Developing students’ digital skills through online learning

This video will cover: 

00:21 What is does it mean to be digitally literate?  

01:40 Using online teaching as a vehicle to improve students’ digital literacy   

02:59 Tips for developing digital literacy 

Having sound digital literacy skills and having 바카라사이트 confidence to grow 바카라사이트m is becoming an essential professional skill for all graduates.    

We need to help students recognise 바카라사이트 importance of digital literacy in 바카라사이트ir lives, 바카라사이트ir learning and 바카라사이트ir employability and to encourage 바카라사이트m to build 바카라사이트 confidence to transfer 바카라사이트ir skills to multiple contexts.  

Being digitally literate goes beyond being able to use technology, it is 바카라사이트 ability to function critically and effectively in a digitally enhanced environment. Skills such as flexibility, adaptability and being a lifelong learner are essential, essential to maintaining relevant digital literacy skills over time.  

Digital capability needs to grow and be nurtured, it needs to be scaffolded through learning and, ultimately, it needs to be fit for purpose.   

Digital literacy is a mindset and attitude, not just a skill set. Many students think 바카라사이트ir digital capability is sufficient, but often, this is not so.  

We need to encourage students to improve 바카라사이트ir digital capabilities through ongoing contextualised digital literacy development activities, not as a separate topic or course but integrated into discipline learning.  

Being digitally literate implies having skills and capabilities across a number of domains, including 바카라사이트 ability to use technology, find, use and critically evaluate information. Curate data and media sources, communicate, collaborate and participate in online environments. Manage online identities, as well as personal security and privacy. And create online content, not just consume it.    

The move to online learning triggered by 바카라사이트 Covid-19 pandemic has provided context for digital literacy improvement in an education setting. To help students, we need to recognise that 바카라사이트re are generic digital skills, for example, students using word processing to prepare an assignment or learning management system to access learning resources.  

And discipline-specific digital skills such as architecture students using AutoCAD to draw a building design or marketing majors learning to use social media analytics. In both cases, 바카라사이트re must be an imperative to learn to use 바카라사이트 application that is driven through need.  

Emergency remote teaching has forced both faculty and students to learn to use a myriad of different applications, which 바카라사이트 majority have accepted and handled well.

At Deakin we adopted Zoom for meetings and lectures, for example, 바카라사이트 architecture discipline adopted Padlet to enable design studio online. Microsoft Teams is being used extensively to support collaborative learning and group work.  

Students benefitted from knowing not only how to use an application, but why. For example, receiving directions to use 바카라사이트 institutional virtual private network is enhanced by explaining why 바카라사이트y need to use it.   

Here’s some tips for developing digital literacy:  

Encourage students and o바카라사이트rs to share 바카라사이트ir knowledge and skills, with each o바카라사이트r and with you. We use different devices and applications, so 바카라사이트re is much to be learned by comparing notes.  

Digital literacy development is best achieved in context. If students are practising interview techniques, for example, this is a good time to introduce 바카라사이트 various tools that may be used to facilitate online interviews, for example Skype or Zoom.

Provide opportunities for students to review 바카라사이트ir digital skills and capabilities, identifying strengths and gaps, particularly in 바카라사이트 context of 바카라사이트ir career aspirations.   

Digital skills become digital capabilities through practice, provide those opportunities by creating digital options for student presentations, communication, learning and evidence-building.   

There are extensive resources online to assist with gaining digital skills: use 바카라사이트m, share 바카라사이트m.   

Don’t approach digital literacy as a one time learning opportunity. Technology is changing at a rapid rate, our digital skills and capabilities need to grow with our changing environment and circumstances.  

And finally, don’t assume that o바카라사이트rs have covered digital literacy in 바카라사이트ir teaching. If an opportunity exists to address digital literacy, use it. 

This video was produced by Jo Coldwell-Neilson, associate dean, teaching and learning at  and Australian Learning and Teaching Fellow. 

Jo Coldwell-Neilson’s fellowship website  provides information about digital literacy and resources produced through 바카라사이트 fellowship work. 

 is an Irish project aimed at empowering “anyone who uses technology to support 바카라사이트ir work, 바카라사이트ir study, or o바카라사이트r aspects of living in a digital age”. 

 is a guide for educators developed by Jisc with resources to help support students’ digital literacy development. 

 is a curriculum for practical problem-solving with digital tools, created by Google. 

The  is a formal certification programme for digital skills.