Mind the gap: staff empowerment through digital literacy

Book chapter


Westerman, S. and Barry, W. 2009. Mind the gap: staff empowerment through digital literacy. in: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M. (ed.) Transforming Higher Education Through Technology Enhanced Learning York The Higher Education Academy. pp. 122-132
AuthorsWesterman, S. and Barry, W.
EditorsMayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M.
Abstract

In this chapter Susan Westerman and Wayne Barry provide an account of the DEBUT (Digital Experience Building in University Teaching) project. This staff development programme was created and piloted by Canterbury Christ Church University as part of the Pathfinder Programme, and subsequently embedded as an integral element of the support for technology-enhanced learning within the institution. The aim of DEBUT was to evaluate whether a situated, contextualised approach to staff development, grounded in the concepts of literacy, could be successful in raising the overall confidence of a group of academic staff in using and exploiting digital tools.

This chapter offers an overview of the institutional factors that led to the development of a new approach to staff development in the use of technology. These factors will be discussed in the wider context of the sector, as we believe that in common with other institutions, many of our staff lack the confidence to exploit digital technologies, and we need to reappraise how we develop their confidence and the institution’s capacity to enhance learning through technology. Equally, all institutions are affected by the extent and pace of the digital revolution, how younger students are using digital tools and the ambitions of the UK Government for a "digital
Britain" (Department of Culture, Media and Sports, 2009).

The chapter will then provide an overview of the DEBUT methodology, along with the results to date. This evaluation strongly suggests that a situated, contextualised approach can be a successful and transferable method of enabling academic staff to raise and then maintain an increased confidence to evaluate and use a wide range of digital tools – to be digitally literate.

Page range122-132
Year2009
Book titleTransforming Higher Education Through Technology Enhanced Learning
PublisherThe Higher Education Academy
Output statusPublished
Place of publicationYork
ISBN9781907207112
Publication dates
Print23 Dec 2009
Publication process dates
Deposited07 Jul 2011
Related URLhttp://www.heacademy.ac.uk/resources/detail/learningandtech/transforming_he_through_technology_enhanced_learning
Permalink -

https://repository.canterbury.ac.uk/item/8621q/mind-the-gap-staff-empowerment-through-digital-literacy

  • 30
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Using photovoice in Participatory educational research
Barry, W. and Beighton, C. 2021. Using photovoice in Participatory educational research. in: SAGE research methods cases part 1 SAGE Publications Ltd.
How academics learn (or not!): an adventure in space and time (and matter)
Barry, W. 2019. How academics learn (or not!): an adventure in space and time (and matter).
Learning landscapes: professional learning and the formation of coalescent space
Barry, W. 2018. Learning landscapes: professional learning and the formation of coalescent space.
The professional learning of academics in higher education: a sociomaterial perspective
Barry, W. 2018. The professional learning of academics in higher education: a sociomaterial perspective. PhD Thesis Canterbury Christ Church University Faculty of Education
Crossing epistemic boundaries – the professional learning of academics in higher education
Barry, W. 2017. Crossing epistemic boundaries – the professional learning of academics in higher education.
Towards consistency: digital learning thresholds
Ashraf, W., Barry, W. and McFarlane, S. 2016. Towards consistency: digital learning thresholds. in: Domenech, J., Vincent-Vela, M., Pena-Ortiz, R., de la Poza, E. and Blazquez, D. (ed.) Proceedings of the 2nd International Conference on Higher Education Advances Valencia Universitat Politècnica de València.
The chamber of fear: a role playing approach to the recruitment and selection of learning technologists
Barry, W. and Starr, S. 2015. The chamber of fear: a role playing approach to the recruitment and selection of learning technologists.
Opinion piece: on distance learning
Barry, W. 2015. Opinion piece: on distance learning. in: Lea, J. (ed.) Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice Maidenhead Open University Press.
'...and what do you do?': Can we explain the unexplainable?
Barry, W. 2015. '...and what do you do?': Can we explain the unexplainable? in: Hopkins, D. (ed.) The Really Useful #EdTechBook London CreateSpace. pp. 23-34
The learner, the curriculum and the wardrobe
Barry, W. and Burroughs, L. 2014. The learner, the curriculum and the wardrobe.
Openness and the networked researcher
Barry, W. 2013. Openness and the networked researcher.
Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner
Barry, W. 2012. Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner.
Towards aligning pedagogy, space and technology inside a large-scale learning environment
Barry, W. 2011. Towards aligning pedagogy, space and technology inside a large-scale learning environment.
Towards aligning pedagogy, space and technology
Barry, W. 2011. Towards aligning pedagogy, space and technology. in: Poole, P. and Wheal, A. (ed.) Learning, spaces and technology: exploring the concept Canterbury Canterbury Christ Church University. pp. 62-67
Open spaces, mobile learning: findings from the iBorrow project
Barry, W. 2011. Open spaces, mobile learning: findings from the iBorrow project. Compass: The Journal of Learning and Teaching at the University of Greenwich. 1 (3), pp. 47-56.
The Generation Game: Exploding the myth behind the Google and Net Generations
Barry, W. 2009. The Generation Game: Exploding the myth behind the Google and Net Generations.
Mind the Gap - Bridging the digital divide
Westerman, S. and Barry, W. 2008. Mind the Gap - Bridging the digital divide.
The Generation Game: Exploding the myth behind the Net and Google Generations
Barry, W. 2008. The Generation Game: Exploding the myth behind the Net and Google Generations.
The iBorrow experience
Barry, W. 2010. The iBorrow experience.
What do we know about large scale learning spaces and pedagogy? Exploring research opportunities in Augustine House
Poole, P., Barry, W. and Collis, B. 2009. What do we know about large scale learning spaces and pedagogy? Exploring research opportunities in Augustine House.
Augustine House: Scenarios for learning spaces
Collis, B., Poole, P. and Barry, W. 2009. Augustine House: Scenarios for learning spaces.
Kent Personal Learner Portal pilot
Cartlidge, J., Ferguson, B., Poole, P., Lambert, G., Smith, S., Wilcox, M. and Barry, W. 2007. Kent Personal Learner Portal pilot. Canterbury Canterbury Christ Church University.
Open spaces, mobile learning: findings from the iBorrow project
Barry, W. 2010. Open spaces, mobile learning: findings from the iBorrow project.
Personal learning portal pilot: sharing learning resources
Lambert, G. and Barry, W. 2007. Personal learning portal pilot: sharing learning resources.
DEBUT (Digital Experience Building for University Teaching)
Westerman, S., Graham-Matheson, L. and Barry, W. 2008. DEBUT (Digital Experience Building for University Teaching).
DEBUT: personalised staff development
Barry, W. 2010. DEBUT: personalised staff development. in: Walker, S., Ryan, M. and Teed, R. (ed.) Making IT Personal: e-learning@greenwich/conference Post-Conference Reflections Greenwich University of Greenwich. pp. 25-31
From clicks to bricks: the delivery of learning objects to users
Lambert, G. and Barry, W. 2008. From clicks to bricks: the delivery of learning objects to users. in: Walker, S., Ryan, M. and Teed, R. (ed.) Designing for Learning: e-learning@greenwich/conference Post-Conference Reflections and Abstracts Greenwich University of Greenwich. pp. 14-19
Ethics and legality with ICT
Barry, W. 1998. Ethics and legality with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2 Canterbury Canterbury Christ Church University College. pp. 92-93
Health and safety with ICT
Barry, W. 1998. Health and safety with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2 Canterbury Canterbury Christ Church University College. pp. 90-91
Ethics and legality with ICT
Barry, W. 1998. Ethics and legality with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4 Canterbury Canterbury Christ Church University College. pp. 92-93
Health and safety with ICT
Barry, W. 1998. Health and safety with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4 Canterbury Canterbury Christ Church University College. pp. 90-91