“FOS is for teachers, educational developers, learning technologists, course designers who would like to experience, explore and learn more about the pedagogy of flexible, open and social learning. We model the use of freely available social media tools and platform which we utilise for learning that don’t require extensive technical expertise to be mastered and implemented. Our focus is the design and how the available digital technologies can support this to extend opportunities for connecting, communicating, curating, collaborating and creating (the 5C Framework) to foster engagement and distributed learning that can be personalised and is supported by facilitators and mentors.”
Joined Google+ group after invite from James Clay.
13/07/15: Day 1: Digital Literacy and Identity
Just checking which posts on this blog have been tagged with “Digital Literacy“.
Pick one of these activities:
- Responding: Create a response to the scenario on your own or with others based on the discoveries you made through investigating this.Remember, you could use the FISh model. (ilo-1)
- Reflecting: Think about digital literacies and reflect on your current practice. Where are the challenges and opportunities? What could you do to help your students? Connect with colleagues and/or related research to develop your understanding further. (ilo-2)
- Making: Which places do you visit regularly when online? Where do you stay a bit longer and why? Create a map of your digital me. (ilo-3)
I used Mindnode Pro to create a visual representation of Qu 3 (leaving out a range of regularly used apps, and probably forgetting something that I use frequently!):
Useful video re choosing tools for education:
There’s a range of reading available, that I’ve downloaded (“for later”), as time is short at the moment, had a quick look at #FOSChat from last night. There was also a webinar last night! Joined Credly.com.
14/07/15: Day 1: Flexible Pedagogies
Reference to the increasing diversity of learners within higher education, including more mature, part-time students, who find technology helpful, because otherwise unable to plan their time.
Pick one of the following activities:
- Responding: Create a response to the scenario on your own or with others based on the discoveries you made through investigating this and communicate this to the course community. Remember, you could use the FISh model. Engage in a conversation around the scenario. (ilo-1)
- Reflecting: Think about flexible pedagogies and reflect on your current practice. Where are the challenges and opportunities? What could you do to help your students? (ilo-2)
- Making: Come up with a plan to introduce more flexibility to your courses? Create a visualisation. Consider using a mindmapping tool (ilo-3)
I guess 2 is the most appealing question here today. Classroom focused is still the key at an institution such as Durham, but there are a number of people using other forms of pedagogy – there are central e-learning people (and v. good they are too), but in some ways such a large institution is difficult to connect with others without a lot of work to manage those connections. There’s the thinking about formal/informal learning – does everything need to be labelled ‘formal learning’ (especially) – guess there’s elements of funding, etc. and formalisation of outcomes that have pushed us in that direction. I like to experiment with new ways of teaching, typically inspired by seeing what others have shared – is a challenge as to whether I have the skills/time to learn/something needs revalidation, etc. and do the students have the literacy to participate – how do we encourage people to join gently?
Again, downloaded more reading, joined ThingLink (not quite sure what that’s for at the moment!)
A little over-run with deadlines, so participating at a rather surface level for the moment, but interesting to see how it evolves, and how others engage with this.
Dr Bex Lewis is passionate about helping people engage with the digital world in a positive way, where she has more than 20 years’ experience. She is Senior Lecturer in Digital Marketing at Manchester Metropolitan University and Visiting Research Fellow at St John’s College, Durham University, with a particular interest in digital culture, persuasion and attitudinal change, especially how this affects the third sector, including faith organisations, and, after her breast cancer diagnosis in 2017, has started to research social media and cancer. Trained as a mass communications historian, she has written the original history of the poster Keep Calm and Carry On: The Truth Behind the Poster (Imperial War Museum, 2017), drawing upon her PhD research. She is Director of social media consultancy Digital Fingerprint, and author of Raising Children in a Digital Age: Enjoying the Best, Avoiding the Worst (Lion Hudson, 2014; second edition in process) as well as a number of book chapters, and regularly judges digital awards. She has a strong media presence, with her expertise featured in a wide range of publications and programmes, including national, international and specialist TV, radio and press, and can be found all over social media, typically as @drbexl.