Lecturer in Digital Education at the University of Hull
The recording of the event (49 mins) held on 23rd March, 2022 is available to view.
The slides from the session are available to download
The Padlet from the session is available for contributions.
For more information on the Detect project
In this presentation Dr Gouseti considered why supporting teachers and students with developing critical digital literacies (CDL) appears to be more timely than ever and she presented a new framework of critical digital literacies created by the DETECT Erasmus+ project. This conceptualisation of critical digital literacies builds on other relevant frameworks but it also introduces a more open-ended approach towards capturing different dimensions that can be associated with CDL practices within and outside formal educational contexts. Furthermore, some project outputs relevant for teachers’ professional development in the area of CDL were discussed during this presentation.
Anastasia Gouseti is a Lecturer in Digital Education at the University of Hull. Her research interests include the use of digital media in educational settings and the role of new technologies in promoting teaching, learning and collaboration. She is currently the Principal Investigator for the Erasmus+ DETECT project which focuses on supporting educators with developing critical digital literacies.
Staff profile: https://www.hull.ac.uk/staff-directory/anastasia-gouseti
Gouseti, A. (2021). ‘We’d never had to set up a virtual school before’: Opportunities and challenges for primary and secondary teachers during emergency remote education. Review of Education, 9(3), https://doi.org/10.1002/rev3.3305
Gouseti, A., Abbott, D., Burden, K., & Jeffrey, S. (2020). Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges. Technology, Pedagogy and Education, 29(5), 613-629. https://doi.org/10.1080/1475939X.2020.1822435
Gouseti, A. (2017). Exploring doctoral students’ use of digital technologies: what do they use them for and why?. Educational review, 69(5), 638-654 https://doi.org/10.1080/00131911.2017.1291492
In this podcast, Jim Harris (Learning Designer) speaks to Jean Edwards (Senior Lecturer in Education) about the project which aims to investigate the use of mobile technologies in innovative assessment design and guidance, broadening the range of assessment practice to enhance tutors’ and students’ digital literacy.
The objectives of the project are:
- To map the current use of mobile technologies in assessment by staff and explore student perceptions.
- To explore and evaluate three case studies of digitally based assignments across the School of Education.
- To design a digital toolkit to support staff in devising assignments and assignment guidance.
To find out more about the project, please visit the project website by clicking here.
This guide is based on discussion and contributions by the E-learning and the First Year Student Experience (ELFYSE) special interest group (SIG).
Bringing together the areas of e-learning and student transition, retention and progression, this guide draws on both theory and practice to provide recommendations for and guidance to both academic and support staff on using learning technologies to support the first-year student experience. It is designed to help you think about ways of approaching and incorporating the use of learning technologies to support and enhance your students’ first-year experience.
Our own Learning Technologist, Julie Usher has contributed to two of the articles which have been included:
“Addressing issues of plagiarism in the first year” and “Easing cultural transition through peer-to-peer interactions”
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