scholarly journals Building institutional capacities for students as partners in the design of COVID classrooms

2021 ◽  
Vol 5 (2) ◽  
pp. 111-122
Author(s):  
Jessica Riddell ◽  
Georges-Philippe Gadoury-Sansfaçon ◽  
Scott Stoddard
Keyword(s):  
Online Learning ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Learning Design ◽  
Management Skills ◽  
Developmental Assessment ◽  
Post Secondary ◽  
Social And Emotional ◽  
Faculty Mentorship

The COVID-19 pandemic in 2020 posed several challenges to post-secondary institutions, including the move to online learning in a short amount of time. In June 2020, Bishop’s University hired 23 students as online learning and technology consultants (OLTCs) to help faculty prepare for Fall 2020. They underwent training about Students-as-Partners literature, empathetic design, pandemic pedagogy, high-impact practices, and authentic learning design. After their training—which included online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020. In this case study, we deploy SaP literature to solve pedagogical challenges posed by the pandemic, analyze the data collected in the program’s developmental assessment, and share the program’s impact on students, faculty, and the institution more broadly. This program is a key intervention in building institutional capacities for SaP work in a post-COVID higher education context. The outcomes of this case study demonstrate that working with students as partners in the design of COVID classrooms increases students’ social and emotional intelligence, technical and digital literacy skills, critical thinking, project management skills, and other significant learning gains.

scholarly journals Digital Platform's: Investigations in the Application of Music Practice Learning

2021 ◽  
Vol 2 (6) ◽  
pp. 882-889
Author(s):  
Dani Nur Saputra
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Case Study Approach ◽  
Digital Platforms ◽  
Music Practice ◽  
Study Approach ◽  
Music Ensemble ◽  
The Many ◽  
Learning Data

One of the competencies that must be possessed in the 21st century is digital literacy skills. This ability must be possessed by every student and lecturer in integrating digital platforms into learning, especially in the current pandemic era. This study aims to investigate the effectiveness of a digital platform in its application to practical courses. Researchers use google classroom as a sample of the many types of digital platforms. This type of research is descriptive qualitative using a case study approach. The object of this research were 26 active students who took music ensemble courses, while the variable being investigated was the use of google classroom in learning. Data collection was carried out by means of questionnaires, observations, and interviews. The results show that digital platforms can be used as an alternative solution to carry out online learning in the midst of a pandemic. However, it is not optimal for the music ensemble course because of several factors, including the location of the student's residence which is difficult to get a signal, material that students find difficult, the availability of their own musical instruments, and the student's ability to play music.

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

scholarly journals Implementasi Literasi Digital Guru SD Melalui Pendampingan Pembuatan Digital Material (Sway)

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Kuncahyono Kuncahyono ◽  
Maharani Putri Kumalasani
Keyword(s):  
Online Learning ◽  
Digital Literacy ◽  
Online Teaching ◽  
Research Method ◽  
Literacy Skills ◽  
Teacher Competencies ◽  
Participatory Action ◽  
Teaching Materials ◽  
Post Test ◽  
Digital Material

The purpose of this service is to assist partners in improving digital literacy skills and teacher competencies at SDN Juwet 2 Kab. Kediri is one of the efforts to implement digital-based learning that can be used as online learning teaching materials. This research method uses a participatory action research (PAR) approach. The method of this activity is carried out based on research by 1) conducting socialization and workshops on digital material and digital literacy, 2) compiling digital material (sway) based on the internet, 3) implementing digital material products (sway) in online learning. The results of this research-based activity produce digital material (sway) products that can be used as online teaching materials. Second, the results of the pre-test and post-test show that the digital literacy skills of teachers have increased. The final result shows that the final product of making digital material is a digital material product (sway) which can be used as teaching material implemented in the online learning process with students

Navigating 21st Century Multimodal Textual Environments

2017 ◽  
pp. 1131-1151
Author(s):  
Muriel Wells ◽  
Damien Lyons
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Contextual Understanding ◽  
The World ◽  
Constant State ◽  
Technological World

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

scholarly journals Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons

2021 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Bahar Doğan Kahtali ◽  
Gülşah Gençer
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Structured Interview ◽  
Literacy Skills ◽  
Detailed Knowledge ◽  
Effective Learning ◽  
Purposeful Sampling ◽  
Basic Language

With some innovations brought by the age of technology and science, storytelling has also gained different dimensions. Digital storytelling has emerged with the addition of elements such as sound, video, image, effect and music to traditional storytelling and sharing these stories on digital media. In this study, it was aimed to determine the views of Turkish teachers about using digital storytelling in Turkish lessons. Case study, one of the qualitative research methods, was used in the study. The participants of the study consisted of 20 Turkish teachers who were determined through easily accessible situation sampling, one of purposeful sampling methods. The “Semi-Structured Interview Form” developed by the researchers was used to determine the teachers’ views on using digital storytelling in their lessons. Teachers’ views were analyzed through content analysis. As a result of the research, it was seen that most of the teachers did not have detailed knowledge about digital storytelling. It was determined that the digital literacy skills of teachers were not at the desired level. Teachers stated that they consider digital storytelling as a suitable teaching tool to be used in Turkish lessons, digital storytelling is an effective learning tool and that can support the development of the four basic language skills, especially listening and writing skills.

Research Methodological Issues with Researching the Learner Voice

2009 ◽  
pp. 669-682 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Learning Environment ◽  
Digital Literacy ◽  
Online Survey ◽  
Literacy Skills ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Methodological Issues ◽  
The Uk ◽  
Enhanced Learning

This chapter provides a summary of current research exploring students’ use of technologies. It focuses in particular on a case study carried out in the UK, which explored the use of technologies by students in four different disciplines. The case study included an online survey, audio logs and interviews. The findings suggest that students are now immersed in a technology-enhanced learning environment and use technologies extensively to support their learning activities. It points to changing digital literacy skills and has profound implications for educational institutions in terms of how courses are designed and delivered and in how students are supported in their learning.

scholarly journals Teaching digital literacy skills to the elderly using a social network with linear navigation: A case study in a rural area

2018 ◽  
Vol 118 ◽  
pp. 24-37 ◽  
Author(s):  
Diana Castilla ◽  
Cristina Botella ◽  
Ignacio Miralles ◽  
Juana Bretón-López ◽  
Andrea Maria Dragomir-Davis ◽  
...  
Keyword(s):  
Social Network ◽  
Rural Area ◽  
Digital Literacy ◽  
The Elderly ◽  
Literacy Skills

scholarly journals Intersecting Flows of Language and Literacy: A Case Study of One Transnational Youth in the Cloud and in the Classroom

LETRAS ◽  
2012 ◽  
pp. 179-192
Author(s):  
Elizabeth Dillard-Paltrineri
Keyword(s):  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Virtual Spaces ◽  
Alfabetización Digital ◽  
Estudio De Caso

What youth do online is often dismissed as solely social and superficial a waste of time and certainly not academic. Many transnational youth use sophisticated, multimodal, and multilingual literacy skills to navigate these physical and virtual spaces. Calling on concepts of flows and scapes, as well as sociocultural notions of mediation, this case study investigates the digital literacy practices of transnational youth. A description is provided of see how these practices flow between (and simultaneously mediate further participation in) official and unofficial spaces of learning. Las actividades en línea de los jóvenes se consideran pasatiempos, y no actividades académicas. Muchos jóvenes transnacionales navegan los espacios físicos y virtuales usando destrezas de alfabetización complejas, multimodales y multilingües. Mediante los conceptos de flujos y scapes, mediación y teorías socioculturales, este estudio de caso investiga las prácticas de alfabetización digital de jóvenes transnacionales. Describe las formas en que éstas destrezas fluyen (y, simultáneamente, median más participación) entre espacios de aprendizaje oficiales y no oficiales.

scholarly journals Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum

10.28945/4192 ◽  
2019 ◽  
Keyword(s):  
Digital Literacy ◽  
Technology Use ◽  
Literacy Skills ◽  
Systematic Evaluation ◽  
Future Research ◽  
Literacy Teaching ◽  
Program Of Study ◽  
Health Related ◽  
Definition Of

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

scholarly journals Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum

10.28945/4285 ◽  
2019 ◽  
Vol 16 ◽  
pp. 033-049
Author(s):  
Jo Coldwell-Neilson ◽  
James A Armitage ◽  
Ryan J Wood-Bradley ◽  
Blair Kelly ◽  
Alex Gentle
Keyword(s):  
Digital Literacy ◽  
Technology Use ◽  
Literacy Skills ◽  
Systematic Evaluation ◽  
Future Research ◽  
Literacy Teaching ◽  
Program Of Study ◽  
Health Related ◽  
Definition Of

Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

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