Digital literacy and new forms of learning

Lecture, face-to-face
Digital literacy and new forms of learning
Drop-in tech demo
Mindmapping tools, Social bookmarking, Wordle

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FilmIcon.pngVideo. Changing education paradigms

IconSpanner.PNGPreparation for this tute

1. We strongly suggest you have a look at the tute plan (below) for this tutorial. You'll see that the activities we'll be doing are quite structured.

2. In the tute, you will create a lesson on a topic you are passionate about: a hobby, pastime, a community issue you are involved with, whatever. Your lesson should last 25 minutes and you will be teaching to a maximum of 10 (ten) grad dip students. If you want/need to bring special gear or props to help you teach your lesson, then bring them along.

3. I'd really like you to read the resources ('readings') I've assembled for this week. If you are time-poor, then focus on the the Bayne podcast and at least read the study guides to get the 'big ideas'. You may want to use these readings as a basis for your lesson planning in the tute. The resources below are available on E-reserve for this unit.

Read/listen to the following before the tute. Think about some of the questions they raise: blog, tweet, write down, whatever your thoughts.

TutorialIcon2.pngTutorial: Lesson planning

Here's the tute structure for the afternoon. These notes also appear on the CPP 1 Week 4 page -- sorry for the doubling up, but because the uni can't (yet) handle the course-wide approach we use in the Grad Dip, we have to put things in a couple of different places just to make sure you get them.

Detailed tute notes handout
We've made a nice handout for you if you want to print out these detailed tute notes and bring them along to the tute. These are the same notes as appear on this page.

Program handout
We've also made a simpler, 'program' handout that you can also bring along to the tute:

Program VoiceThread
And here's the program in VoiceThread slide format, just in case you want something visual, right now:

View it on VoiceThread

Tute structure

12.30 pm (10 mins): Meg or Phil to introduce structure of session, plus you to spend some time on reading through the instructions for the session. Don't just run off and start doing your planning. Take time to read through what you'll actually be doing today.

Aim of the tute: To get you focused on the importance of planning and process, not just on your content or discipline area.

Outcomes: By the end of this tutorial, students should be able to:
  • Plan and design* effective teaching and learning episodes, regardless of content
  • Evaluate* the effectiveness of a given approach to the teaching of a lesson

*Note use of strong, active verbs in the learning outcomes

12.40 pm (60 mins): Create a lesson on a topic you are passionate about: a hobby, pastime, a community issue you are involved with, whatever. Your lesson should last 25 minutes and you will be teaching to a maximum of 10 (ten) grad dip students.

This shouldn't just be a didactic exercise in 'Why I love cricket' in which you try to convince others about the merits of cricket (multitudinous though they are). Rather, it should be very specific, more along the lines of 'How to bowl an off-break'. Some of you may want, instead, to create a lesson around the ELPC G1 readings/resources for the week -- that's fine, too, especially if you feel the need to engage with some of those resources.

You can work individually, or, if there is an interest shared by more than one of you, you can work in pairs or in a small group that wants to team teach. If you choose to work in pairs or small groups, then we ask that you team up around the topic and not around whoever you're mates with: in teaching you won't always get to choose your colleagues, so we want you to learn how to work together for the betterment of all humanity and not just because you feel comfortable with certain people. If you want to work with colleagues, then write your topic up on a wall in the Teal Room and stand by it (literally, not metaphorically!) and see if you can attract customers. Showing a bit of leg might help.

Where to create your plan? On a wall, on your blog, on paper, on Twitter, on your laptop or tablet (and then share it on the net) ... whatever.

You should consider the following in the planning stage (we will also be handing out examples of lesson plans for you to follow):

Planning overview
What is the topic for the lesson?
The golf swing.
Keep it simple and keep it basic.
What is the aim/purpose/objective of the lesson?
This lesson is about how to swing a golf club correctly.
It could have been 'Common problems in golf swings' or 'How swing shapes ball flight'. But for this lesson it's simply 'How to swing a club correctly'.
What are the big ideas you want to get across? What are the key concepts?
Swinging a golf club correctly means getting big shoulder turn.
Don't overload your lesson! You only have 25 minutes, so one key concept is probably enough.
Why does this learning matter?
If you don't have a big shoulder turn, then you cannot control your shot.
If you're finding this a bit difficult to spell out for your 'hobby' area, then feel free to skip the question for now ...
What do you want students to learn?
Students will learn about the importance of shoulder turn in weight transfer and swing plane
What are the main things students need to learn in order to achieve the lesson objective?

Learning outcomes
What are your learning outcomes?
By the end of this lesson, students should be able to modify* their current golf swing to include bigger shoulder turn.

*Note the active verb used here.
What should students be able to do/understand at the end of the lesson? To help you get a handle on this, you should introduce your learning outcomes with the phrase, 'By the end of this lesson, students should be able to ...'. Use active verbs and avoid words such as 'understand' (too nebulous) and, even worse, 'demonstrate an understanding of'. Instead, aim for strong words such as 'identify', 'construct', 'explain', 'summarise', 'combine', 'forumulate', etc. Bloom’s taxonomy, which categorises different levels of cognitive complexity and skill, will give you a practical starting point for framing your LOs. This link to Bloom’s taxonomy is so useful that we've added it twice.

For a short lesson, you might only have one learning outcome. For a series of lessons or a whole unit, you'd have a maximum of five or six.

Learning (students)
What will be the biggest obstacle/s to your students' understanding of the lesson?
The full range of complexity in the golf swing.
Identify potential sticking points.
How will you account for these obstacles?
Focus on only one main element of the golf swing, i.e., shoulder turn. Leave out alignment, stance, posture, grip, impact, shot shaping.
What will you do to get around these obstacles?
What level is the lesson pitched at?
Those who have either some previous experience in swing a golf club, or at least those with a good degree of 'physical intelligence'/physicality.
Complete newcomers? Those with a bit of prior understanding?
Are there any student special needs you (might) need to cater for?
Physical disability, lack of equipment.
Check student needs beforehand.

Teaching (you)
What teaching strategies, methods will you employ?
Begin with basic principles of shoulder turn -- demonstration to large group and/or showing YouTube video. Get students practising shoulder turn and giving each other peer feedback on each others' shoulder turn (peer learning in pairs). Large element of experiential learning to build muscle memory.
Group work? Individual work? Role plays? Simulations? Examination of case studies? Problem-solving? Discovery learning? Peer learning (buzz groups, affinity groups, solution and critic groups, 'teach-write-discuss')? Experiential learning? Inquiry-based learning?
What are the essential conditions for this to work?
Good weather or at least enough space for students to each swing a club!
E.g., working technology, engaging student interest early on, some background knowledge required of the student, etc.
What resources will you need?
One club (preferably iron) per student; Digital video cameras; bandwidth; web access.
Support materials? Handouts? Website/s? Specific media? Cameras? Bandwidth?

Will you aim for directed or constructed knowledge?
Both: directed in the first instance as I give them specific info on/demo of shoulder turn, constructed as they later engage in making sense of their own and others' swing via on-the-ground observation and later video analysis.
Directed is good when structure and guidance is needed; Constructed is good for building knowledge, problem-solving, dealing with abstract concepts, collaboration, helping students to think on their own.

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
What activities will students undertake?
Get students to video each other, then to post video with both verbal and written feedback on class videosharing site.
Activities must support learning objectives.
Is there a sufficient 'relative advantage' in using technology?

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
Yes! Video playback will be essential to allowing students to view themselves and their swing!
Will technology support your purpose to the extent that if you don't use it, students' learning may be compromised?

For more info, jump ahead to the Week 10 ELPC G1 lecture 'Effective technology integration'
Will you integrate technology?
See above. Video capture via camera phone will be fine ... we don't need a full tripod set up.
If so, what and how? Further examples: teaching astronomy -- GPS, starchart software, solar system online tours, NASA immersive online games; teaching script writing -- wiki or Google docs; teaching orienteering -- Google maps, smartphone apps, GPS, camera phones; teaching DJing -- sound signature and beat-matching software.

How will you evaluate what you did?
Student feedback as well as personal reflection. Re personal reflection, I will focus on:
  • Time allocated for topic
  • Student understanding
  • Opportunities for student reflection on learning
  • Suitability of resources
  • Appropriateness of teaching strategies
  • Integration of ICTs (Information and Communication Technologies)
  • Potential variations and improvements for next time time the lesson is taught

Will get up a student evaluation form that covers both quantitative and qualitative feedback.
Will you ask for student feedback, or will you reflect on your teaching yourself, or both?

1.40 pm (30 mins): Run your plan past a colleague or two -- get their feedback: Have I used active verbs in my learning outcomes? Where are things unclear? Should I integrate technology (better? at all?)? Does the activity/-ies actually support what I'm trying to achieve? If you are working with other students, then this will be part of your ongoing planning process and you won't have to quarantine it off for the last half-hour of the session.

Register your interest in teaching a lesson
For timing reasons, not everyone will get to teach their lesson. However, if you do want to teach your lesson, let a member of the Strike Team know so that we can quickly put together a schedule for the second half of the tute. Tell us where you would like to teach your lesson and we'll try to accommodate you.

If you need to get prepped up, then do it in the break or as part of the planning process.

2.10 - 2.40 PM: BREAK. GO AND GET A CUPPA.

2.40 pm (5 mins): Lesson schedules
Everyone back in the Teal Room for a quick briefing. The Strike Team will have put together a lesson schedule by this stage to allow you to choose which lessons you want to go to. Fun!

2.45 (25 mins + 5 mins change-over time): Lesson 1
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

3.15 (25 mins + 5 mins change-over time): Lesson 2
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

3.45 (25 mins + 5 mins change-over time): Lesson 3
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

4.15 (25 mins + 5 mins change-over time): Lesson 4
  • Make your way to a lesson. Max 10 students per lesson.
  • Learn stuff

4.45 pm (15 mins): Personal reflection time: Evaluation, revision, improvement
Think back over a lesson that you taught or a lesson that you attended. Consider for the following (not all will be relevant):
  • Time allocated for topic
  • Student understanding of content
  • Opportunities for student reflection on learning
  • Suitability of resources
  • Appropriateness of teaching strategies
  • Integration of Quality Teaching strategies
  • Integration of ICTs (Information and Communication Technologies)
  • Literacy strategies used
  • Numeracy strategies used
  • What variations do you think should be implement the next time the lesson is taught? What could be improved?
  • Any final comments?

Think back over the tute as a whole
  • What can use from today's tute in Assignment 1?
  • What I can use in to inform my teaching practice?
  • How will I use this in my prac?
  • Start building your '10 tips' for new teachers. Reflecting on what you've learnt today, write down any 'tips' you might give to beginning teachers. By the end of the semester, you should have a consolidated list of your 'top 10 tips'.

5 pm: Requiem for a Tute (@ the Lighthouse)

StudyGuideIcon.pngStudy guide: Hartley (2009)

external image 1383955080_1cb4b16982.jpgEveryone should be given the opportunity to become wise in their own way

Hartley, John. 2009. Repurposing literacy. Chapter 1 of The Uses of Digital Literacy. St Lucia: UQP

This resource is available on E-reserve for this unit.

Key point: What counts for being literate should not be the preserve of, or be at the discretion of, intellectuals. Everyone should be given the opportunity to contribute meaningfully to digital culture.
  • Hartley’s work on digital literacy is heavily influenced by Hoggart’s famous study of literacy amongst the English working class in the 1950s. In that study, Hoggart argued that it should not be up to ‘intellectual elites’ to decide what was best for other people; rather, he said, ordinary people should be given every opportunity to “become wise in their own way”.
  • Intellectuals can no longer stand apart from digital culture and decide upon the ‘best’ ways to consume content. The simple act of navigating the online environment blurs boundaries because ordinary people can choose which paths to explore: their choices are no longer structured by the system. In other words, we can now produce as well as consume digital content. (p 12)
  • Are the tastes of the intellectual elite right and good for everyone? What are your own attitudes to mass or popular entertainments? Will or do those attitudes affect how you see your students and their culture?
  • We should be teaching people how to make the most of digital media, not the least of them (p. 20). Discuss!


Study guide: Lévy (1997)

Humanity is not a finished product — we are are still emerging as a species

Lévy, Pierre. 1999. Prologue. The nomad planet. Collective Intelligence. Mankind’s emerging world in cyberspace. Translated by Robert Bonnono. Cambridge, Massachusetts: Helix Books.

This resource is available on E-reserve for this unit.

external image collective%20intelligence-thumb.jpgKey point: The rise of digital has placed us at a critical juncture in our ‘hominisation’
  • This reading may be a bit tough for some. Give it a go if you have time, or at least try to make sense of this study guide.
  • Lévy takes a Utopian position in his philosophy. This doesn’t mean that his attitude towards the digital is Utopian — it means that his attitude towards humanity is Utopian.
  • Lévy believes that digital technologies open up the potential for ‘collective intelligence,’ which itself is about human flourishing: “The basis and goal of collective intelligence is the mutual recognition and enrichment of individuals rather than the cult of fetishisized or hyspostasized communities” (13). In other words, it is about ‘being in the truth’ (as Hoggart would say) and about ‘being with the world’ (as Freire would say). Lévy would identify persistent and senseless encounters on Facebook as nourishing a cult of fetishisised or hyspostasised community.
  • Lévy says that “digitally controlled cognitive prostheses are transforming our intellectual capabilities” (xxiv). If this is true, then how?


Study guide: Bayne (2009) (podcast audio)

What type of rhetorical space are you trying to create for your students?

Bayne, Gerry. 2009. ELI In Conversation: Evaluation and Assessment in Technology-Enhanced Learning. Educause podcast featuring David J. Baird, Janet Thomas Simons, and Andrea Lisa Nixon. Available at http://www.educause.edu/blog/gbayne/ELIInConversationEvaluationand/178936. Accessed 25 January 2010.

This resource is available on E-reserve for this unit.

Key point: Your purpose should drive the use of ICT — not the other way around.
  • If you only have time to explore one resource for Week 3, then make it this one. Direct link (to save you going into E-Reserve)
  • A good way to learn the tools is to explore the use of the tools and to ask, Why people are using them? Indeed, we can ask this of ourselves,e.g., “Why has Megan used Twitter in this instance, but a blog and a wiki in other instances?”
  • Similarly, rather than get overwhelmed by the tools, ask yourself, What human desires do they seek to serve? e.g., Twitter: why was it developed and why has it become popular? What about YouTube? Facebook and MySpace? Wikipedia?
  • Formative assessment is just as important as summative assessment. Knowledge, experience, and confidence can all be useful measures of learning with ICT.
  • Beware of using the ‘right idea’ with the wrong tool, as one of the panel describes.
  • What type of rhetorical space, or space of verbal encounter, are you trying to create for your students? Once you have decided that, you can think about what tool to use, whether that tool is ICT-based or not.
  • You don’t have to use everything — rather, you can use ICTs briefly and thoughtfully and play to your strengths. Think through, How am I most effective when working with students? Once you know this, then the technology becomes something that augments and amplifies your teaching.
  • How digitally fluent are you?


Tech demo drop-in: Mindmapping

Mindmapping on the Using Social Media in the Classroom website.


Tech demo drop-in: Social bookmarking

This week we are exploring social bookmarking. You don’t need to do anything before class, but you might want to visit the social bookmarking page on the Using Social Media in the Classroom website.

IconGears.pngTech demo drop-in: Wordle

Because Wordle is fun (and easy).

Ideas for using Wordle in the classroom

IconBooks.PNGFurther reading: Digital literacy and new learning

This reading is not compulsory. It is provided for extension only. Many, but not all, of these resources are available on E-reserve for this unit.

Hague, C. (2010). ‘It’s not chalk and talk anymore’. School approaches to developing students’ digital literacy. Futurelab report. Available at http://www.futurelab.org.uk/resources/%E2%80%9Cit%E2%80%99s-not-chalk-and-talk-anymore%E2%80%9D-school-approaches-developing-students%E2%80%99-digital-literacy. Accessed 13 October 2011.

Hague, C., & Payton, S. (2010). Digital literacy across the curriculum. A Futurelab handbook. Available at http://archive.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook1706. Accessed 13 October 2011.

Harrison, C. (2011). Literacy, technology and the internet: What are the challenges and opportunities for learners with reading difficulties, and how do we support them in meeting those challenges and grasping those opportunities? In Wyatt-Smith, C., Elkins, J., & Gunn, S. (eds) Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Springer Netherlands, pp 111 – 131.

Hoover, E. (2009). The Millennial muddle: How stereotyping students became a thriving industry and a bundle of contradictions. The Chronicle of Higher Education, 11 Oct 2009. Available at http://chronicle.com/article/The-Millennial-Muddle-How/48772/. Accessed 25 January 2010.

Grant, L. (2010). Connecting digital literacy between home and school. Available at http://www.futurelab.org.uk/resources/connecting-digital-literacy-between-home-and-school. Futurelab. Accessed 13 October 2011.

Payton, S., & Hague, C. (2010). Digital literacy professional development resource. Futurelab. Available at http://www.futurelab.org.uk/resources/digital-literacy-professional-development-resource. Accessed 13 October 2011.

IconBooks.PNGFurther reading: Mind-mapping

This reading is not compulsory. It is provided for extension only. Many, but not all, of these resources are available on E-reserve for this unit.

Burton, R., Barlow, N., & Barker, C. (2010). Using visual tools for analysis and learning. University of Huddersfield. Available at http://eprints.hud.ac.uk/7843/. Accessed 1 September 2011.

Wang, W-C., Lee, C-C. & Chu, Y-C. (2010). A brief review on developing creative thinking in young children by mind mapping. International Business Research 3 (3), 233 – 238.

IconBooks.PNGFurther reading: Social bookmarking

This reading is not compulsory. It is provided for extension only. Many, but not all, of the ELPC G1 resources are available on E-reserve for this unit.

Edwards, G., & Mosley, B. F. (2011). Technology integration can be delicious: Social bookmarking as a technology integration tool. In Wankel, C. (ed.), Educating Educators with Social Media (Cutting-edge Technologies in Higher Education, Vol. 1), Emerald Group Publishing Limited, pp 207 – 225.