Browsing by Author "Brown, Cheryl"

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    Open Access
    Commonwealth Digital Education Leadership Training in Action: An Evaluation
    (2019-12) Brown, Cheryl
    The aim of C-DELTA was to develop participants’ digital literacy, knowledge of digital education and ability to lead and implement digital education initiatives in their various contexts. To achieve this, and its overall goal of assisting people to become lifelong learners, the programme needed to be accessible and applicable to a diverse group of participants across the Commonwealth. // This report presents an evaluation of C-DELTA conducted in June and July 2019 that included a desktop review, and a review of and reflection on implementation programmes, participant platform data and experiences. The evaluation foregrounds a number of positive outcomes, including (i) the unique open licence (CC BY-SA) nature of the course, making it available for anyone to join free of cost, (ii) dispersion of the course materials beyond the source platform, (iii) implementation in seven countries through different partners with different degrees of impact, (iv) case studies of success stories from two countries, (v) measurable improvement in digital education skills and (vi) a measure to index countries with different levels of digital education skills. Recommendations include a range of suggestions for expansion, such as establishing a C-DELTA community of practice, offering the course as a MOOC, simplifying and translating assessment items and expanding interactive elements through OER adaption.
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    Open Access
    Curriculum for Digital Education Leadership: A Concept Paper
    (2016-11) Brown, Cheryl; Czerniewicz, Laura; Huang, Cheng-Wen; Mayisela, Tabisa
    The Commonwealth Digital Education Leadership Training in Action (C-DELTA) is a long-term programme of COL to promote a digital education environment in Commonwealth Member Nations. This concept paper proposes a holistic approach to conceptualising digital education leadership. The C-DELTA programme will provide a framework for fostering digital learning, and will develop skilled citizens for lifelong learning.
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    Open Access
    Implementing a Practice-Based Approach to Digital Literacy at a South African University
    (2019-09) Mayisela, Tabisa; Hodgkinson-Williams, Cheryl; Brown, Cheryl
    This paper contributes to the conceptualisation of digital literacy as a social practice, which is informed by the New Literacies Studies’ theoretical approach. The ideological approach adopted in this paper holds that literacy is about being able to participate in social practices and thus , a student who is capable of carrying out his/her disciplinary digital literacies is considered as being digitally literate. In other words, the higher education academic disciplines serve as contexts that determine the digital l iteracies - the discipline - specific digitally - mediated practices. The digital literacies conceptualisation informed the adaptation of Ng’s (2015) digital literacy framework to a digital literacy practices framework comprising the technical, cognitive and social - emotional dimensions. Using this framework, the study explored the digital literacy practices of a purposive sample of first year students from two extended degree programmes. One hundred and three students from the two disciplines (39 from Commerce and 64 from Humanities) completed the questionnaire. The data was analysed using Excel , and a Chi Square test was run to determine possible correlations between variables , where necessary . This paper thus interrogates findings from th e questionnaire data which reveal that the discipline - specific learning and assessment activities instantiated students’ digital literacy practices in the three dimensions. The paper discusses how these practices differ and/or overlap across the tw o disciplines. These findings suggest that integrating digital literacies into the course curricula by means of learning and assessment activities supports students in: (1) becoming digitally literate with respect to their respective disciplines ; and (2) a cquiring digital literacy practices deemed fit for learning and potential employability.// Paper ID 233
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    Implementing Commonwealth Digital Education Leadership Training in Action (C-DELTA) with Pre-service Teachers (PSTs) in New Zealand
    (2019-09) Lim, Joanna; Brown, Cheryl
    The proliferation of digital technologies (DT) has altered the landscape of education. With DT redefining traditional structures of information and knowledge dissemination, the challenge within the educational sector is to be sufficiently informed about practical and realistic ways that DT can be used to enhance the teaching and learning process. In this paper, we will explain how two university teacher educators (TE) implemented digital literacy (DL) courses with the intent of promoting digital education leadership (DEL) (Brown, Czerniewicz, Huang, and Mayisela, 2016). We define DEL as taking a leaderly stance towards digital education (DE) and advocate for individual as well as shared responsibility for digital practices. Through the notion of DEL, we are exploring the attitudinal influences of being knowledgeable, open-minded, critical, and ethical in the digital world. Our work allows us to expand ongoing discourse around DL and DE with the intention of promoting digital inclusion, equity and wellbeing.// Paper ID 103
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    Using Open Source Technologies to Design Courses for Student-Student Interaction and Building Elearning Skills
    (2019-09) Dubien, Danielle; Brown, Cheryl; Davis, Niki; Kamp, Annelies
    According to UNESCO, demand for higher education increases globally by approximately 1% annually (Marginson, 2016). The Open Education Resource universitas (OERu) is responding to this demand. The OERu is a network of international tertiary institutions collaborating to provide accredited education to students everywhere. The OERu uses open source social networking technologies in courses produced as OER while implementing open educational practices (OEP). This paper describes the OERu’s role in open education, and the OERu’s specific OEP of its open source technologist developing a sustainable and affordable Next Generation Digital Learning Environment (NGDLE). The NGDLE is used in a micro-course entitled “Learning in a digital age” delivered by the OERu. This paper also examines the concept of NGDLE and the tools of the OERu’s NGDLE. Practical approaches for using online social networking tools will be discussed. // Paper ID 228