I think that covered much of it. Thought maybe it needed to focus more on the mixed expectations, which seems to be a consistent problem when we are embedding digital literacy learning objectives behind the main learning objectives. I wonder if the same reaction would be encountered if we embedded sustainability behind the main learning objectives?
Slide 1: The power of design on flexible learning and digital network literacy
Bronwyn Hegarty, Terry Marler and Leigh Blackall
Slide 2: Aim
• To establish the influence of participation in Designing for Flexible Learning Practice on digital networked literacy and selfefficacy for eLearning.
Slide 3: Digital networked literacy
"...the set of abilities and skills where aural, visual and digital literacy overlap. These include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms" The New Media Consortium (2004).
Slide 4: Self-efficacy for eLearning
"The belief people have in their own abilities to perform in particular areas related to eLearning. The higher the level of selfefficacy the more confident one is to deal with challenges in eLearning. " (Hegarty, B., Penman, M., Brown, C. & Coburn, D. et al., 2005.)
Slide 5: The project will be conducted in three phases:
• • An exploration of case studies to examine design models. A research evaluation of the effectiveness of a course called Designing for Flexible Learning Practice against three guidelines. Setting up a networked learning community for professional development.
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Slide 6: Guidelines the project is using:
• TD11 Should staff use a team approach to develop and teach the course? • TD12 Is the design of learning informed by research on effective eLearning? • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of elearning?
Slide 7: Research Design
• Effectiveness evaluation – summative participants who passed the Designing for Flexible learning Practice course. • Investigating the learners experiences and competency development. • Mixed methods approach.
Slide 8: Sampling methods
• • Online survey
– digital literacy and self-efficacy.
Focus group interviews –
– researchers debriefed about their experiences in facilitating the course. – Participants discussed their experiences in the course, and how their digital networked literacy and self-efficacy for eLearning changed as a result.
Slide 9: Progress
• Project on http://WikiEducator.org – See: http://tinyurl.com/5l3whz • Case studies explored and written up. • At: http://tinyurl.com/4wbfke • Focus group interviews almost finished.
Slide 10: Where to from here?
• The facilitators could see the influence of the course on levels of digital network literacy. • Co-teaching not team teaching. • The course has more networked communication – blogs as well as email group – less focus on technology and more emphasis on flexible learning. • Using support agencies to assist participants with technologies.
Slide 11: Final steps
• Surveys to be analysed - quantitative. • Transcriptions of focus groups to be analysed - qualitative. • Write a report about the project and research evaluation. • Prepare a paper for a conference, e.g. ASCILITE.
Hi Bron,
I think that covered much of it. Thought maybe it needed to focus more on the mixed expectations, which seems to be a consistent problem when we are embedding digital literacy learning objectives behind the main learning objectives. I wonder if the same reaction would be encountered if we embedded sustainability behind the main learning objectives?