Developing DART: a digital learning tool to facilitate equity and access in the contemporary higher education context
Paper
Paper/Presentation Title | Developing DART: a digital learning tool to facilitate equity and access in the contemporary higher education context |
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Presentation Type | Paper |
Authors | Burton, Lorelle (Author), Lawrence, Jill (Author), Summers, Jane (Author), Gibbings, Peter (Author) and Noble, Karen (Author) |
Editors | Sims, Roderick and Kigotho, Mutuota |
Journal or Proceedings Title | Proceedings of the Open and Distance Learning Association of Australia Distance Education Summit (ODLAA 2013) |
ERA Conference ID | 60679 |
Number of Pages | 11 |
Year | 2013 |
Place of Publication | Sydney, Australia |
Web Address (URL) of Paper | http://www.odlaasummit.org.au/admin/_files/programme/1359413553_burton-lawrence-summers-et-al.pdf |
Conference/Event | Open and Distance Learning Association of Australia Distance Education Summit (ODLAA 2013): Education Across Space and Time: Meeting the Diverse Needs of the Distance Learner |
Open and Distance Learning Association of Australia (ODLAA) Conference | |
Event Details | Open and Distance Learning Association of Australia Distance Education Summit (ODLAA 2013): Education Across Space and Time: Meeting the Diverse Needs of the Distance Learner Event Date 04 to end of 06 Feb 2013 Event Location Sydney, Australia |
Event Details | Open and Distance Learning Association of Australia (ODLAA) Conference ODLAA |
Abstract | This paper describes the processes of development of an online educational tool to facilitate equity and access for the diversity of students entering the largely digital context that is higher education today. The Associate Deans (Learning and Teaching) across the five faculties at the University of Southern Queensland (USQ) responded to the issue of student diversity by developing a diagnostic and reflective tool (DART) to assist commencing students in developing their digital literacies according to their individual learning needs. DART was designed to enable and support online (digital) learning for the heterogeneous cohort of students studying at USQ, a regional Australian university. Initially, a range of theoretical perspectives were consulted to determine the knowledge, skills, and aptitudes that constitute digital literacy, including Bloom's Taxonomy of educational objectives. Secondly, from this review, a framework was constructed to map all relevant dimensions of digital literacy, dimensions which encompassed issues related not only to technical experiences but also to students' prior learning experiences. This stage also involved liaising with academic staff and other student support staff to further identify the threshold digital literacies required by first year students. Thirdly, two large-scale student surveys of students' digital literacies and prior experiences in engaging with digital learning environments were conducted. These evaluation cycles informed the ongoing development and refinement of DART. The current paper reports on initial findings from these surveys and discusses implications for the future implementation of DART in the University. |
Keywords | distance education; online; student experience; assessment tools; DART |
ANZSRC Field of Research 2020 | 460806. Human-computer interaction |
390405. Educational technology and computing | |
390303. Higher education | |
Public Notes | © Open and Distance Learning Association of Australia (ODLAA) 2013. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. |
Byline Affiliations | University of Southern Queensland |
School of Humanities and Communication | |
School of Management and Marketing | |
Faculty of Engineering and Surveying | |
Faculty of Education | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q1z7x/developing-dart-a-digital-learning-tool-to-facilitate-equity-and-access-in-the-contemporary-higher-education-context
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