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Session 3: Messages What themes and issues are emerging?

Session 3: Messages What themes and issues are emerging?. … is pervasive in learners’ lives. Learners need multiple literacies to succeed academically. Are the ‘learners of the future’ here?.

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Session 3: Messages What themes and issues are emerging?

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  1. Session 3: MessagesWhat themes and issues are emerging?

  2. … is pervasive in learners’ lives

  3. Learners need multiple literaciesto succeed academically

  4. Are the ‘learners of the future’ here? • Many learners use personal devices, social software and online services to help fit learning into their lives • Some learners blend formal and informal, online and face-to-face, collaborative and individual learning • Some learners use sophisticated strategies for finding, evaluating, managing and re-using information • Some learners are skilled in content creation and sharing (blogging, tagging, commenting, rating, pod/web-casting, photo/video sharing…) BUT • many learners lack basic information literacy • many learners have no idea how they should be using technology for learning, even after induction • many learners expect their tutors to introduce them to the technologies they will need for successful learning • the digital divide may be getting narrower and deeper

  5. Some themes we are exploring in more detail • Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Change and transition • Social software • Specific learners & contexts • Institutional level practices • Course level practices

  6. Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Change and transition • Social software • Specific learners & contexts • Institutional level practices • Course level practices

  7. 1. Issues learners struggle with in transition • Little understanding of how they will be expected to study and learn – even after induction • Uncertainty and loss of familiar processes • Transfer of key processes from paper to computer • Wider variety of software, more choice, upgrading • Over-confidence in information skills • Digital disadvantage (narrower and deeper divide) • Disabled learners having to master assistive technologies • ?clash of knowledge cultures (practice, authority, media)

  8. 2. Ways in which learners mature in their studies • Increased use of technology and a broader range of uses • Athens, online databases, journals, library system, podcasts… • Increased time spent online, especially on academic sites • Preferences change • mobiles and laptops over desktops, USB sticks over discs, Mac over PC, digital over paper-based media… • More careful and strategic over use of time • Improved research and investigation skills • Use of personal and social technologies for learning • e-portfolios, blogs, social bookmarking… • Introduced to many subject-specific technologies

  9. Activity #3: Change and transition • In pairs/small groups (again) consider either: • What three changes could we make to the induction process to support students more effectively? or • What three things do we need to embed into first-year programmes to help learners ‘mature’ in their studies?

  10. Strategies of effective e-learners • Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Change and transition • Social software • Specific learners & contexts • Institutional level practices • Course level practices

  11. Activity #4: Strategies of effective e-learners • In your table group, look through the ‘strategies’ cards (two sets per table) • In pairs, select three strategies of effective e-learners that seem important to you • e.g. because they are being used by learners in your context • or because you think they would benefit learners in your context • or because you find them interesting for other reasons (You may have to fight for the ones you want!)

  12. Activity #4: Strategies of effective e-learners • For each strategy consider: • What are the educational benefits of this strategy? • How could you (practitioners, course teams, central service teams) support this strategy better? • (If time) go on to consider • Are there any downsides to this strategy? • What solutions or alternatives could you offer to learners?

  13. LexDis guides and strategies database http://www.lexdis.ecs.soton.ac.uk/guides

  14. Reflection and feedback • How effective were those activities at communicating key themes? • How could they be more effective? • How could you adapt or repurpose them for your communities?

  15. How do we communicate all this effectively? A problem • Access • Preferences, choices, patterns of use • Personalisation • Beliefs and expectations • Effective e-learners • Change and transition • Social software • Specific learners & contexts • Institutional level practices • Course level practices

  16. Mind-maps of themes and evidence?

  17. Key messages Over lunch : • Explore the ‘key messages’ posters • Add your comments e.g. • agree/disagree (why?) • have evidence/ have counter-evidence • ideas for responding to this message in practice • Consider how these could be used for staff development

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