acode australasian council on open, distance and e-learning 1 e literacy – teaching and learning...

ACODE Australasian Council on Open , Distance and E-Learning

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E Literacy –

teaching and learning issues


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Overview

• Context

• Need

• Scope of definition

• Pedagogy

• Professional Development

•Information Literacy and E-literacy


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Context

• Support student learning

• Enhance student learning

• Broader curriculum reform

• Organisation & structure of the sector


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Need

• Activity within schools sector

•Terminology: standards/proficiencies/competencies/standard

•Importance


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Need

Views

How important do you think it is in the higher education sector is to specify a set of IT related Standards/ Benchmarks/ Competencies/ Proficiencies for students and teaching staff

It sounds like a good idea in principle, but I'm not sure that I have ever seen this approach work very satisfactorily. People have to have a real and probably personal need to attain new skills, and even if they willingly undertake training in certain "specified" skills, if they do not need to use those skills they won't remember them.

Some standards and/or benchmarks would be beneficial for decisionmaking on course development issues and staff development planning


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Definition - scope

• more than just technical skills?

• context of use?

• other issues

Student competencies

Problem solving & decision making through research

Communicating through presentation,

publication or performance

Operating computer components

ICT in Society

NT Curriculum framework, 2003, p. 60

ICDL


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Definition - scopeIf an e- literacy standard is to be developed, should the scope be related to the use of a range of basic applications or should the context of the use also be included eg its place in learning , communication and thinking?

ViewsI think both should be included in any standard as providing the context makes sense as to why skills in basic applications are needed.

ICDL offers a very good set of skills. Universities should be then asking students to apply these in learning etc

e-literacy has to be contextualised - the ICDL framework is only part


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Pedagogy

Whilst it may be easy to take a technical view of ICT competence this is not sufficient to equip teachers to understand, and make effective use of ICT in the classroom.(Commonwealth Department of Education, Science and Training 2002, Raising the Standards, p. 13)

A base level of ICT competence is essential for all teachers. (Commonwealth Department of Education, Science and Training 2002, Raising the Standards, p. 20)

…. it is more widely recognised that quality internet-based learning requires more than ‘information delivery’ (O’Donoghue, 2000), and depends on the interactive dimension provided by a participating teacher, who provides the dialogue that Laurillard (1993) has argued is essential for education. (Ryan, Y and Stedman,L 2002, The Business of Borderless Education: 2001 update, p. 40)


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Pedagogy

ViewsNot really. It is not a competition of who is better. Rather, can both teachers and learners communicate effectively using common tools and applications.

Not more advanced, but different. [ ] ....and yes, the standard should include these ICT teaching proficiencies.

Yes, […] , at least those teaching the 1st year undergraduate programs or in other specialist technology / IT areas should have more developed IT skills and understand how this set of skills relates to pedagogy in design and development of course content and activities.

•Does being able to effectively teach using ICT require a different standard/competency /skills than the learners require? •Should any standard that is developed be inclusive of these ICT teaching proficiencies?


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Professional Development

….that professional development of teachers and other educational personnel has not kept pace with the impact of technology, so that a strengthened and more focussed effort is required.

The Web-based Education Commission noted that of the US$42 billion that K-12 schools spent on technology in 1996 in the United States, only 6% was for the training of teachers. (Commonwealth of Australia, 2002 Towards the Connected Learning Society: An International Overview of Trends in Policy for Information and Communication Technology in Education )


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Professional DevelopmentHow would you see an E-literacy standard/s being used in the area of professional development for e- learning?

Views

Induction/introductory level training, then issues relating to e-learning follow

Help in the design of orientation programs and refresher courses for students and staff in the use of new technologies associated with e-learning.

Sometimes students have more advanced skills than teaching staff. A set of skills/benchmarks for staff with accompanying training would not only help staff but would have the advantage of raising their awareness of the skills their student need.


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Information Literacy and E-literacy

If an e-literacy standard is developed, how would it relate to the information literacy standard:• as a subset,•in parallel•perhaps another standard is required - a literacy standard which incorporates both equally?


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ViewsIncreasingly I am coming to the view that e -ness should not be set apart from the mainstream. Hence, in answer to this question the answer is something that incorporates both.

An e-literacy standard fits as a sub-set of the information literacy standard. The IL standard covers the general principles of accessing, using and managing information, no matter in what format the information is presented. An e-literacy standard supports the development of IL skills through the effective use of technology.

..should be seen as an overlapping literacy (as per any standard venn diagram) Don’t agree with another standard for digital literacy

Information Literacy and E-literacy

e-literacy is a such moving target, we need to so much more research into the literacies of the digitally-immersed coming generations of learners.


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E Literacy –

teaching and learning issues

acode australasian council on open, distance and e-learning 1 e literacy – teaching and learning...

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