A Digital Literacy Group has been set up, so work can now begin designing a self-study course on this topic for students delivered via Moodle. There are 10 members of the group – 7 teachers and 3 members of the support staff. We represent a wide range of expertise from across the college – from visual arts, media, science, social sciences, languages, careers, reprographics and e-learning.
The group were given a ‘starter pack’ at their first meeting which includes the college Digital Literacy Framework (based on the Beetham and Sharpe Framework 2010), an action plan and a revised outline of the course. Members of the group were given a brief reminder about the features on Moodle that could be used to best advantage, and we then discussed the importance of consistency in the visual appearance and structure of an independent study online course. Each section of the course should follow the same template so that students become familiar with the format and understand what they have to do to complete each topic.
Ideas explored by the group were:
- Use a clear, visual header at the top of each topic to illustrate the route to be taken by the student (we’re lucky to have a member on the group with the necessary skills to do that!);
- Start with simple tasks (read/view only) moving on to harder tasks before awarding a badge;
- Select verbs to describe activity – read, watch/view, do, think, contribute, discuss, share, post, create, answer, write, present, reflect, self-assess;
- Provide students with a progress bar for each topic so they can map their own progress towards a badge;
- Decide whether conditional progression set by the teacher is desirable or allow a freer approach by the student? Examples: Must the student do e-safety before social media? Self-assess functional ICT skills before investigating employment?;
- The importance of an attractive/desirable qualification on completion of a topic – involvement of local employers/HE.
The group divided into 4 separate teams and each team chose a topic to focus on over the next 3 weeks. They would present their ideas at the next meeting.
Whilst members of the group have been working together to share their ideas, I have been introducing the topic of digital literacy to a wider college audience. This includes the Curriculum Management Group and Course Team Leaders.
Internal dissemination to teachers included:
1. The results of the Get Connected Questionnaire 2014 completed by students on enrolment day. This is important as it provides us with a profile of students on entry and their previous experience of using IT in the classroom. Question 5 maps the experience of a typical Long Road student with the Digital Literacy Framework.
An introduction to digital literacy has also been offered to interested members of the support staff on the next CPD day.
Julie Lindsay – e-Learning