
ICT in the Early Years Community of Practice - http://teaching.shu.ac.uk/ds/icteycop/
a web site developed by SHU including 38 case studies with resources developed by Trinity All Saints, Univ of Hudds and Manchester Met, funded by TDA and supported by Becta. Each case study is an example of ICT use in Early Years. Each can include a session plan, photos, supporting text and video.
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Emphasis on practice with and through TEL. Developed by RP so could be re-used / adapted. Has an interesting set of meta-tags / characteristics grid - see Affordances for example. Case Studies are rich media but vary in depth and quality. See also Carousel as an example of a divergent interface |
The Digital Literacy Skills Curriculum (Microsoft): |
as you would expect from a technical perspective but possibly as a Skills as Strategies (Gee) perspective, Guess we should be mindful of this as a (technical) core curriculum (??) |
Opening the digital literacy blackbox ( a general issue rather than a specific resource) see article in The Independent Computer Science is an essential part of our children's education (28th November 2011) |
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Relevant frameworks (from LLida: Learning Literacies for Digital Age)
Learning to learn, metacognition
Academic practice, study skills
Information literacy
Communication and collaboration skills
Media literacy
Employability
Citizenship
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this is very much the "back-end" bit of the story |
Digital Literacy Professional Development Resource: a Futurelab resource "designed to support primary and secondary school teachers integrate the development of students’ digital literacy into everyday curriculum teaching and learning.
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could be useful for developing reflexive tasks |
Enquiring Minds Professional Development Materials developed during the three-year Futurelab research project "enquiring minds" that explored the ideas of a partnership curriculum. |
various tasks and activities which could be repurposed for DeFT (copyrighted but Futurelab seem to have an open access policy, will doublecheck) |
Press release: Young people are not being sufficiently challenged in ICT lessons
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Article on report published by Ofsted, of relevance to issues related to digital literacy and the media |
Digital literacy can boost employability and improve student experience
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Article in the Guardian written by Sarah Knight from JISC
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Computing in schools project report by Royal Society |
Addresses issues of ICT provision in the school curriculum, subject of quite a heated discussion on the ITTE list at the moment
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SchoolsTech.org.uk - stimulus debate http://schoolstech.org.uk/ arising from Gove's speech http://www.guardian.co.uk/education/2012/jan/11/digital-literacy-michael-gove-speech and the Eric Schmidt (Chairman of Google) speech condemning the British education system http://www.guardian.co.uk/technology/2011/aug/26/eric-schmidt-chairman-google-education |
This debate is an interesting context to DeFT and the place of digital literacy ... The debate around Digital Natives (see Digital Natives, Digital Immigrants (Prensky 2001) http://www.albertomattiacci.it/docs/did/Digital_Natives_Digital_Immigrants.pdf and the critique of this (The Digital Natives Debate: A Critical Review of the Evidence, Benett, Maton and Kervin, 2008, http://kimhuett.wiki.westga.edu/file/view/The-digital-natives-debate-A-critical-review-of-the-evidence.pdf).
Where do we (want to) stand?
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A registry of textbooks that anyone can access, reuse and redistribute 'Open textbook'
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Open Text Book is a registry of textbooks (and related materials) which are run by the Open Knowledge Foundation. |
http://www.londonmobilelearning.net/ Norbert Pachler |
The London Mobile Learning Group (LMLG) brings together an international, interdisciplinary group of researchers from the fields of cultural and media studies, sociology, (social) semiotics, pedagogy, educational technology, work-based learning and learning design. The group has developed a theoretical and conceptual framework for mobile learning around the notion of cultural ecology. |
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