Random Post: get_results("SELECT ID,post_title,guid FROM $wpdb->posts WHERE post_status= \"publish\" ORDER BY RAND() LIMIT 1"); $p=$post[0]; echo ('' . $p->post_title . ''); ?>
RSS .92| RSS 2.0| ATOM 0.3
  • Home
  • About
  • ALLE
  • Links

    Project Aims

    The project aimed to develop and evaluate a scaffolded digital learning literacy environment, which enables learners to embark on an interactive learner journey, using reusable learning objects, supporting their learning and literacy acquisition. Existing interactive materials have been brought together in a cohesive and structured framework enclosed in a wraparound shell. The resource is designed for repurpose and evaluation across a range of authentic contexts (e.g. workplace, community or placement).

    The recent LLiDA project (http://www.academy.gcal.ac.uk/llida/LLiDAExecSumJune2009.pdf) following an audit of a sample of sector institutions reports the following HE sector case scenarios:

    * institutional silos, so learners often have several places to seek help with their learning, and cultural differences can make cross-service / dept collaboration difficult
    * (often) poor embedding of literacies into the curriculum, particularly at the level of feedback and assessment
    * (often) poor integration of information/digital literacies with academic/learning literacies
    * curriculum provision tends to be one-off and cohort-based, rather than based on an ethos of personal development: central provision is more personal and developmental but rarely reaches learners when they are actually engaged in authentic tasks
    * academic staff perceive students as being more digitally capable than is really the case
    * poor self-evaluation by learners, particularly in relation to their information skills, so voluntary services are not reaching those in most need, and skills modules are not perceived as relevant or important.

    Poor student retention and progression often has early symptoms, one of these is failure to acquire digital literacy skills. The above issues contribute to the failure to acquire digital literacy skills. In light of the LLiDA findings, the emerging personal learning agenda needs exploring with formal learning in mind, i.e. where a more deliberative approach to scaffold learning literacies acquisition takes place. This is particularly important at point of entry on a programme of study to optimise learner potential at the earliest opportunity.