Announcing the demise of the Digital Native

We challenge the assumption that students entering higher education are digitally prepared to navigate a digital learning environment and explore strategies to ensure students are able to develop into digitally literate graduates. Students from low SES areas at poorly digitally resourced schools tend to be less digitally fluent than students from high SES areas at well-resourced schools. Digital fluency is defined as the ability to create, re-formulate knowledge and to move with ease in a digital environment. Digital literacy, the foundation for digital fluency, is the ability to identify and use technology confidently, creatively and critically to effectively meet the demands and challenges of living, learning and working in a digital society (Coldwell-Neilson, 2018). Supporting Russo's findings, Coldwell-Neilson found that there is a significant mismatch between academic staff expectations, and their observations, of students' digital literacy capabilities. Therefore, digitally underprepared students could be disadvantaged if unsupported in a digital learning environment. Prenksy's (2001) concept of a Digital Native, defined as those who grew up with technology was flawed. Research demonstrates that extensive use of mobile technologies does not readily translate into being digitally literate nor does it provide the skills needed to navigate a digitally enhanced learning environment

The Push-Pull of Digital Literacy

Digital literacy within higher education was originally grounded in Gilster’s (1997) definition that essentially framed it as information literacy using technologies. This has necessarily evolved over the past two decades in conjunction with rapid technological advances. Digital literacy concepts have attempted to match the changing landscape engendered by ubiquitous and ever more available technologies, where cybersecurity and accessibility, multimodal communication channels, and push-pull models of information delivery impact the way we learn, work and play. A dizzying plethora of digital literacy definitions has emerged, with no common understanding of what it means or what skills and capabilities it reflects. Concomitantly, there is no one digital literacy framework that is unilaterally accepted. Recognising that digital literacy underpins teaching and research, regardless of discipline, Deakin University has positioned digital literacy as a core graduate learning outcome. A 2012 definition and a 2015 framework, developed collaboratively by the Library and Faculty over a three year period, currently guides Deakin’s digital literacy teaching. However, awareness of the changing nature of digital literacy has prompted a reconsideration of definitions and frameworks. A cross-divisional team of librarians and academics have reviewed the framework and are in the process of extending it to capture the broader understanding of digital literacy, moving away from an information literacy focussed version. The ultimate goal of the project is to find good practice within the Deakin context for building digital literacy capabilities in students by creating nuanced and modifiable frameworks at AQF7-10 levels that can guide curriculum (re)development

Approaches to improving teaching

This paper discusses a few issues related to teaching improvement that are commonly found in tertiary education, such as curriculum development, student engagement, and ethical considerations. Scholars re- search on resolving these issues are investigated. Corresponding approaches to improving teaching of a year one information technology unit are proposed and experience is shared. The importance of teaching scholarship is also emphasized at the end of this paper

Developing career aspirations of information technology students at Deakin University

It is important for students to develop informed and realistic career aspirations to gain the most value from their university studies towards achieving their initial career goals. However developing students’ career aspirations, goals, and expectations is a complex and discipline-specific process. In Information Technology (IT) no clear career development framework is evident in the literature. Recent research in Australia argues that electronic portfolios are a useful way for students to develop, articulate and document career objectives to enhance their employability. IT students at Deakin engage in formal training and assessment with respect to developing their professional skills and career understandings. Currently electronic portfolios feature as a useful method for evidencing professional competencies for employability. Through a combined quantitative and qualitative analysis of 306 students’ articulated current career aspirations, qualitative analysis of 7 staff opinions of desired student career competencies, and a quantitative analysis of 28 students’ current work personality traits assessments (Work Personality Index), this work presents an analysis of the current state of IT students’ career development. The results indicate that while students reported short-term career aspirations, navigating to their long-term career goals is going to require addressing difficult barriers such as confidence (self-perception) and motivation. This research will influence a larger program-wide endeavour to build student career competencies for employability in IT at Deakin University

Improving assessment management using tools

This paper firstly explains the importance of assessment management, then introduces two assessment tools currently used in the School of Information Technology at Deakin University. A comparison of assignment marking was conducted after collecting test data from three sets of assignments. The importance of providing detailed marking guides and personalized comments is emphasized and future possible extension to the tools is also discussed at the end of this paper

Constructivist learning: understanding and experience in IT tertiary education

This paper firstly introduces the concept of constructivist learning which advocates that students actively construct knowledge themselves with teachers’ assistance. Based on the six important elements of constructivist learning and teaching planning approach, detailed examples of designing the six constructivist elements of situation, groupings, bridge, questions, exhibit, and reflections for two units offered at school of Information Technology, Deakin University are provided. A conclusion emphasizing the learners\u27 difference to be paid attention to while educators designing curriculum on CloudDeakin platform is made at the end of this paper

Managing learning evidence using eportfolio

This paper introduces ePortfolio and its use of managing learning evidence in an eLearning environment. The paper uses the outcomes of a recent project sponsored by Deakin University, Australia and examples from IT teaching practice based on CloudDeakin to explore how ePortfolios add value to personalized and reflective models of eLearning. ePortfolios are proved to be an effective tool for discussion, information collection and reflection, and new ways of thinking about learning evidence management

Development of an information management knowledge transfer framework for evidence-based occupational therapy

Purpose - Digital technology has changed how people interact with information and each other. Being able to access and share information ensures healthcare practitioners can keep abreast of new and ever changing information and improve services. The purpose of this paper is to present an Information Management - Knowledge Transfer (IM-KT) Framework which emerged from a study looking at digital literacy in the occupational therapy profession. Design/methodology/approach - The research was undertaken in three stages. First an in-depth literature review was undertaken, which enabled the creation of an initial conceptual framework which in turn, informed the second stage of the research: the development of a survey about the use of digital technologies. Occupational therapy students, academics and practitioners across five different countries completed the survey, after which refinements to the framework were made. The IM-KT framework presented in this paper emerged as a result of the third stage of the study, which was completed using the Delphi technique where 18 experts were consulted over four rounds of qualitative questionnaires. Findings - The IM-KT framework assists individuals and groups to better understand how information management and knowledge transfer occurs. The framework highlights the central role of information literacy and digital literacy and the influence of context on knowledge transfer activities. Originality/value - The IM-KT framework delineates clearly between information and knowledge and demonstrates the essential role of information literacy and digital literacy in the knowledge era. This framework was developed for the occupational therapy profession and may be applicable to other professions striving to keep up to date with best evidence

Students\u27 computing use and study: when more is less

Since the turn of the century there has been a steady decline in enrolments of students in senior secondary computing classes in Australia. A flow on effect has seen reduced enrolments in tertiary computing courses and the subsequent predictions of shortages in skilled computing professionals. This paper investigates the relationship between students’ computing literacy levels, their use and access to computing tools, and students’ interest in and attitudes to formal computing study. Through the use of secondary data obtained from Australian and international reports, a reverse effect was discovered indicating that the more students used computing tools, the less interested they become in computing studies

A review of e-learning technologies – opportunities for teaching and learning

The number of different e-learning technologies available to support teaching and learning is growing exponentially. A major issue for faculty and educational developers in higher education is to determine which e-learning technology is most appropriate to support their particular teaching needs and provide optimum learning opportunities for students. Over the last few years a vast amount of literature has been published on e-learning technologies and how they are used in education Therefore the decision to use a particular technology should be based on sound research and clear evidence. This paper reviews many of these e-learning technologies and provides information regarding their use and the opportunities afforded by them.<br /