1. Post-Digital By alecmcint
Embedding transliteracy value: staff development in the post digital age
Anne Pietsch, Roehampton University

2. Delivering Transformational change
JISC Transformations programme SEDA Professional Development
Framework (PDF)
Aimed at supporting institutional staff SEDA's PDF provides recognition for
across 57 university projects to effect higher education institutions, their
large-scale organisational professional development programmes
change, underpinned by ICT, where there and the individuals who complete those
is an objective to: programmes.
•enhance student experience
•improve operational efficiency •It uses a range of named awards to
recognise different types of professional
•enhance organisational capability for development.
business and community engagement
•All named awards share a common set
of values and core development
outcomes and each named award has its
own set of specialist outcomes.

3. The problem
How can ‘third space’ professionals become enablers who promote new approaches
to using learning technology and aid others in adopting them. This is
a staff, organisational and a technological problem space but it is also
pedagogical one.
The Questions
• Does the SEDA “Embedding Learning Technologies” course provide the
pedagogical framework to address the problem?
• Which JISC tools can be used in the development process and as course materials?
Aims
• Develop an institutional approach to support and develop staff to be leaders in
enabling change
• Increase and develop engagement with technology
• Enhance student (and staff) experience
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6. Defining terms
• Post Digital
• Third space professional
• Transliteracy
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7. Post Digital
• More concerned with being
human, than with being
digital
• Digital as a embedded part of
our daily life
• Impact of technology on our
interactions, culture, social
structures
• Constant state of flux, change
is the norm
Post-digital Siri by moleitau

8. Third space professionals (Whitchurch)
• Typically non academic
roles
• Multidimensional, span
academic and
professional roles
• Issues around moving and
communication across
different disciplines
• Often act as change
Human Bridge by cbboss
agents, but not always
acknowledged

9. Exploring Transliteracy
The concept of
transliteracy is embedded
in the very earliest
histories of human
communication, providing
a cohesion of modes
relevant to
writing, interpretation and
interaction.
Thomas, S. (2008)
KIOSK @ STRP by iMAL.org

10. Transliteracy qualities
• Ability to understand a
range of tools
• Participation in collective
behaviour
• Awareness of cultural
historical context
• Sense of
physicality/spatial life
world
• Multimodal sensibility
(Thomson , 2007)
Multimodal Transport By D1v1d

11. Embedding Transliteracy values in CDP
• SEDA Embedding learning technologies ( ELT)
• Created learning opportunities that are
authentic, reflective, collaborative and
achievable
• Underpinned by appropriate pedagogical
model
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12. Connectivism: A pedagogical framework for
developing transliteracy values ?
"Connections between disparate ideas and fields can create new innovations.
The starting point of connectivism is the individual. Personal knowledge is comprised of a
network, which feeds into organizations and institutions, which in turn feed back into the
network, and then continue to provide learning to individual. This cycle of knowledge
development (personal to network to organization) allows learners to remain current in
their field through the connections they have formed. ...This amplification of
learning, knowledge and understanding through the extension of a personal network is the
epitome of connectivism."
Quoted from: Connectivism: A Learning Theory for the Digital Age (Siemens, 2005)
itdl.org/journal/jan_05/article01.htm
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13. Structure of the course
• 10 weeks, blended learning
• Supported through Action
Learning Sets, tutorials, and
weekly podcasts
Assessed activities
• Reflective Portfolio
demonstrating how SEDA values
and outcomes are met
• Reflective peer reviewed reading
log
• CPD needs log
• Implementation and evaluation
of a project
Bowl with structured wall by Peter Remnemark

14. Why a project?
• SEDA ELT - Specialist
Outcome
• Motivation - Authentic
experience- related to the
role
• Project plan - Better fit
with a professional cohort
• Opportunity for adopting
transliteracy practices
through participative and
reflective learning
• Develop a shared
institutional approach to
embedding technology.

15. My project is looking at Training and
Development for administrators through a peer My project is based around the development
support programme. This is planned to be of fully and partially online classes, and how
implemented through self evaluation these can vest be supported by department
exercises, small group exercises to share best administration.
practice, online sessions and feedback
opportunities.
My project will focus on looking at the
Moodle quiz tool which is widely used
within the departments I support for both
My project is to develop a distance or formative and summative assessment. I
blended learning course, for new staff in would like to establish and document
particular, that will induct them in the processes and procedures for using this tool
effective use of Roehampton's key learning effectively with a specific focus in outlying
technologies namely, Moodle and Turnitin. key things lecturers should consider and do
before rolling out a quiz or online exam.
My project is to use video clips (screen
capture and digital film) to go
alongside written information, to encourage My project is to use video clips (screen
students to familiarise themselves with capture and digital film) to go
important processes/policies within the alongside written information, to encourage
university. students to familiarise themselves with
. important processes/policies within the
university.

16. Use of JISC tools
• Reflective activities, in
groups or alone
• Focused on developing an
understanding of how
people learn
• Supporting project work
• Developing
understanding of CPD
development needs
• Developing
understanding of own
digital identity
Tools By Dan Shouse

17. I create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferences
I plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomes
I design original projects, problems and questions that are meaningful to me and others
I am a critical reader of messages in different media, and a critical user of different technologies
I judge digital resources, environments, networks and opportunities for their value to me and others
Attributes/ I behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety
Identifies
JISC Digital Literacies Development frame work: Learners perspective
ICT capabilities Information/media capabilities Learning/thinking capabilities
I choose, use and blend technologies to suit I share ideas and express myself in a variety I study under my own initiative and in the
Practices my needs of media ways that suit me
(ways of thinking I explore the capabilities of technology I choose, use and blend media for I participate in learning communities and
and acting) I personalise technologies and services communicating ideas groups
I repurpose, adapt and re-edit content for a I build knowledge collaboratively
variety of audiences I solve complex problems using
I scope research questions and creative appropriate ICT tools
projects, and use information to address
them
I can: I can: I can:
use search engines, online services, data, locate and access information take notes
analysis tools compare, evaluate and select information complete and submit assignments
Skills use a range of media-capture devices organise and manage information construct arguments
(personal use a range of editing applications apply information to problems and questions solve problems
capabilities) use communication and presentation tools analyse and synthesise information manage my time and tasks
use professional and academic (subject- communicate information evidence, cite and reference appropriately
specific) tools read and write academic content
use number appropriately
I have access to: I have access to: I have access to:
networked device + range of apps information sources and services learning opportunities
robust networks learning content learning resources
Functional access media devices e.g. camera, phone my preferred media peers and learning groups
specialist hardware or software for my teachers, mentors and experts
course a space for learning
assistive technology that I need the time to learn

18. Digital Literacy Baseline Survey based on Digital
Literacy Framework

19. Evidencing Change Template
Persona Exercise
Visitor/Residence Exercise

20. So what?
Anticipated outcomes include:
•Developing a shared approach to implementing technology
enhanced learning design within the university
•Foster collaborative partnerships between different
departments in the university
•New opportunities for staff development for digital literacies
and small scale project management
•Embed SEDA ELT course in UKPSF
•Enable third space professional to lead and communicate
change effectively
•Create opportunities for development of new approaches
and tools for real life issues.
•Enhance staff and student experience through embedding
technologies in ways that work for all stakeholders
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21. Vision
Developing leaders in liminal roles who:
• display confidence and engagement with technology
• are able to make effective use of existing and new
technologies
• demonstrate empathy with and an understanding of cultural
practices in different professional domains
• are able to communicate across institutional contexts and
through appropriate media
• can facilitate shared approaches to embedding learning
technologies
• foster an understanding of what it means too successfully
embed a learning technology through helping others to
develop new skills and behaviours.
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22. References and resources
• Bibliography ( on Talis Aspire)
• SEDA ELT Course Reading List
• Thinking about Literacy (Scoop.it research
log)
• Researching Transliteracy (Pinterest research
log)
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23. Anne Pietsch
Roehampton University
a.pietsch@roehampton.ac.uk/ Question Mark Graffiti by Bilal Kamoon