PGCert: Module 2 Supporting student learning (2010-11)
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Worksheet for module 2: Supporting student learning and
digital and information literacy
Part 1: Opening Discussion
What do we mean by digital and information literacies?
What relevance, if any, do digital and information literacy have to your
teaching?
Part 2:
How do the following digital and information literacy frameworks relate to
learning theories?
Consider
Kolb’s learning cycle
Bloom’s different levels of cognition
Marton and Saljo’s approaches to learning
PGCert: Module 2 Supporting student learning (2010-11)
Future Lab (2010) model of digital literacy
PGCert: Module 2 Supporting student learning (2010-11)
Educational theory of learning
Learning is cyclical – David Kolb (1981)




concrete experience,
observation of and reflection on that experience,
formation of abstract concepts based upon the reflection,
testing the new concepts
Guidance to Students
&
Assessment
&
Submission of Assessment
Communication of
Requirements to Students
&
Course Design
&
Reflection on Feedback
Grading
&
Provision of Feedback to
Students and Teachers
Different levels of cognition – Benjamin Bloom (1956)
There are six levels of knowledge according to Benjamin Bloom et al.
The terms are reformulated and simplified in the figure.
http://upload.wikimedia.org/wikipedia/commons/9/9e/BloomsCognitiveDomain.svg
PGCert: Module 2 Supporting student learning (2010-11)
Learning approaches – Marton and Saljo (1976)
‘Simply stated, deep learning involves the critical analysis of new ideas, linking them to already
known concepts and principles, and leads to understanding and long-term retention of concepts
so that they can be used for problem solving in unfamiliar contexts. Deep learning promotes
understanding and application for life. In contrast, surface learning is the tacit acceptance of
information and memorization as isolated and unlinked facts. It leads to superficial retention of
material for examinations and does not promote understanding or long-term retention of
knowledge and information.’
7Table 1 Compares the characteristics and factors that encourage Deep and Surface Approaches to
learning. (Compiled from Biggs (1999), Entwistle (1988) and Ramsden (1992))
Deep Learning
Surface Learning
Showing personal interest in
Conveying disinterest or even a negative attitude to
the subject.
the material.
Bringing out the structure of
the subject.
Presenting material so that it can be perceived as a
Concentrating on and ensuring
series of unrelated facts and ideas.
plenty of time for key concepts.
Confronting students'
Allowing students to be passive.
Encouraged
misconceptions.
by Teachers
Engaging students in active
Assessing for independent facts (short answer
learning.
questions).
Using assessments that require
thought, and requires ideas to
Rushing to cover too much material.
be used together.
Relating new material to what
Emphasizing coverage at the expense of depth.
students already know and
understand.
Creating undue anxiety or low expectations of success
Allowing students to make
by discouraging statements or excessive workload.
mistakes without penalty and
rewarding effort.
Having a short assessment cycle.
Being consistent and fair in
assessing declared intended
learning outcomes, and hence
establishing trust (see
constructive alignment).
http://www.engsc.ac.uk/learning-and-teaching-theory-guide/constructive-alignment
PGCert: Module 2 Supporting student learning (2010-11)
Part 3: The pros and cons of embedding digital and literacy skills
development in undergraduate and postgraduate courses
What are the pros and cons of stand-alone digital and information literacy
courses?
What are the pros and cons of partially embedding digital and information
literacy into academic courses?
What are the pros and cons of fully embedding digital and information
literacy into academic courses?
Part 4: Digital and information literacy development in our own practice
Give two examples from your teaching this academic year of ways in which
you have contributed to the development of information and digital literacy
skills in your teaching.
PGCert: Module 2 Supporting student learning (2010-11)
How could you contribute to the further development of digital and
information skills in the remainder of the term? Come up with two
suggestions.