Monday, 11 March 2013

D5: Workshop: Developing the digital curriculum


Anthony Coombs and Juliet Hinrichsen

Digital literacy is a contested term, variously conveying meanings related to practical skills, media literacy, digital scholarship and social participation. These varied perspectives are reflected in the literature and have been echoed in institutional research at the University of Greenwich on what staff and students understand by the term. This presents the sector with wide variability in the skills and abilities which are being taught and promoted; similar differences in meaning are emerging from the employer sector. These multiple discourses affect the consistency of curriculum design and delivery, employability development and skills training with regard to student and graduate digital literacy. The Digital Literacy in Higher Education (DLinHE, www.dlinhe.com ) project led by University of Greenwich has produced a model of critical digital literacy which helps both to scope and define digital literacy in terms which are meaningful for curriculum embedding and mapping. The project has produced a workshop tool based on the principles of Viewpoints, developed at the University of Ulster (http://wiki.ulster.ac.uk/display...). Viewpoints has been successful in the sector for promoting activity based but highly discursive staff development workshops.

This workshop will provide a hands-on approach for documenting such discussion and cementing the development of common understandings. It will give delegates an opportunity to explore the meanings and reach of digital literacy using the workshop tools developed by the DLinHE project. It is expected that participation in the workshop will enable delegates to repeat it in their own institutions, acting as facilitators with various stakeholder groups.



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