cascade poster.pdf 1 26/09/2011 12:06:01
dŚĞ džĞƚĞƌ ^ WƌŽũĞĐƚ ǁŝůů ƐƵƉƉŽƌƚ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ƐƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī through a focus on the use of digital technologies in research and research-like learning. The project builds on the University of Exeter’s strengths in research-led teaching and in involving students as 'change agents' in design and delivery of the curriculum. džĞƚĞƌ ĂůƌĞĂĚLJ ŚĂƐ ƐŽŵĞ ĞdžƉĞƌŝĞŶĐĞ ŽĨ ĞŶŐĂŐŝŶŐ WŽƐƚŐƌĂĚƵĂƚĞ ZĞƐĞĂƌĐŚ ^ƚƵĚĞŶƚƐ ;W'ZƐͿ ƚŽ ĐĂƐĐĂĚĞ ƐŬŝůůƐ ĂŶĚ͕ ĨŽůůŽǁŝŶŐ Ă ĐĂƌĞĨƵů ĂƵĚŝƚ ŽĨ ĐƵƌƌĞŶƚ ƉƌĂĐƟĐĞƐ͕ ƚŚŝƐ ĂƉƉƌŽĂĐŚ ǁŝůů ďĞ ƌĞĮŶĞĚ ĨŽƌ ƚŚĞ ƐƉĞĐŝĮĐ ĐĂƐĐĂĚĞ ŽĨ ĚŝŐŝƚĂů ůŝƚĞƌĂĐŝĞƐ͘ W'ZƐ ŚĂǀĞ ďĞĞŶ ĐŚŽƐĞŶ ĂƐ Ă ŐƌŽƵƉ ůŝŬĞůLJ ƚŽ ŚĂǀĞ Ă ƐƵďƐƚĂŶƟĂů ŝŵƉĂĐƚ Ăƚ džĞƚĞƌ͕ ƚŚƌŽƵŐŚ ƚŚĞŝƌ ŝŶŇƵĞŶĐĞ ĂƐ ĞĂƌůLJ ĐĂƌĞĞƌ ƌĞƐĞĂƌĐŚĞƌƐ ŽŶ ƉĞĞƌƐ͕ ƐƵƉĞƌǀŝƐŽƌƐ ĂŶĚ ĂĐĂĚĞŵŝĐ colleagues, and through their role as Graduate Teaching Assistants and research mentors to ƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƐ͘ KƉƉŽƌƚƵŶŝƟĞƐ ƚŽ ĞŵďĞĚ Ă ĚŝŐŝƚĂů ůŝƚĞƌĂĐŝĞƐ ĂŐĞŶĚĂ ŝŶƚŽ ŽƚŚĞƌ ŝŶŝƟĂƟǀĞƐ ǁŝůů ĂůƐŽ ďĞ ĞdžƉůŽƌĞĚ͘ ƵƚŚĞŶƟĐ ƌĞƐĞĂƌĐŚͲůŝŬĞ ĂĐƟǀŝƟĞƐ ǁŝůů ďĞ ĚĞǀĞůŽƉĞĚ ĨŽƌ ƉŝůŽƟŶŐ ŝŶ ƵŶĚĞƌŐƌĂĚƵĂƚĞ ŵŽĚƵůĞƐ ĂĐƌŽƐƐ ŽƵƌ ĮǀĞ ŽůůĞŐĞƐ͕ ďŽƚŚ ŝŶ ĂƌĞĂƐ ƚŚĂƚ ŚĂǀĞ Ă ƚƌĂĐŬ ƌĞĐŽƌĚ ŽĨ ŝŶŶŽǀĂƟǀĞ ƉƌĂĐƟĐĞ ĂŶĚ ŝŶ ĂƌĞĂƐ ǁŚĞƌĞ ƐƉĞĐŝĮĐ ůĞĂƌŶŝŶŐ ĐŚĂůůĞŶŐĞƐ ŚĂǀĞ ďĞĞŶ ŝĚĞŶƟĮĞĚ͘ ƉƵƌƉŽƐĞͲĚĞƐŝŐŶĞĚ džĞƚĞƌ ŝŐŝƚĂů >ŝƚĞƌĂĐLJ &ƌĂŵĞǁŽƌŬ ǁŝůů ƵŶĚĞƌƉŝŶ ƚŚĞ ƉƌŽũĞĐƚ͕ ĂŶĚ ĞŶĂďůĞ ƌĞĮŶŝŶŐ ŽĨ ĂƉƉƌŽĂĐŚĞƐ͘ dŚĞ hŶŝǀĞƌƐŝƚLJ ǁŝůů ƵƐĞ ƚŚĞ ŽƵƚĐŽŵĞƐ ŽĨ ƚŚŝƐ ƉƌŽũĞĐƚ ƚŽ ĚĞǀĞůŽƉ ŝŶƐƟƚƵƟŽŶͲǁŝĚĞ ŵŽĚĞůƐ ĨŽƌ ƐƚƵĚĞŶƚ ƐŬŝůůƐ ĂŶĚ ŐƌĂĚƵĂƚĞ ĞŵƉůŽLJĂďŝůŝƚLJ͕ ǁŝƚŚ ĚŝŐŝƚĂů ůŝƚĞƌĂĐLJ ĂƐ Ă ĐŽƌŶĞƌƐƚŽŶĞ͘
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M
^ĞǀĞƌĂů ŽƌŐĂŶŝƐĂƟŽŶƐ ŚĂǀĞ ĂŐƌĞĞĚ ƚŽ ǁŽƌŬ ǁŝƚŚ ƵƐ ŝŶ ƉŝůŽƟŶŐ ĂŶĚ ĚŝƐƐĞŵŝŶĂƟŶŐ ŽƵƚĐŽŵĞƐ ŝŶĐůƵĚŝŶŐ ƚŚĞ ĐŽŶŽŵŝĐ ĂŶĚ ^ŽĐŝĂů ZĞƐĞĂƌĐŚ ŽƵŶĐŝů ; ^Z Ϳ ^t ŽĐƚŽƌĂů dƌĂŝŶŝŶŐ ĞŶƚƌĞ Ăƚ džĞƚĞƌ͕ ƌŝƐƚŽů ĂŶĚ ĂƚŚ hŶŝǀĞƌƐŝƟĞƐ͕ sŝƚĂĞ ĂŶĚ > ŝŶ, ͘
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CM
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CMY
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Developing people
THE POSTGRADUATE RESEARCH STUDENT
REVERSING ROLES
dŚĞ ĂƐĐĂĚĞ ƉƌŽũĞĐƚ ǁŝůů ǁŽƌŬ ŝŶƚĞŶƐŝǀĞůLJ ǁŝƚŚ Ăƚ ůĞĂƐƚ Ɛŝdž ƉŽƐƚŐƌĂĚƵĂƚĞ ƌĞƐĞĂƌĐŚĞƌƐ ĨƌŽŵ ĚŝǀĞƌƐĞ ƐƵďũĞĐƚ ĂƌĞĂƐ͕ ĂŶĚ ŵŽƌĞ ďƌŽĂĚůLJ ǁŝƚŚ ƌĞƐĞĂƌĐŚĞƌƐ͕ ŶĞǁ ƚĞĂĐŚĞƌƐ ĂŶĚ ĞƐƚĂďůŝƐŚĞĚ ƚĞĂĐŚŝŶŐ ƐƚĂī͕ ƚŽ ĚĞǀĞůŽƉ ƚŚĞŝƌ ƐĐŚŽůĂƌůLJ ƵƐĞ ŽĨ ĚŝŐŝƚĂů ƚĞĐŚŶŽůŽŐŝĞƐ͘ WĞƌƐŽŶĂů ůĞĂƌŶŝŶŐ ũŽƵƌŶĞLJƐ ǁŝůů ďĞ ƌĞĐŽƌĚĞĚ͕ ĂŶĚ ĐĂƐĞ ƐƚƵĚLJ ĚĂƚĂ ĂŶĂůLJƐĞĚ ĨŽƌ ĐƌŝƟĐĂů ŝŶĐŝĚĞŶƚƐ ĂŶĚ ƐƚĞƉ ĐŚĂŶŐĞƐ ŝŶ ĂǁĂƌĞŶĞƐƐ ĂŶĚ ƉƌĂĐƟĐĞ͘
DEVELOPMENT THROUGH ENGAGING WITH STAFF PROGRAMMES
DEVELOPMENT THROUGH WORKING WITH STUDENTS
Advanced competence
Data bases
Wikis
Mind maps
MASTERS PROGRAMME
Blogs Working with others
Power Point
Communication and dissemination
Mobile technologies
Engagement and impact
Knowledge base
Integration
Learners integrate technology-based practices fluently as an aspect of their developing identity.
Cognitive abilities
3 e-journals
ĞǀĞůŽƉŝŶŐ ŬŶŽǁͲŚŽǁ
ASPIRE Data sharing
As our understanding of the Exeter context grows through rigorous audit and ĚĞǀĞůŽƉŵĞŶƚ͕ ǁĞ ǁŝůů ďĞ ǁĞůů ƉůĂĐĞĚ ƚŽ ŝŶŇƵĞŶĐĞ ĨƵƚƵƌĞ ĞǀŝĚĞŶĐĞͲďĂƐĞĚ ƐƚƌĂƚĞŐLJ͘ tĞ ǁŝůů ƉƌŽĚƵĐĞ ƚĂŝůŽƌĞĚ ǁŽƌŬƐŚŽƉƐ͕ ĚĞǀĞůŽƉŵĞŶƚ ŵĂƚĞƌŝĂůƐ ĂŶĚ ůĞĂƌŶŝŶŐ ƌĞƐŽƵƌĐĞƐ ƚŽ ŵĞĞƚ ŝĚĞŶƟĮĞĚ ŶĞĞĚƐ͕ ĂŶĚ ĞdžƉůŽƌĞ ŚŽǁ ďĞƐƚ džĞƚĞƌ ĐĂŶ ĞdžƉůŽŝƚ ŝƚƐ ŶĞǁ ďƵŝůĚŝŶŐƐ ĂŶĚ ŝŶĨƌĂƐƚƌƵĐƚƵƌĞ ĨŽƌ ϮϭƐƚ ĐĞŶƚƵƌLJ ůĞĂƌŶŝŶŐ ĞdžƉĞƌŝĞŶĐĞƐ͘ ůů ŵĂƚĞƌŝĂůƐ ĂŶĚ ƌĞƐĞĂƌĐŚ ŽƵƚƉƵƚƐ ǁŝůů ďĞ ŽƉĞŶůLJ ĂǀĂŝůĂďůĞ ƚŽ ŽƚŚĞƌ ƉƌŽũĞĐƚƐ͘
Spread sheets
Professional conduct Research management Finance, funding and resources
Text collation & TEI editing tools
Creativity Image annotation
1 Practices in context Learners make informed choices about how to use technologies to meet their own goals, and in response to organisational and situational contexts.
CREATING A TEXT BOOK
2
Personal qualities
Visualisation
Self management Professional / career
e-portfolios GRAND CHALLENGES
Development of Skills
YOUTEACH Digital repositories
LTHE
4
BEING A RESEARCHER
Social networks
Learners develop generic technical information, communication, learning and organisational skills. They become increasingly confident and independent in selecting and using tools.
Access to technologies Learners gain access to the technologies, resources and support they need. They overcome issues of ownership, mobility, accessibility and time.
RESEARCH READY?
MEET YOUR PROFESSOR
Beginning competence
Developing the curriculum
At the heart of the Exeter Digital Literacy Framework is the pyramid model of digital literacy development ; ĞĞƚŚĂŵ ĂŶĚ ^ŚĂƌƉĞ ϮϬϬϵͿ͕ ŝůůƵƐƚƌĂƟŶŐ ŚŽǁ ƐƚƵĚĞŶƚƐ ĚĞǀĞůŽƉ ĞīĞĐƟǀĞ ƐƚƵĚLJ ĂŶĚ ƌĞƐĞĂƌĐŚ ƉƌĂĐƟĐĞƐ ŽŶ Ă ďĂƐĞ ŽĨ ŐŽŽĚ ĨƵŶĐƟŽŶĂů ĂĐĐĞƐƐ ƚŽ ƚĞĐŚŶŽůŽŐLJ͕ ĂŶĚ ďLJ ƉĂƌƟĐŝƉĂƟŶŐ ŝŶ ĂƵƚŚĞŶƟĐ͕ ƐŝƚƵĂƚĞĚ ƉƌĂĐƟĐĞƐ ŽĨ ƚŚĞŝƌ ĚŝƐĐŝƉůŝŶĞ͘ ƚ ƚŚĞ ŚŝŐŚĞƐƚ ůĞǀĞů ŽĨ ĐĂƉĂďŝůŝƚLJ͕ ĚŝŐŝƚĂů ůŝƚĞƌĂĐLJ ŝƐ ĂŶ ĂƐƉĞĐƚ ŽĨ ƉĞƌƐŽŶĂů͕ ƉƌŽĨĞƐƐŝŽŶĂů ĂŶĚ ĂĐĂĚĞŵŝĐ ŝĚĞŶƟƚLJ͘
ĐƌŽƐƐ ƚŚĞ ĮǀĞ ŽůůĞŐĞƐ ŽĨ ƚŚĞ hŶŝǀĞƌƐŝƚLJ͕ ĞdžĂŵƉůĞƐ ŽĨ ŐŽŽĚ ƉƌĂĐƟĐĞ ŝŶ ĚŝŐŝƚĂů ůŝƚĞƌĂĐLJ ĚĞǀĞůŽƉŵĞŶƚ ǁŝůů ďĞ ƐŚŽǁĐĂƐĞĚ͕ ĂůŽŶŐ ǁŝƚŚ ĂƌĞĂƐ ǁŚĞƌĞ ĚŝŐŝƚĂů ƚĞĐŚŶŽůŽŐŝĞƐ ŚĂǀĞ ƚŚĞ ƉŽƚĞŶƟĂů ƚŽ ŵĞĞƚ ůĞĂƌŶŝŶŐ ĂŶĚ ƌĞƐĞĂƌĐŚ ĐŚĂůůĞŶŐĞƐ͘ KƚŚĞƌ ĐƵƌƌŝĐƵůƵŵ ŝŶŝƟĂƟǀĞƐ ĂƌŽƵŶĚ ƌĞƐĞĂƌĐŚͲƌŝĐŚ ƚĞĂĐŚŝŶŐ ǁŝůů ďĞ ŝŶĨƵƐĞĚ ǁŝƚŚ ĚŝŐŝƚĂů ƚĞĐŚŶŽůŽŐŝĞƐ ǁŚĞƌĞ ĂƉƉƌŽƉƌŝĂƚĞ͘ dŚĞ ĨŽĐƵƐ ƚŚƌŽƵŐŚŽƵƚ ǁŝůů ďĞ ŽŶ ĚĞƐŝŐŶŝŶŐ ĂƵƚŚĞŶƟĐ͕ ƐĐŚŽůĂƌůLJ ĂĐƟǀŝƟĞƐ ǁŝƚŚ Ă ƌĂŶŐĞ ŽĨ ĐĂƐĞ ƐƚƵĚŝĞƐ ĐƌĞĂƚĞĚ ƚŽ ŝůůƵƐƚƌĂƚĞ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĚŝŐŝƚĂů ĐĂƉĂďŝůŝƚLJ ŝŶ ĚŝǀĞƌƐĞ ƐƵďũĞĐƚ ĂƌĞĂƐ ĂŶĚ ǁŝƚŚ ĚŝǀĞƌƐĞ ĐŽŚŽƌƚƐ͘
dŚĞ ŝŶŶĞƌ ĐŝƌĐůĞ ŝƐ ďĂƐĞĚ ŽŶ ƚŚĞ s/d ZĞƐĞĂƌĐŚĞƌ ĞǀĞůŽƉŵĞŶƚ &ƌĂŵĞǁŽƌŬ ǁŚŝĐŚ ĚĞƐĐƌŝďĞƐ ͛ƚŚĞ ŬŶŽǁůĞĚŐĞ͕ ďĞŚĂǀŝŽƵƌƐ ĂŶĚ ĂƫƚƵĚĞƐ͛ ŽĨ ƌĞƐĞĂƌĐŚĞƌƐ͘ dŚĞ ŵŝĚĚůĞ ĐŝƌĐůĞ ƌĞƉƌĞƐĞŶƚƐ Ă ŶƵŵďĞƌ ŽĨ ƚĞĐŚŶŽůŽŐŝĞƐ ƚŚĂƚ ŵĂLJ ĐŽŶƚƌŝďƵƚĞ ƚŽ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĚŝŐŝƚĂů ůŝƚĞƌĂĐŝĞƐ ŝŶ ƌĞƐĞĂƌĐŚ ĐŽŶƚĞdžƚƐ͘ dŚĞ ŽƵƚĞƌ ĐŝƌĐůĞ ƌĞƉƌĞƐĞŶƚƐ ƚǁŽ ĐŽŵƉůĞŵĞŶƚĂƌLJ ĚŝƌĞĐƟŽŶƐ ŽĨ ƚƌĂǀĞů ĨŽƌ ƚŚĞ ƉŽƐƚŐƌĂĚƵĂƚĞ ƌĞƐĞĂƌĐŚĞƌ͗ ͻ ĞǀĞůŽƉŵĞŶƚ ƚŚƌŽƵŐŚ ĞŶŐĂŐŝŶŐ ǁŝƚŚ ƐƚĂī ͻ ĞǀĞůŽƉŵĞŶƚ ƚŚƌŽƵŐŚ ǁŽƌŬŝŶŐ ǁŝƚŚ ƐƚƵĚĞŶƚƐ A further dimension of the Framework, reversing roles͕ ŚŝŐŚůŝŐŚƚƐ ƚŚĂƚ W'Z ƐƚƵĚĞŶƚƐ ĂƌĞ ŽŌĞŶ ǁĞůůͲƉŽƐŝƟŽŶĞĚ ƚŽ ƚĞĂĐŚ ĂŶĚ ƐƵƉƉŽƌƚ ŐƌŽǁƚŚ ĂŵŽŶŐƐƚ ĂĐĂĚĞŵŝĐ ƐƚĂī͘
&ƵƌƚŚĞƌ /ŶĨŽƌŵĂƟŽŶ hŶŝǀĞƌƐŝƚLJ ŽĨ džĞƚĞƌ ĚƵĐĂƟŽŶ ŶŚĂŶĐĞŵĞŶƚ hŶŝƚ >ĂǀĞƌ ƵŝůĚŝŶŐ ŵĂŝů͗ Ğ͘ũ͘ĚƵŶŶĞΛĞdžĞƚĞƌ͘ĂĐ͘ƵŬ EŽƌƚŚ WĂƌŬ ZŽĂĚ džĞƚĞƌ yϰ ϰY WŚŽŶĞ͗ нϰϰ ;ϬͿ ϭϯϵϮ ϳϮϰϱϭϬ Ś͘ďĞĞƚŚĂŵΛĞdžĞƚĞƌ͘ĂĐ͘ƵŬ tĞď͗ ŚƩƉ͗ͬͬǁǁǁ͘ĞdžĞƚĞƌ͘ĂĐ͘ƵŬͬĐĂƐĐĂĚĞ ůŽŐ͗ ŚƩƉ͗ͬͬďůŽŐƐ͘ĞdžĞƚĞƌ͘ĂĐ͘ƵŬͬĐĂƐĐĂĚĞ Ě͘ũ͘Ă͘ƉŽƩĞƌΛĞdžĞƚĞƌ͘ĂĐ͘ƵŬ