CEE Assessment@JCU Assessment Case Studies Enhancing Digital Literacy Skills
Enhancing Digital Literacy Skills
- 91Porn
- JCU Global Experience
- International Students
- Open Day
- How to apply
- Pathways to university
- Virtual Open Day
- Living on Campus
- Courses
- Publications
- Scholarships
- Parents and Partners
- JCU Heroes Programs
- Aboriginal and Torres Strait Islander in Marine Science
- Elite Athletes
- Defence
- AI@JCU
- Current Students
- New students
- JCU Orientation
- LearnJCU
- Placements
-
CEE
- Search
- About CEE
- Education Strategy
- Teaching@JCU Support
- Assessment@JCU
-
TEL Design
- About LearnJCU
-
Assessment & Feedback
- Artificial Intelligence
- Assessment Tools
- Assessing Group Work
- Assessment Case Studies
- Assessment Methods
- Enable or Disable Submission View
- Inline Marking
- Grade Centre Setup
- Group Assessment Tools
- Marking and Feedback
- Multiple Choice Questions
- One Question at a Time
- Peer Review
- Release Conditions
- Respondus Secure Online Exams
- Respondus FAQs
- Safe Assign
- Save Grade Centre Filtering
- Submission Receipts
- Test Response Download
- Test Settings
- Timezones
- Video Assessment
- Collaboration
- Communication
-
Content & Learning Resources
- Accessibility in LearnJCU
- Banners for Subjects
- Computations
- Content Management
- Create Studio
- Emojis in Ultra Docs
- Exemplars in LearnJCU
- H5P in LearnJCU
- Hypothesis
- Intro Videos
- Learning Sequence (PDF)
- LearnJCU Layouts (PDF)
- Digital Media Support
- LinkedIn Learning
- Mayer's 12 Principles of Multimedia (PDF)
- Media Resources
- Open and Licensed Resources
- Padlet in LearnJCU
- Panopto Video Capture
- PebblePad ePortfolios
- Progress Tracking
- Release Conditions
- Subject Site Setup
- Organisation & Structure
- Participation & Engagement
- The Learn Lowdown
- Endorsed technologies
- Data & Evaluation
- Student Success
-
Development & Recognition
- JCU L&T Conference
-
Professional Development
-
Grants & Awards
- JCU Learning & Teaching Innovation Grants
- JCU Sessional Teaching Awards
- JCU Inclusive Practice Awards
- JCU Inclusive and Accessible LearnJCU Site Awards
- JCU Citations for Sustained Commitment to Enhancing Diversity, Equity and Inclusion
- JCU Citations for Outstanding Contributions to Student Learning
- National Citations for Outstanding Contributions to Student Learning
- JCU DVC Education's Student Experience Award
- Showcasing Excellence
- Communities of Practice
- Unicare Centre and Unicampus Kids
- Graduation
- Off-Campus Students
- JCU Job Ready
- Safety and Wellbeing
- JCU Prizes
- Professional Experience Placement
- Employability Edge
- Art of Academic Writing
- Art of Academic Editing
- Careers and Employability
- Student Equity and Wellbeing
- Career Ready Plan
- Careers at JCU
- Partners and Community
- JCU-CSIRO Partnership
- Alumni
- About JCU
- Reputation and Experience
- Chancellery
- Governance
- Celebrating 50 Years
- Academy
- Indigenous Engagement
- Education Division
- Graduate Research School
- Research and Teaching
- Research Division
- Research and Innovation Services
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Advanced Analytical Centre
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Lions Marine Research Trust
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- Centre for Disaster Solutions
- CSTFA
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- JCU Eduquarium
- JCU Turtle Health Research
- Language and Culture Research Centre
- MARF
- Orpheus
- TESS
- JCU Ideas Lab
- TARL
- eResearch
- Indigenous Education and Research Centre
- Estate
- Work Health and Safety
- Staff
- Discover Nature at JCU
- Cyber Security Hub
- Association of Australian University Secretaries
- Services and Resources Division
- Environmental Research Complex [ERC]
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- Give to JCU
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- JCU Webinars
- JCU Events
- JCU Motorsports
- JCU Sport
- Library
- Mabo Decision: 30 years on
- Marine Geophysics Laboratory
- Office of the Vice Chancellor and President
- Outstanding Alumni
- Pharmacy Full Scope
- Planning for your future
- Policy
- PAHL
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Contextual Science for Tropical Coastal Ecosystems
- State of the Tropics
- Strategic Procurement
- Student profiles
- SWIRLnet
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- VAVS Home
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
- Enhancing Pathway students' digital literacy skills through integrated assessment design across core subjects.
In this JCU snapshot, we consider a subject that brings real authenticity to the development and utility of Pathway students’ digital literacy skills through the integration of assessment with an academic skills subject that is also core to the program.
A benefit of assessment integration across subjects is that capabilities can be applied and assessed in more than one subject and context. Feedback can consequently have greater influence and impact.
The interaction between assessment tasks in both subjects provide students with an engaging experience of the roles, potential and impact of technologies in academic learning, research, communication and in independent learning for successful university studies.
Valid; Fair; Authentic; Continuous; Transparent; Varied methods
Subject | CS1022 Learning in a Digital Environment |
---|---|
Study Mode | Internal and External |
Campus | Townsville, Cairns and Singapore |
Coordinator | Dr Rhian Morgan |
Course | Diploma of Higher Education and Certificate of Higher Education |
The subject is designed to equip students to learn effectively in a digital environment.
It is intended to equip students with digital literacy skills that will assist them to select and use appropriate tools and technologies for learning, research and communication purposes.
It is also intended to introduce students to library information, literacy skills, and the functions of the LearnJCU platform. Providing them with a safe digital environment to apply their new skills and practices.
Students who successfully complete this subject will be able to:
Search, find, and evaluate the appropriateness of information/sources for specific academic purposes through appropriate use of tools and technologies.
Use online information and technologies effectively and ethically and within relevant University guidelines.
Use technologies to manage personal and professional development and evaluate future study/career pathways.
Communicate, adapt and present information in a range of academic contexts and for peer audiences using a range of information and communication technologies
Task 1 (15%) – Digital literacy modules
Students need to complete the 3 digital literacy modules (5% each) via LearnJCU.
The modules contain a range of content to read or watch and a quiz.
The quizzes do not have a set time duration and are automatically graded.
Task 2 (10%) – (Re)Search Plan
This task takes students through the initial stages of developing a search strategy to locate scholarly sources for assessment tasks in both CS1022 (this subject) and CU1022 (Developing Academic Skills).
Set up as a LearnJCU quiz with multi-choice and short answer options to help students unpack their assignment question and write out search strings.
Library staff run an information literacy course in week 2 and were involved in the development of the subject.
Task 3 (40%) – Digi-explanation
This task builds on the digital literacy modules, the research strategy connected to task two and an annotated bibliography in CU1022 (Developing Academic Skills).
It requires students to create a video (narrated PowerPoint or Screencast) that provides a concise summary of their response to the CU1022 (Developing Academic Skills) discussion paper topic (e.g., Identify a social, political, economic, or ethical dilemma within your discipline. Research, analyse, and discuss the societal or environmental impacts of this dilemma.)
Task 4 (35%) – ePortfolio
This task requires students to set up an initial ePortfolio in PebblePad.
This helps them draw together their achievements in their diploma and research their understanding of the skills and understanding of skills and qualifications required in their future field of work.
They must include sections on 1) about me, 2) skills and qualifications, 3) their intended field of work, 4) career objectives or future studies, 5) references.
Detailed guidance is provided on what should be included in each section.
To ensure students achieved the learning outcomes to a sufficient breadth and depth
Students needed a real research topic to apply their information literacy, productivity and communication technologies.
The subject content needs to be relevant to students from a multitude of disciplines.
Students need to spend time researching their topic at the expense of learning to use the range of digital tools to help them succeed as independent, successful learners.
To meet the challenges noted above, the coordinator integrated the assessment for this unit with the other core subject (CU1022: Developing Academic Skills).
This strategy not only brought meaning, a deeper and more authentic learning experience in each subject but also allowed for more time to spend on a range of digital tools and their application.
Additionally, each subject now concentrates on their core learning outcomes whilst providing opportunities for students to apply their learning across subjects in a highly complementary and meaningful ways.
The interaction between assessment tasks in both subjects provides students with an engaging experience that prepares them to be independent, successful learners for their future university studies. The diagram below provides an overview of how the assessment from the two subjects work together.
CS1022: | CU1022: |
---|---|
Task 1: | Task 1: |
Task 2: | Task 2: |
Task 3: Task 4: ePortfolio | Task 3: |
Recently, the team developed an integrated curriculum alignment framework that allows teachers to map learning outcomes, assessment tasks, learning episodes, feedback cycles, support structures, and resilience strategies across the semester and across subjects. They are in the process of refining the tool and preparing for publication. Examples of current prototypes are provided in the screenshots below.
Click to enlarge
Examples: Integrated curriculum alignment framework tool for assessment feedback
H5P (modules with quizzes)
- Library databases
MS Word, Excel
LearnJCU
PowerPoint
Screencast
PowToon
Prezie
PebblePad
Hypothesis (for peer review)
Don't use technology just for the sake of using technology – if it doesn't serve a purpose don't use it.
Start from your subject learning outcomes (Constructive Alignment).
Map learning episodes across semester and student lifecycle (e.g. we have now mapped in scholarly resilience strategies to help students cope with the ups and downs of academic learning – like time management strategies).
Look for opportunities for knowledge transfer across subjects. Think about how skills can be applied across more than one disciplinary domain.
Is the intent on teaching students how to learn to use a tool (practical skills) or on conceptual understanding – so more focused on cognitive learning?
Provide sufficient instruction for students to engage with assessment and the technologies (but be careful of information overload or removing any sense of autonomy).
Integrate JCU support services into curriculum or draw on their expertise during course delivery (e.g. librarians and career advisors in class teaching workshops – particularly around assessment).
Provide opportunities for flexibility in assessment (e.g. ability to use different kinds of presentation platforms).
Assessment Community of Practice (CoP)
If you would like to be involved in a community of practice focused on investigating assessment in higher education, follow the link to 'Communities of Practice' to find out how to join.