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Journal Article

"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy  pp193-206

Anna Gruszczynska, Guy Merchant, Richard Pountney

© Aug 2013 Volume 11 Issue 3, ECEL 2012, Editor: Hans Beldhuis and Koos Winnips, pp168 - 272

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Abstract

Abstract: This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska and Pountney, 2012, 2013) that has addressed attempts to embed OER practice within the teacher education sector, and which has informed practice in teaching and learning in the school system involving digital literacy (Burnett and Merchant, 2011; Davies and Merchant, 2009). A framework for digital literacy is outlined, drawing heavily on socio‑cultural models of digital practice (Merchant, 2011), that has the potential to re‑imagine teachers and teaching, as well as learners and learning and which, at the same time, address the 'why' as well as the 'how' of digital literacy. This framework takes into account current debates (primarily within the UK but of relevance to European perspectives) focusing on issues of ICT, digital literacy and media literacy in the curriculum, which reflect a tension between digital literacy as a set of skills and competencies on the one hand and understandings that arise from socio‑cultural and communicative practices on the other. Current understandings of digital literacy in the context of teacher education and OERs are explored and the potential for digital literac(ies) for openness is examined. This draws on data collected in the context of the DeFT project and includes meanings and perspectives on digital literacies as expressed by project participants. The effectiveness of a methodology that prizes reflexivity and participation is examined including a range of voices, including children's voices, in the meaning‑making process and recommendations on the basis of the findings are made. In terms of a digital future for teacher education the paper highlights the need for practices, learning packages and tools to continue to evolve, in close cooperation with their potential users, and linked directly to classroom and schools as the site of this production.

 

Keywords: Keywords: digital literacy, reflexivity, ICT curriculum, pedagogy, open educational resources

 

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Journal Article

Student experiences and perceptions of digital literacy skills development: engaging learners by design?  pp207-225

Marion Hall, Ingrid Nix, Kirsty Baker

© Aug 2013 Volume 11 Issue 3, ECEL 2012, Editor: Hans Beldhuis and Koos Winnips, pp168 - 272

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Abstract

Abstract: This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska and Pountney, 2012, 2013) that has addressed attempts to embed OER practice within the teacher education sector, and which has informed practice in teaching and learning in the school system involving digital literacy (Burnett and Merchant, 2011; Davies and Merchant, 2009). A framework for digital literacy is outlined, drawing heavily on socio‑cultural models of digital practice (Merchant, 2011), that has the potential to re‑imagine teachers and teaching, as well as learners and learning and which, at the same time, address the 'why' as well as the 'how' of digital literacy. This framework takes into account current debates (primarily within the UK but of relevance to European perspectives) focusing on issues of ICT, digital literacy and media literacy in the curriculum, which reflect a tension between digital literacy as a set of skills and competencies on the one hand and understandings that arise from socio‑cultural and communicative practices on the other. Current understandings of digital literacy in the context of teacher education and OERs are explored and the potential for digital literac(ies) for openness is examined. This draws on data collected in the context of the DeFT project and includes meanings and perspectives on digital literacies as expressed by project participants. The effectiveness of a methodology that prizes reflexivity and participation is examined including a range of voices, including children's voices, in the meaning‑making process and recommendations on the basis of the findings are made. In terms of a digital future for teacher education the paper highlights the need for practices, learning packages and tools to continue to evolve, in close cooperation with their potential users, and linked directly to classroom and schools as the site of this production.

 

Keywords: Keywords: digital literacy, reflexivity, ICT curriculum, pedagogy, open educational resources

 

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Journal Article

An exploration of autonetnography as an eResearch methodology to examine learning and teaching scholarship in Networked Learning  pp322-335

Lyz Howard

© Dec 2016 Volume 14 Issue 5, Editor: Robert Ramberg, pp291 - 349

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Abstract

Abstract: As an experienced face‑to‑face teacher, working in a small Crown Dependency with no Higher Education Institute (HEI) to call its own, the subsequent geographical and professional isolation in the context of Networked Learning (NL), as a sub‑set of eLearning, calls for innovative ways in which to develop self‑reliant methods of professional development. Jones and De Laat (2016, p.43) claim that NL is different from other eLearning sub‑sets, for example, Technology Enhanced Learning (TEL) and Computer‑Supported‑Collaborative‑Learning (CSCL) because of its “focus on pedagogy and understanding how social relationships (and networked practices) influence learning rather than having a predominantly technical agenda for change in education”. NL, rather than TEL or CSL, therefore, locates the context for this paper. My intent was to develop a bespoke professional development framework to facilitate independent and self‑directed NL teaching development. To scaffold my professional development autonetnography (ANG) was chosen to facilitate my learning. The concept of ANG was introduced by Kozinets & Kedzior (2009) as an autobiographical extension to the ethnographic genre Netnography defined by Kozinets (2006) as an interpretive research methodology to examine online observations and interactions. Whilst recent researchers of digital learning claim that has potential to add to a growing body of knowledge that accepts the post‑modern use of self as an insider researcher (Ferreira, 2012; Persdotter, 2013; Mkono, Ruhanen & Markwell, 2015) none have explained how to undertake ANG. There appears here, to be a theory‑practice gap (Kessels and Korthagen, 1996) and the problem lies within the argument that there is no current theory upon which to practice ANG. This opportunity to examine more closely the subjective and reflexive insider researcher perspective of being an online scholar (as a learner or teacher) would respond to this gap in current eResearch knowledge. This paper uses meta‑ethnography (Noblit & Hare, 1988) as a method to systematically examine methodology relating to autoethnography, with the purpose of working towards developing a framework for undertaking ANG as an emerging eResearch methodology. Seven phases of meta‑ethnography formed the method for synthesising autoethnographic methodological data and translating these into ANG methodological data. Findings from this synthesis are reported through the autoethnographic tripartite scheme of mimesis, poiesis and kinesis (Holman‑Jones, Adams, & Ellis, 2013a). From this synthesis, the autonetnographic “I” framework was developed and forms a methodological basis for future ANG studies to examine teaching and/or learning scholarship in NL and the potential for considering adaptation of ANG for use in eLearning more generally.

 

Keywords: Keywords: Autonetnography; ANG; autoethnography; meta-ethnography; eLearning; networked learning; reflexivity; eResearch methodology; online learner and teacher scholarship; online professional development

 

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Journal Issue

Volume 14 Issue 5 / Dec 2016  pp291‑349

Editor: Robert Ramberg

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Editorial

Guest Editors


Ramberg Robert Robert Ramberg earned his PhD in cognitive psychology at the department of psychology, Stockholm University and holds a position as professor at the department of computer‑ and systems sciences, Stockholm University (Technology enhanced learning and collaboration). Ramberg also holds a position as research director at the Swedish air force simulation center (FLSC), Swedish Defense Research Agency. Broadly conceptualized, his research focuses the design and evaluation of representations and representational artefacts to support learning, training and collaboration. Of particular interest to his research are socio‑cultural perspectives on learning and cognition, pedagogy and how these theories must be adapted when designing and evaluating technology enhanced learning and training environments. And more specifically how artifacts of various kinds (information technology and other tools) mediate human action, collaboration and learning. 

 

Keywords: Higher Education, Action Research, Digital Competencies, Mixed methods research, Technology enhanced learning, Staff development, HEIs , Technology acceptance, Power, Culture, Foucault, Ofsted, Autonetnography, ANG, Autoethnography, Meta-ethnography, eLearning, Networked learning, Reflexivity, eResearch methodology, Online learner and teacher scholarship, Online professional development, e-Learning research, Educational technology, Research designs, e-Learning effectiveness, Methodology, Validity

 

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