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'Students everyday life digital mindsets transitions into higher education'

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Konstantina Martzoukou
Konstantina Martzoukou

OneHE ' Mindsets' presentation on 30/04/29. To join the Mindsets group for free: https://mailchi.mp/bf15273eba8b/mindsets

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Students’ everyday life digital mindsets: transitions into higher education Konstantina Martzoukou, Crystal Fulton and Petros Kostagiolas 30 April 2019, 16.00-17.00 Introduced by Olivia Fleming, Founder – OneHE
www.onehe.org About OneHE • A global network for educators who are passionate about learning and teaching • Connect, collaborate and share what we do to help each other and act as a force for social good • Low membership fee keeps OneHE free from advertising and funds small grants • Provide a free online home to networks of educators and their members • Find out more at www.onehe.org
Students’ everyday life digital mind-sets: Transitions into higher education Dr. Konstantina Martzoukou Teaching Excellence Fellow School of Creative & Cultural Business Robert Gordon University, Scotland k.martzoukou@rgu.ac.uk Dr. Crystal Fulton Associate Professor & Teaching Fellow School of Information & Communication Studies University College Dublin, Ireland crystal.fulton@ucd.ie Dr. Petros Kostagiolas Assistant Professor School of Information Science and Informatics Ionian University, Corfu, Greece, pkostagiolas@ionio.gr
Plan • The concept of Digital Citizenship • A digital generation? • Education for a Connected World • JISC Digital Literacies • DigComp: Digital Competence Framework 2.0 • Objectives • Methods • Survey Themes • Levels of Digital Competencies • Sample Survey Questions • Some initial findings • The ‘Mindsets’ community • Time to discuss! Photo by Konstantina Martzoukou
Digital Citizenship • Competent and positive engagement with digital technologies and data • Participating actively and responsibly • Being involved in process of lifelong learning Council of Europe Conceptual Model of Digital Citizenship
A Digital Generation? Generational differences theory: “The theory that people born within an approximately 20-year time period share a common set of characteristics based on the historical experiences, economic and social conditions, technological advances, and other societal changes they have in common” Thomas C. Reeves and Eunjung Oh. Generational Differences. University of Georgia, Athens, Georgia. Available from https://pdfs.semanticscholar.org/6881/902a7f82d572abf1d3bc2a9bd94001288733.pdf
'Students everyday life digital mindsets transitions into higher education'
Characteristics of Digital Natives Technology Infused Learning ■ Expect technology to be part of the learning environment. Flexible Learning Schedule ■ Prefer to learn in flexible and customized schedules: informal learning, unconstrained by time and space. Short Attention Span ■ Need for speed and an inability to tolerate a slow-paced learning environment. Immediate Feedback ■ Instant gratification: expect immediate feedback and “payoff” for effort Collaborative Learning ■ They have a preference for teamwork and connectivity to peers. Active Learning ■ Prefer active learning to reading and listening. Portable devices ■ They use portable devices for learning: smartphones, tablets Photo by Micaela Parente: https://unsplash.com/photos/lLVT8PSd_7E
Our arguments ■ Argument 1. The different facets of digital literacy are not addressed holistically. ■ Argument 2. Transitions: Digital literacy is not taught as a life-long practice (e.g. in the continuum of students’ digital literacy journeys). ■ Argument 3. Digital generation misconception: more demand for students handling online digital tools. ■ Argument 4. Staff CPD: expectation that academic staff have already developed digital literacy. ■ Argument 5. Interested parties/ pockets of expertise may operate in silo.
https://www.goodthingsfoundation.org/ https://ec.europa.eu/jrc/sites/jrcsh/files/DIGCOMP- FINAL-%20UPDATED%2002-06-2016.pdf
https://www.goodthingsfoundation.org/research-publications/digital-nation-2018
JISC Digital capabilities framework http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF
DigComp: Digital Competence Framework 2.0 Information and data literacy Communication & Collaboration Digital Content creation Safety Problem solving DigComp https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
Objectives To examine the direction of government and education-based digital competencies initiatives and policies in Ireland, Greece, and the UK, addressing students’ digital skills gaps. To assess students’ digital competences as they transition into the university context by means of developing a self-assessed digital competencies survey, which can be used as a tool for gauging baseline digital competencies. To explore the meaning and significance of developing digital competencies for education, everyday life, and work for students. To examine academic librarians’ role and contribution to the development of students’ digital competences as a synergistic endeavour, working with academics in partnership.. To share cross-institutional knowledge, expertise, practices for the teaching of digital competences at university level (e.g., via a summer school & common agenda for further collaborative research in this domain).
Method ■ Policy review: how digital competencies are framed and discussed in different policy documents and in research studies (U.K., Ireland & Greece) ■ Survey of students’ digital competencies ■ Interviews with selected survey students and librarians in three institutions. Photo by Konstantina Martzoukou
SurveyThemes ■ Everyday participation as digital citizen ■ ICT proficiency ■ ICT productivity ■ Information literacy skills ■ Digital creation skills ■ Digital research skills ■ Digital communication skills ■ Digital innovation ■ Digital learning and development ■ Digital identity management ■ Digital wellbeingPhoto by Konstantina Martzoukou
Survey Response Options: Levels of Digital Competencies ■ Level 1: Novice The digital task is new to me. I am currently developing basic knowledge and skills in this area, but I need help either to complete or to learn how to complete this sort of task. ■ Level 2: Basic I have foundational knowledge in this area. I can perform simple digital tasks with help from others. ■ Level 3: Intermediate I have more than foundational knowledge, but I am not yet advanced in this area. I can usually complete complex digital tasks independently, although I sometimes need help from someone more advanced than I am. ■ Level 4: Advanced I have advanced knowledge in this area, though I am not an expert. I can perform complex digital tasks without assistance. I adapt easily to learning new knowledge and skills. Others sometimes ask me for help. ■ Level 5: Expert I have mastered the knowledge and skills for this area. I apply my knowledge and skills to create and redesign processes, tools, and/or technologies appropriately and effectively. As an expert in this area, I frequently show others how to complete these tasks.
Digital Well Being Acting positively against cyberbullying and damaging online behaviours.
Digital Well Being Recognising that digital information and media can cause distraction, overload, and stress, and disconnecting when necessary.
Everyday Participation as Digital Citizen  e-democracy (e.g., accessing political processes, such as voting, online)  e-government (e.g., accessing and using government online services, such as legal and financial information)
Everyday Participation as Digital Citizen  e-health (e.g., accessing and using health services online)  e-leisure (e.g., playing online games, socialising online)  e-learning (e.g., looking for new digital opportunities to grow as a person)
Information Identification Contexts  Scholarly literature (e.g., publications written and vetted by subject experts)  Professional literature (e.g., company magazines and brochures, industry analyses and perspectives online)  Popular information (e.g., discussion on social media, personal views expressed online)
Information Literacy  Finding digital information relevant to your academic studies, using informalWeb sources  Finding digital information relevant to your academic studies, using scholarly sources
How did you acquire the digital skills needed to participate effectively in relation to the activities selected above? watching YouTube tutorials I grew up learning about computers and I've spent a good deal of time on the internet. I guess I have a lot of practice figuring things out for myself. Using information online, trial and error, learning from peers/friends They grew out of e-leisure activities onTwitter and Facebook, contacting like- minded people and having online spaces in which to meet, converse and organise Self-taught
Learning from different contexts (more examples) everyday life, work, peer learning, technology-assisted learning • Through learning new skills during work and training at my work. • Using information online, trial and error, learning from peers/friends. • Education, practice, trial and error. • Investigation, research and trial and error. • I taught myself through every day use then gained further knowledge by helping other people with different needs. • Consistent use of internet since childhood. Learning from other internet users. • Learning from others (e.g. digital forums). • I would say mostly self-taught, with perhaps some occasional help or clarification from a friend. • Education and also learning as part of work. • Googling problems as I encounter them. • Google,YouTube. • Self taught using available help tools.
Dr Konstantina Martzoukou Teaching Excellence Fellow School of Creative & Cultural Business Robert Gordon University, Scotland k.martzoukou@rgu.ac.uk Dr Crystal Fulton Associate Professor &Teaching Fellow School of Information & Communication Studies University College Dublin, Ireland crystal.fulton@ucd.ie Please DO contact us with questions or to get involved! Dr. Petros Kostagiolas Assistant Professor School of Information Science and Informatics Ionian University, Corfu, Greece, pkostagiolas@ionio.gr
Ideas for discussion & debate
‘Mindsets: Information, Digital & Media Literacy’ A new online community for critical discussions and creative collaboration relating to students' lifelong development of information, digital and media literacy. To join: https://mailchi.mp/bf15273eba8b/mindsets. ‘Mindsets’ is available via OneHE, a global network for educators who share a passion for learning and teaching in higher education: https://globalnetwork.onehe.org/
References ■ Balog, K.P. and Siber, L. (2014), “Students of Law and E-Democracy”, Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century, 492, pp. 663-672, Available from: http://link.springer.com/chapter/10.1007%2F978-3-319-14136-7_69 ■ Bennett, S., Malton, K. Kervin, L. 2008. The ‘digital natives’ debate: A critical review of the evidence. Available from: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00793.x ■ Bertot, J.C., Sarin, L., & Jaeger, P. (6 Jan 2016). Re-envisioning the MLS:The future of librarian education. Public Libraries. Available from http://publiclibrariesonline.org/2016/01/re-envisioning-the-mls-the-future-of-librarian-education/ ■ CarreteroGomez, S.,Vuorikari, R., & Punie,Y. (2017). DigComp 2.1:The digital competence framework for citizens with eight proficiency levels and examples of use. European Commission, EU Science Hub. ■ IFLA International Federation of LibraryAssociations. (18 August 2017). IFLA statement on digital literacy. Available from https://www.ifla.org/publications/node/11586 ■ Jones, C. and Shao, B. 2011. The net generation and digital natives: implications for higher education. Higher EducationAcademy,York. ■ Karnad,A. 2013. Embedding digital and information literacy into undergraduate teaching.Centre for LearningTechnology (CLT), London, UK. Available from http://eprints.lse.ac.uk/51221/ ■ Kirschner, P.A and De Bruyckere, P. 2017.The myths of the digital native and the multitasker. Teaching andTeacher Education, 67, pp. 135-142 ■ Martzoukou, K. & Sayyad, E. 2017.Towards an everyday life information literacy mind-set: a review of literature. Journal of Documentation, 73(4), pp.634-665 ■ Spante, M. , Hashemi, S.S. Lundin, M., Algers,A.Wang, S. 2018. Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), pp. Available from https://www.tandfonline.com/doi/full/10.1080/2331186X.2018.1519143
'Students everyday life digital mindsets transitions into higher education'

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'Students everyday life digital mindsets transitions into higher education'

  • 1. Students’ everyday life digital mindsets: transitions into higher education Konstantina Martzoukou, Crystal Fulton and Petros Kostagiolas 30 April 2019, 16.00-17.00 Introduced by Olivia Fleming, Founder – OneHE
  • 2. www.onehe.org About OneHE • A global network for educators who are passionate about learning and teaching • Connect, collaborate and share what we do to help each other and act as a force for social good • Low membership fee keeps OneHE free from advertising and funds small grants • Provide a free online home to networks of educators and their members • Find out more at www.onehe.org
  • 3. Students’ everyday life digital mind-sets: Transitions into higher education Dr. Konstantina Martzoukou Teaching Excellence Fellow School of Creative & Cultural Business Robert Gordon University, Scotland k.martzoukou@rgu.ac.uk Dr. Crystal Fulton Associate Professor & Teaching Fellow School of Information & Communication Studies University College Dublin, Ireland crystal.fulton@ucd.ie Dr. Petros Kostagiolas Assistant Professor School of Information Science and Informatics Ionian University, Corfu, Greece, pkostagiolas@ionio.gr
  • 4. Plan • The concept of Digital Citizenship • A digital generation? • Education for a Connected World • JISC Digital Literacies • DigComp: Digital Competence Framework 2.0 • Objectives • Methods • Survey Themes • Levels of Digital Competencies • Sample Survey Questions • Some initial findings • The ‘Mindsets’ community • Time to discuss! Photo by Konstantina Martzoukou
  • 5. Digital Citizenship • Competent and positive engagement with digital technologies and data • Participating actively and responsibly • Being involved in process of lifelong learning Council of Europe Conceptual Model of Digital Citizenship
  • 6. A Digital Generation? Generational differences theory: “The theory that people born within an approximately 20-year time period share a common set of characteristics based on the historical experiences, economic and social conditions, technological advances, and other societal changes they have in common” Thomas C. Reeves and Eunjung Oh. Generational Differences. University of Georgia, Athens, Georgia. Available from https://pdfs.semanticscholar.org/6881/902a7f82d572abf1d3bc2a9bd94001288733.pdf
  • 8. Characteristics of Digital Natives Technology Infused Learning ■ Expect technology to be part of the learning environment. Flexible Learning Schedule ■ Prefer to learn in flexible and customized schedules: informal learning, unconstrained by time and space. Short Attention Span ■ Need for speed and an inability to tolerate a slow-paced learning environment. Immediate Feedback ■ Instant gratification: expect immediate feedback and “payoff” for effort Collaborative Learning ■ They have a preference for teamwork and connectivity to peers. Active Learning ■ Prefer active learning to reading and listening. Portable devices ■ They use portable devices for learning: smartphones, tablets Photo by Micaela Parente: https://unsplash.com/photos/lLVT8PSd_7E
  • 9. Our arguments ■ Argument 1. The different facets of digital literacy are not addressed holistically. ■ Argument 2. Transitions: Digital literacy is not taught as a life-long practice (e.g. in the continuum of students’ digital literacy journeys). ■ Argument 3. Digital generation misconception: more demand for students handling online digital tools. ■ Argument 4. Staff CPD: expectation that academic staff have already developed digital literacy. ■ Argument 5. Interested parties/ pockets of expertise may operate in silo.
  • 12. JISC Digital capabilities framework http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF
  • 13. DigComp: Digital Competence Framework 2.0 Information and data literacy Communication & Collaboration Digital Content creation Safety Problem solving DigComp https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
  • 14. Objectives To examine the direction of government and education-based digital competencies initiatives and policies in Ireland, Greece, and the UK, addressing students’ digital skills gaps. To assess students’ digital competences as they transition into the university context by means of developing a self-assessed digital competencies survey, which can be used as a tool for gauging baseline digital competencies. To explore the meaning and significance of developing digital competencies for education, everyday life, and work for students. To examine academic librarians’ role and contribution to the development of students’ digital competences as a synergistic endeavour, working with academics in partnership.. To share cross-institutional knowledge, expertise, practices for the teaching of digital competences at university level (e.g., via a summer school & common agenda for further collaborative research in this domain).
  • 15. Method ■ Policy review: how digital competencies are framed and discussed in different policy documents and in research studies (U.K., Ireland & Greece) ■ Survey of students’ digital competencies ■ Interviews with selected survey students and librarians in three institutions. Photo by Konstantina Martzoukou
  • 16. SurveyThemes ■ Everyday participation as digital citizen ■ ICT proficiency ■ ICT productivity ■ Information literacy skills ■ Digital creation skills ■ Digital research skills ■ Digital communication skills ■ Digital innovation ■ Digital learning and development ■ Digital identity management ■ Digital wellbeingPhoto by Konstantina Martzoukou
  • 17. Survey Response Options: Levels of Digital Competencies ■ Level 1: Novice The digital task is new to me. I am currently developing basic knowledge and skills in this area, but I need help either to complete or to learn how to complete this sort of task. ■ Level 2: Basic I have foundational knowledge in this area. I can perform simple digital tasks with help from others. ■ Level 3: Intermediate I have more than foundational knowledge, but I am not yet advanced in this area. I can usually complete complex digital tasks independently, although I sometimes need help from someone more advanced than I am. ■ Level 4: Advanced I have advanced knowledge in this area, though I am not an expert. I can perform complex digital tasks without assistance. I adapt easily to learning new knowledge and skills. Others sometimes ask me for help. ■ Level 5: Expert I have mastered the knowledge and skills for this area. I apply my knowledge and skills to create and redesign processes, tools, and/or technologies appropriately and effectively. As an expert in this area, I frequently show others how to complete these tasks.
  • 18. Digital Well Being Acting positively against cyberbullying and damaging online behaviours.
  • 19. Digital Well Being Recognising that digital information and media can cause distraction, overload, and stress, and disconnecting when necessary.
  • 20. Everyday Participation as Digital Citizen  e-democracy (e.g., accessing political processes, such as voting, online)  e-government (e.g., accessing and using government online services, such as legal and financial information)
  • 21. Everyday Participation as Digital Citizen  e-health (e.g., accessing and using health services online)  e-leisure (e.g., playing online games, socialising online)  e-learning (e.g., looking for new digital opportunities to grow as a person)
  • 22. Information Identification Contexts  Scholarly literature (e.g., publications written and vetted by subject experts)  Professional literature (e.g., company magazines and brochures, industry analyses and perspectives online)  Popular information (e.g., discussion on social media, personal views expressed online)
  • 23. Information Literacy  Finding digital information relevant to your academic studies, using informalWeb sources  Finding digital information relevant to your academic studies, using scholarly sources
  • 24. How did you acquire the digital skills needed to participate effectively in relation to the activities selected above? watching YouTube tutorials I grew up learning about computers and I've spent a good deal of time on the internet. I guess I have a lot of practice figuring things out for myself. Using information online, trial and error, learning from peers/friends They grew out of e-leisure activities onTwitter and Facebook, contacting like- minded people and having online spaces in which to meet, converse and organise Self-taught
  • 25. Learning from different contexts (more examples) everyday life, work, peer learning, technology-assisted learning • Through learning new skills during work and training at my work. • Using information online, trial and error, learning from peers/friends. • Education, practice, trial and error. • Investigation, research and trial and error. • I taught myself through every day use then gained further knowledge by helping other people with different needs. • Consistent use of internet since childhood. Learning from other internet users. • Learning from others (e.g. digital forums). • I would say mostly self-taught, with perhaps some occasional help or clarification from a friend. • Education and also learning as part of work. • Googling problems as I encounter them. • Google,YouTube. • Self taught using available help tools.
  • 26. Dr Konstantina Martzoukou Teaching Excellence Fellow School of Creative & Cultural Business Robert Gordon University, Scotland k.martzoukou@rgu.ac.uk Dr Crystal Fulton Associate Professor &Teaching Fellow School of Information & Communication Studies University College Dublin, Ireland crystal.fulton@ucd.ie Please DO contact us with questions or to get involved! Dr. Petros Kostagiolas Assistant Professor School of Information Science and Informatics Ionian University, Corfu, Greece, pkostagiolas@ionio.gr
  • 28. ‘Mindsets: Information, Digital & Media Literacy’ A new online community for critical discussions and creative collaboration relating to students' lifelong development of information, digital and media literacy. To join: https://mailchi.mp/bf15273eba8b/mindsets. ‘Mindsets’ is available via OneHE, a global network for educators who share a passion for learning and teaching in higher education: https://globalnetwork.onehe.org/
  • 29. References ■ Balog, K.P. and Siber, L. (2014), “Students of Law and E-Democracy”, Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century, 492, pp. 663-672, Available from: http://link.springer.com/chapter/10.1007%2F978-3-319-14136-7_69 ■ Bennett, S., Malton, K. Kervin, L. 2008. The ‘digital natives’ debate: A critical review of the evidence. Available from: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00793.x ■ Bertot, J.C., Sarin, L., & Jaeger, P. (6 Jan 2016). Re-envisioning the MLS:The future of librarian education. Public Libraries. Available from http://publiclibrariesonline.org/2016/01/re-envisioning-the-mls-the-future-of-librarian-education/ ■ CarreteroGomez, S.,Vuorikari, R., & Punie,Y. (2017). DigComp 2.1:The digital competence framework for citizens with eight proficiency levels and examples of use. European Commission, EU Science Hub. ■ IFLA International Federation of LibraryAssociations. (18 August 2017). IFLA statement on digital literacy. Available from https://www.ifla.org/publications/node/11586 ■ Jones, C. and Shao, B. 2011. The net generation and digital natives: implications for higher education. Higher EducationAcademy,York. ■ Karnad,A. 2013. Embedding digital and information literacy into undergraduate teaching.Centre for LearningTechnology (CLT), London, UK. Available from http://eprints.lse.ac.uk/51221/ ■ Kirschner, P.A and De Bruyckere, P. 2017.The myths of the digital native and the multitasker. Teaching andTeacher Education, 67, pp. 135-142 ■ Martzoukou, K. & Sayyad, E. 2017.Towards an everyday life information literacy mind-set: a review of literature. Journal of Documentation, 73(4), pp.634-665 ■ Spante, M. , Hashemi, S.S. Lundin, M., Algers,A.Wang, S. 2018. Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), pp. Available from https://www.tandfonline.com/doi/full/10.1080/2331186X.2018.1519143