Excelling in the enabling space

Morgan, Rhian (2018) Excelling in the enabling space. In: Queensland University Educators Showcase (QUES). From: Queensland University Educators Showcase (QUES) 2018, 27-28 September 2018, University of the Sunshine Coast. (Unpublished)

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Abstract

CS1022: Learning in a Digital Environment is a core subject, within James Cook University’s (JCU) Diploma of Higher Education (DHE). The DHE is a one year, open access, enabling program that attracts a diverse array of students from highly variable educational backgrounds. The DHE serves as a pathway into a variety of bachelors courses and students require a broad range of technology skills in order to succeed within their disciplines. CS1022 supports students in the development of the digital literacies required for success at university through explicit instruction, authentic assessment, and a flexible research-informed curriculum. The diverse student cohort’s characteristic of enabling spaces results in variable levels of digital literacy in the classroom. In CS1022, inclusive teaching practices and principles of intentional design work in tandem to mediate incoming students’ diverse levels of preparedness. This showcase demonstrates how JCU has responded to the challenges of digital literacy instruction in an open access enabling space through explication of the research methods, monitoring processes, and reflective design practices utlised in the CS1022 curriculum. The curriculum engages the Jisc (2017) digital literacies framework as an organizing device for the delivery of content on ICT proficiency, information, data and media literacies, and digital identity management. Following an initial roll-out of the subject in 2015, it became apparent that further investigation into the technological practices of students was necessary in order to inform the development of effective subject resources. The 2014 iteration of the Educause Students and IT survey (Dahlstrom & Bichsel, 2014) was subsequently selected as the analytic basis for an investigation of the digital practices of DHE students. Qualitative and quantitative survey findings, in conjunction with assessment outcomes, student feedback, and engagement analytics have since informed a series of curriculum refinements. These refinements include the integration of a diagnostic tool, flexible assessment options, career development learning, and the development of a simulated assessment task that utilises an adaptive eLearning platform to provide personalised formative feedback. The success of these approaches is evidenced in student satisfaction ratings that consistently exceed 90% and more broadly in the DHE’s sector leading student achievement data.

Item ID: 64392
Item Type: Conference Item (Abstract / Summary)
Date Deposited: 18 Sep 2020 04:11
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 30%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 40%
93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 30%
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