This post continues this weeks mini series on new pedagogies for tecahing and learning. This is based on work I am doing for a literature review.

I have been particularly interested in some of the work on digital literacies. The notion of digital literacies has been around for some time, but, at least in an Anglo Saxon context, has tended to be dominated by narrow skill set definitions. Such thinking has not gone away – Learn Direct offer a entry level Digital Literacy certificate based on

• Computer Basics
• The Internet and World Wide Web
• Productivity Programmes
• Computer Security and Privacy
• Digital Lifestyles

And Microsoft’s First Course Toward Digital Literacy claims to  teach absolute beginners to computing about what a valuable tool computers can be in society today, and the basics of using the mouse and the keyboard. The interactive, hands-on lessons will help novices feel comfortable manipulating the mouse and typing on the keyboard (is this what Bill Gates is referring to when he says the Internet will displace the traditional University in 5 years).

But at the same time there has been some more advanced thinking on the meaning of digital literacy, based in part on new understandings of the mulitmodality affordances of Web 2.0 and in part on research into the way young people are using the web.  There is growing evidence that young people have difficulties in interpreting and making judgements and meanings about online materials, be they text, hypertext or multi media. A third influence on this wok is the expanded idea of the importance of design as a means of communication in the wider social environment of Web 2.0.

The wider understandings of Digital Literacies is leading in terms to a move away from narrowly defined skills training towards an exploration of pedagogies in teaching and learning using technologies. I am particularly interested in a pedagogic model developed by the New London Group as long ago as 2000 and represented in the UK Teaching and Learning Programme’s recent publication entitled Digital Literacies (although sometimes a little dense this is well worth reading). The New London Group put forward four components of pedagogy:

• Situated Practice, which draws on the experience of meaning-making in everyday life, the public realm and workplaces;
• Overt Instruction, through which students develop an explicit metalanguage of design;
• Critical Framing, which interprets the social context and purpose of Designs of meaning; and
• Transformed Practice, in which students, as meaning -makers, become designers of social futures.

(Cope and Kalantzis, 2000, p. 7)

What is missing from this model is a social dimension around collaboration. But the model is strong in  its focus on the new social realities engendered by technologies. It is the need to be able to understand and critique those social realities which should inform the development of new pedagogies.

I am doing a literature review at the moment focused primarily on pedagogic processes for using technology for learning in vocational education and training and in adult education. In particular I am interested in how we can provide both initial training and continuing professional development for teachers and trainers in teaching and learning with technology. I think such a study is apposite – whilst previously teachers have been often seen as a barrier to the introduction of Technology Enhanced Learning because of their perceived lack of skills in using such technologies, we are now coming to realise that the need for new pedagogic approaches is perhaps the biggest challenge, especially since most new teachers are confident in their own use of computers.

Here are some of the issues I am looking at:

• Teacher training and continuing professional development
• eLearning and pedagogic approaches to the use of technology for learning
• The development and use of social software and web 2.0 technologies and its impact on education and learning
• Future technologies and trends and their possible impact within education

Specific issues to be examined may include (but will not be limited to):

• Pedagogic theories of use of technologies for learning and implications
• Effective Pedagogic practices of use of technologies for learning and implications
• Effective Practices in different sectors / subject areas
• Use of technology for initial training of teachers and CPD
• Impact of technologies on pedagogy in practice
• Digital literacies and digital identities for teachers
• Present qualifications for teachers and approaches to pedagogy and use of technology for learning
• Effective practices in initial teacher training and CPD in use of technology for learning
• e-Assessment and evaluation

I would be very grateful for any references, reports or other materials you think I should include in such a review. I would be particularly grateful for references to studies or reports on the training of teachers in other countries than the UK. All help will be gratefully acknowledged and in due course I will publish the results of the review on the Pontydysgu web site.

The UK based Jisc published an interesting report yesterday. The Researchers of Tomorrow study presents emerging findings from the first annual report of a major three-year study into the information seeking behaviour of Generation Y doctoral students. According to Jisc “the research shows that there are striking similarities between students born between 1982 and 1994 and older age groups.” As such it represents yet another blow to Prensky’s idea of Digital Natives.

The first annual report of the longitudinal study includes evidence-gathering from three groups of doctoral students in the UK, including: a cohort of 60 Generation Y doctoral students from 36 universities; responses to a national context-setting survey returned by over 2,000 Generation Y scholars and responses to the same national context-setting survey returned by 3,000 older doctoral students.

Generation Y students and older students concur on a number of areas:

–    Open access and open source – like students of other ages, Generation Y researchers express a desire for an all-embracing, seamless accessible research information network in which restrictions to access do not restrain them.  However, the annual report demonstrates that most Generation Y students do not have a clear understanding of what open access means and this negatively impacts their use of open access resources, so this is an area to be followed up in the next year.

–    Networked research environment – both Generation Y and older students express exasperation regarding restricted access to research resources due to the limitations of institutional licenses.  This is born from a sophisticated knowledge of the networked information environment and students regularly speak favourably about sector-wide shared services and resource sharing.

The research indicates, however, potentially interesting and important divergences between Generation Y and older doctoral students; for example, where students turn for help, advice and support and attitudes to their research environment.

–    Supervisor and librarian support – Generation Y scholars are more likely to turn to their supervisors for research resource recommendations than older doctoral students.  Also, 33% of Generation Y students say they have never used library staff for their support in finding difficult to source material.

–    Using library collections and services – Library collections are used heavily by students in their own institutions, but only 36% of Generation Y students have used inter-library loan services compared to 25% of older students, with 42% of arts and humanities students using these services regularly compared to 13% among science students.

The full report can be downloaded at http://www.researchersoftomorrow.net.

The definition of digital literacy is constantly evolving with a steady movement away from technical competences to an understanding based on social interactions. I like this latest interpretation from the Futurelab Handbook: Digital literacy across the curriculum (via Matt Lingard). However I wonder if there aren’t a couple of things missing. First is the issue of digital identities. Of course you could say that digital identities is all of the above. Bu8t I think that at the present time the ability to manage digital identities is one of the most critical issues facing young people. And I wonder if sharing should also be there. Sharing is a little differejnt than collaboration. Knowing what to share with who and for why is key to understanding the use of the social web.

Finally I wonder how long we can persist with the term digital literacy. The use of technologies is becoming so intertwined with young people’s daily life that it may be said to be just a part of literacy. Perhaps the only reason to persist with the distinction is to help the education system catch up in their understanding of this.

I have been writing a fairly boring report today, and as a distraction, reading more of my Twitter  messages than usually. And on of them, I cannot remember why, directed me to the Times Higher Education web site. And I noticed an article about plagiarism.

The article is pretty routine. It reports on a study in Sweden which “found that when a problem was identified, academics were reluctant to label it plagiarism, instead choosing words such as “unacceptable”.

“The staff held extremely heterogeneous views about the examples and also had different explanations for those views. No two lecturers gave the same response,” Dr Pecorari said.”

The article goes on to say: “But the different explanations given by participants in the study for finding, or failing to find, plagiarism also exposed a lack of common understanding, she argued.

In a bid to address the problem, academics in the US are attempting to draw up an international definition of plagiarism. Speaking at the conference, Teresa Fishman, director of the International Center for Academic Integrity at Clemson University in South Carolina, set out a model definition.

It rules that plagiarism occurs if an author “uses words, ideas or work products, attributable to an identifiable person or source, without attributing the work to the source from which it was obtained, in a situation in which there was a legitimate expectation of original authorship, in order to obtain benefit, credit or gain.”

Dr Fishman said that plagiarism was not theft, copyright infringement or fraud, and should not be confused with poor citation skills.”

A find this fascinating at a whole series of levels. I have always argued that the meaning of plagiarism is culturally and socially derived and changes over time. And just agreeing a common definition does not overcome the different cultural meanings associated with it. Indeed, in line with Jenny Hughes work on pragmatics and semantics and featured on this blog over the last two weeks, it is not so much the paradigm of plagiarism that we should be looking at to understand its meaning but the syntagmatic relations between say, the idea of  plagiarism, ideas of tecahing and learning and especially concepts of copyright. And this is confirmed as an academic catfight breaks out in the comments.. To give a flavour:

“The position of some “experts” on plagiarism directly contravenes the law, contravenes the accepted university rules and even their own words”

“What makes some “experts” on plagiarism to falsify what the law of plagiarism and the universally accepted rules of academia actually say?”

“surely that shows that views on plagiarism are culturally contingent and academics in one country drawing up an “international definition” is an inherently flawed idea?”

“if your undergraduates are so incapable of ‘original authorship’ that they cannot even summarise others’ work competently without copying it out, you are royally screwed.”

“Dr. Fishman, that plagiarism ITSELF constitutes a fraud, has been explained and confirmed uncountable number of times and included in academic policies. If you are making a point to deny this, you have to have a novel reason for this. May I ask you to say what this reason is?”

And so on. It is all very polite but it is clear that we cannot define plagiarism without understanding the cultural and social background to the idea itself. Lets face it, if plagiarism (and present day copyright laws, had been around in the times of Shakespeare, his plays would never have been performed or published.

Yesterday, Jenny Hughes and I (well, more Jenny than me) made a presentation on syntax to an seminar organised as part of the Rita Kop and Stephen Downes’ Critical Literacies online course. The idea of Syntax is based on Saussurean linguistics and is difficult stuff (at least to me). But it is also extremely interesting. Syntax is the study of the principles and rules for constructing a sentence. But, of course, it can also be used as a way of studying other areas, including education and training. Much of the presentation focused on the relations between paradigms and syntagms. Syntagms describe the relations between the parts of different paradigms. The sum of the associate elements has a meaning different from the parts and changes the meaning of the parts. As jen said the elements of one paradigmatic set in the presence of another may change into something we don’t know. And, according to Richard Harland, the syntagm is the site of new meaning. Syntagmatic thinking, she went on to say, is called ‘radical transcendence’. And here it gets interesting. Semes are the site of old meaning. The meaning of a single piece of understanding gets left behind – or gets lost on the meaning of the new whole. I am sure that is happening now in our understanding of what comprises or means teaching and learning. As learning becomes ever more embedded in the internet and in escapes from the institution, then both our understanding of the meaning of learning and education and of schooling will change. Schools will become juts a seme – a site of old meaning.

However syntagmatic thinking is also based on the idea focusing not on the novelty of combinations but on the novel act of combining. And I fear that in using technology for teaching and learning up to now we have f9cused on the novelty of combinations of technology and education, rather than look as the novel act of combining technology and learning together.

This post is both a note for myself but also is a trailer. We are working on producing a slidecast of the presentation which I will post here as soon as it is ready.

NB Critical Literacies is a free and open online course. Whilst not as well attended as previous course Stephen has run with George Siemens, it is raising many interesting ideas and is well worth dipping into.

There’s an interesting aside in an article in today’s Guardian newspaper on the so called problems of plagiarism. Why do I say so called? Whilst I would agree that practices of buying and selling essays are a problem, these practices have always gone on. When, many years again pre-internet days, I was a student at Swansea University, it was always possible to buy an essay in a bar. And I would also argue that a side benefit of cut and stick technologies is that standards of referencing in universities today is much higher than it was in my time as student. Indeed at that time, you were expected to buy your tutors’ textbooks and to paraphrase (plagiarise) their work. Plagiarism is as much a social construct as it is a technological issue.

But coming back to today’s article, reporting on a three day international conference on plagiarism at Northumbria University, the Guardian reports that “The conference will also hear that the problem of plagiarism at university could be reduced if students used “digital storytelling” – creating packages of images and voiceovers – rather than essays to explain their learning from an imagined personal perspective.

Phil Davies, senior lecturer at Glamorgan university’s computing school, said he had been using the technique for two years and had not seen any evidence of cheating. “Students find it really hard but it’s very rewarding, because they’re not copying and writing an essay, they have to think about it and bring their research into a personal presentation.”

Another approach is to focus on authentic assessment – or rather assessment of authentic learning tasks. In this case students are encouraged to use the internet for research but have to reflect on and re-purpose materials for reporting on their own individual research.

In both cases this goes beyond dealing plagiarism – it is good practice in teaching and learning. And I wonder if that might be a better starting point for the efforts of researchers, developers and teachers.

Over the last two years I have been lucky to work on a project called Rhizome. Rhizome is a research and development project, funded by Eduserv, exploring the key social and technical elements that impact on the construction of online identities.

The Rhizome awareness report, published today and entitled ‘Digital Identity Matters’ highlights the issues we face when dealing with our online identities. It outlines the design pattern approach that has been used to help define a set of problems and their solutions that all relate to our understanding and use of a digital identity. The material is released as an open access resource and is aimed at contributing to a deeper understanding of digital identity and the impact it can have on the individual and those around them. It will be of relevance to anyone who uses the Internet to disclose personal information about themselves – be it purposefully through the use of social media tools or as a result of work-based professional activities. The report can be downloaded from the Rhizome project web site. The following text is an except from the introduction to the report.

“Our relationship with the Internet is changing. Mobile devices, wireless connectivity, and our increasing virtual presence across multiple social media services have all but collapsed the boundary between being online or offline. Together the virtual and the real form the seamless space in which many of us live out our daily lives. We fashion the self through social interaction, community and network affiliations, and here come to construct our identities as well as interpret the identity of others.
The ease with which individuals can now produce, reproduce and distribute digital content has powerfully shifted the ways in which we think about global connectedness, media access and distribution, social action and the production of knowledge.

Our ability to engage so readily with digital media and online networks is empowering but our resultant actions also make us vulnerable. We suffer the pressures of information overload, time management and, as we argue in this publication, the need to curate our increasingly visible digital lives. The Internet is not a set of static objects but a dynamic network of connected, interacting subjects.

How does our online visibility affect who we think we are and our ability to act with purpose and intent? How should we ethically respond to concerns about the impact of one person’s online behaviour upon the lives of others. These are two of the questions that are explored here.

We focus on a design pattern called ‘Putting Children First’ and two supporting case-stories that describe the dangers of using an online photo-sharing service. Together they illustrate the complexities of negotiating our responsibility to others when we are in the process of developing our own digital identities. This pattern offers a design solution for using social media in a thoughtful, literate and ethically responsible way.

One of the aims of this publication is to raise awareness and we hope you will distribute this material as widely as possible.”

Yesterday I wrote about the perosna methodology we have been trying out in the European G8WAY project on educational transitions. At the recent project meeting in Bucharest we split into groups to look at some on the initial interviews which have been carried out. I presented two interviews, undertaken in the UK by Angela Rees from Pontydysgu.
We had been asked to look at the interviews and discuss:

1. What is the most relevant learning event of the case?
2. Is this learning event only relevant in its national context or there features common to different countries?
3. How we can make use of this learning event in relation with:

• Benefits for young people (What kind of support can we provide?)
• What is the impact on the proposed project Web 2.0 platform?

In this post, I will present Kat. In our discussion we consiered Kat to be almost a persona in herself, with a little further analysis added to the case study. Kat is focused on what she wants to do and an accomplished self directed learner. She learns from courses, from different jobs she undertakes, from the internet from reading and from her own research. We noted that transition is becoming more and more a permanent or overlapping state. Kat is constantly learning and her life appears a long period of transition with shorter periods of more intense transition occuring from time to time.

In terms of the potential of Web 2.0 to support Kat in her transition she lacks web tools to present her knowledge, research and achievements. Kat also explains that she spends much time searching for potential PhD opportunities. It seems somewhat surprising that noone has thought to develop a portal to allow easy access to such opportunities (or have they?). Kat might also benefit from the provision of e-guidance or e-counselling.

The project partners felt the case study to be relevant for their own countries (Portugal, Greece and Sweden). In fact Kat might be seen as following the typical career of a modern international researcher!

Kat,

Case Study

Motto: Life is what happens while you’re busy making other plans!

Demographic and biographical Characteristics

Kat, 29, female, comes from a well educated background, she is currently living alone in rented accommodation in France. Kat finds herself moving house frequently between London, France, Spain and her family home in Newcastle in order to take advantage of short term work placements as they arise. She enjoys the arts, always has her nose in a book and has an extensive, global network of friends and acquaintances.

Transitions

Educational and transitional pathways:

After graduating from her first degree in Zoology in 2003, Kat has been opportunistic in her method of finding field work, relying on contacts, friends of friends and recommendations.

“The issues I faced were gaining relevant experience to work in my chosen field, although that’s probably an issue specific to ecologists/biologists. I found it wasn’t too hard to get a job, but said jobs were little or no paid field assistant positions. My university lecturer helped me to find my first job, after that it was various contacts I made along the way. I’ve still not decided what I want to be when I grow up!”

This has lead her from the extremes of studying meercats in the Kalahari to birds on Skomer Island. Because of the nature of project work, Kat finds it difficult to find employment all year round. Her long term ambition is to study for a pHd and so lead her own research projects. With some fieldwork and research experience behind her Kat decided that the best way to pursue her dream was to return to Academia, she graduated with an MRes from Imperial College London in 2008 and has since been in a transition period waiting to be accepted onto a pHd. During this time she has been applying for pHd courses in her specialist area and working as an office temp in between taking on temporary research positions. She thought that the Masters level qualification combined with her research experience would give her an advantage in gaining a PhD placement.

Motivations and Strategies: Kat is quite particular about the type of research she wants to do, as such she has limited her search for a doctorate to universities which she perceives to be good. She also has a clear idea of the specific area in which she wants to work. She would rather wait to be accepted to study her own research proposal than compromise her ideals and spend four years working in an area that does not interest her, even if it would mean her being able to lead her own research sooner. She thinks that it is more beneficial to her to work on short term field work jobs in the meantime in order to make more contacts and keep her research experience current.

Ad hoc learning scenarios

The diverse nature of field work means that every six months or so, Kat embarks upon a new project and has to learn a new set of skills from scratch. Examples of this are identifying species of trees or birds, tracking, capturing, tagging and weighing animals, learning to use different laboratory management tools and data entry systems which are unique to the project. The work is very hands on, she says that it would not be possible to learn the skills as part of an on-line training course.

Support Services used

Lecturers and tutors on her first degree course passed on email addresses of researchers working in Kat’s areas of interest, from these few contacts she has built up her own network of potential employers and project supervisors.

Learning type:

Two main ways of learning are detectable:

Learning from practical experiences: Kat learns new skills on the job, now that she is becoming a more experienced researcher, she also finds herself supervising and teaching skills to the less experienced project workers.

Self-directed learning: Kat will find relevant research papers on the internet and also borrows books from the library. She also uses e-books, particularly when she is working outside of the UK.

Information and Communication Technologies

Much of Kat’s networking has been done via email, she also keeps in contact with colleagues via Skype. She uses websites to search for biology PhDs and field assistant positions.

“ I tended to use those websites more just for browsing to look for job adverts rather than creating a profile and finding people with similar interests. People with similar interests tend to be potential competitors for natural science-type jobs & PhDs which are a bit scarce, I imagine a facebook style network might inhibit a free and easy sharing of info and tips on jobs that you’ve seen.

Plus I really doubt that researchers or potential employers would take the trouble to search the site for good candidates. The nature of PhDs and field assistant jobs is that there are so many people wanting them, you just put the advert out there in New Scientist or wherever, then sit back and wait for the applications to flood in.”

She thinks that the most useful web tool would be something that pooled all of the jobs available onto one site,

“kind of like a temping agency who were in touch with every single Life Sciences university department and every ecological organisation in Europe, with details of jobs or field assistants required. You could go to them and say “I have these skills, I’m looking for paid/volunteer work, I’m available from this date” and they could place you in a suitable position. I doubt it’s feasible, as it would be an enormous undertaking but I, for one, would definitely sign up to such a thing. It would take away all the work and the hours and hours spent browsing online for positions.”

She does think that social networking could be useful particularly for putting new graduates in contact with established researchers, however she is very wary of networking with people in the same position as herself because of the fierce competition for jobs and placements.

Danah Boyd writes a well timed blog post reporting on the Pew Research Center’s Internet and American Life Project who have released a report entitled “Reputation, Management, and Social Media” . The blog appeared on the same day that Facebook announced its latest tweaking on their privacy settings, a move already denounced as inadequate by privacy campaigners. The UK group Privacy International said “the latest changes merely correct some of the most unacceptable privacy settings on the site. Very little has changed in terms of the overall privacy challenge that Facebook and its users need to navigate.”

The Pew Internet survey found that young adults are more actively engaged in managing what they share online than older adults. 71% of the 18-29s interviewed in August-September of 2009 who use social network sites reported having changed their privacy settings (vs. 55% of those 50-64).

Danah Boyd comments:

Young adults are actively engaged in managing their reputation but they’re not always successful. The tools are confusing and companies continue to expose them without them understanding what’s happening. But the fact that they go out of their way to try to shape their information is important. It signals very clearly that young adults care deeply about information flow and reputation……

Much of this is because of digital literacy – the younger folks understand the controls better than the older folks AND they understand the implications better. …. This is also because, as always, youth are learning the hard way. As Pew notes, young adults have made mistakes that they regret. They’ve also seen their friends make mistakes that they regret. All of this leads to greater consciousness about these issues and a deeper level of engagement.

From my own experience young people do care. And they spend considerable time managing their Facebook accounts – tweaking settings, editing and deleting comments and especially editing tags to photos of themselves. However, this is not so much because they are concerned with their long term reputation and the repercussions of access by potential future education institutions or employers. It is because their digital image is part of their everyday image of themselves as they present it to others – and in that way part of the process of growing up. Identities are dynamic and always changing. Identities also face both ways – outwards and inwards. Young people often suffer considerable angst over their digital image. And it is little point saying that they can choose to delete their accounts or that they shouldn’t complain about a free service. Facebook, for better or worse, is a central focus of present youth culture. To opt out is to opt out of that culture.

Danah Boyd summarises key messages from the Pew Internet report:

• Young adults are still more likely than older users to say they limit the amount of information available about them online.
• Those who know more, worry more. And those who express concern are twice as likely to say they take steps to limit the amount of information available about them online.
• The most visible and engaged internet users are also most active in limiting the information connected to their names online.
• The more you see footprints left by others, the more likely you are to limit your own.
• Those who take steps to limit the information about them online are less likely to post comments online using their real name.
• More than half of social networking users (56%) have “unfriended” others in their network.
• Just because we’re friends doesn’t mean I’m listening: 41% of social networking users say they filter updates posted by some of their friends.
• Young adult users of social networking sites report the lowest levels of trust in them.

• Young adults are still more likely than older users to say they limit the amount of information available about them online.
• Those who know more, worry more. And those who express concern are twice as likely to say they take steps to limit the amount of information available about them online.
• The most visible and engaged internet users are also most active in limiting the information connected to their names online.
• The more you see footprints left by others, the more likely you are to limit your own.
• Those who take steps to limit the information about them online are less likely to post comments online using their real name.
• More than half of social networking users (56%) have “unfriended” others in their network.
• Just because we’re friends doesn’t mean I’m listening: 41% of social networking users say they filter updates posted by some of their friends.
• Young adult users of social networking sites report the lowest levels of trust in them.

The issue is no longer one of digital literacy awareness. Young people are aware. Their frustration is that Facebook does not listen to their concerns.