This week and last week I have been teaching on the PGCert at LSE (the course that is Higher Education Academy accredited and qualifies you to teach in higher education). I’ve been teaching first year students on Module 2: Supporting Student Learning and second year students on Module 5: Course Design. I have been really struck by how when we come to talk about technology and its role in the design of a course, and its role in supporting student learning, a lot of the students wanted to talk about what I call digital and information literacy. Most of them have not used this terminology – the phrase ‘research skills’ seemed to arise, but some people did talk about students technical abilities. The overwhelming message seemed to be that many teachers were concerned that using the VLE (in our case Moodle) as largely a repository of information is helpful and convenient for students, but not always the best for them in the long run. Particularly if they are not given the opportunity to learn research skills. A common complaint was ‘when the link is broken in Moodle my students don’t know how to find a reading in the library’.
That’s why its really timely that we are conducting a review (or audit) of information and digital literacy support at LSE. I have written a short post about this on the ANCIL blog, as it relates directly to the work I did as part of my Arcadia Fellowship. I’m hoping to run a panel discussion at this year’s Teaching Day event at LSE to debate whether Moodle discourages ‘active learning’ in our students and I’ve managed to get a group of LSE teachers together to join me.
One final thing on this topic, I’ve been really pleased to see the information and digital literacy resources that we converted for the DELILA project are been featured at the moment on the Jorum website. If you’ve not seen them do take a look!