Timeline

September 2016 – July 2017

Introductory phase

  1. Early September 2016 –Introduction to all CTS permanent and AL staff working at LCC to the project. (2 hour meeting)

Tuesday 27th September

  1. September 2016  training session for all CTS staff on the creative use, implementation and affordances of VLEs, Social Media, PLEs/Ns and CILs so they have the necessary skills to carry out the pedagogy for the research to be informative and useful. The weekly readings and writing/research tasks will be formalised, structured and timetabled during these sessions

First phase

  1. October 2016 (3rd – 28th). Introducing the students to the working VLEs, setting up online presences, social media accounts for their PLEs/Ns and show them how CILs can be used to enhance their learning in CTS. Simple synchronous and asynchronous weekly tasks will set so the students can start to practice using all the elements of their PLNs and the VLE in class and independently. A short evaluative questionnaire will be given by the PI (Mark Ingham) to students to respond about their engagement with this phase. (4 teaching weeks)
  1. Tuesday November 1st will be the first CTS teaching and learning day of the year where the initial stages of the project will be discussed and assessed. The next stage of the project then will be structured based on the findings from this discussion and the feedback from the student’s questionnaires. (1 full day – 3 hours devoted to this project and 3 to CTS)

Second phase

  1. November/December 2016 (7th Nov- 2nd Dec). This phase will be where the project starts to enable students to collaboratively use the VLE, their PLNs and social media to engage with the ideas of Critical information literacy (CIL). This will enable their research not to become decontextualised and to ‘encourage the learner to question customs of knowledge production, including ‘‘what should count as knowledge,’ ‘for whom’ and ‘in whose interests’’’ (4 teaching weeks)
  1. December 2016 (12th – 16th) Information from this phase gathered by the PI through short online staff and student surveys. The quantitative and qualitative data from these surveys will be analysed and findings used to implement a refine the third phase of the project. (2 days) 

Third phase

  1. January/February 2017 (9th Jan – 3rd February). Using the findings from the first two phases of the research project students will expand their PLNs to critically engage with other students, practitioners and thinkers in their discipline outside of LCC and UAL so their research becomes internationalised. Students, ‘…will be asked to engage specialists in their field, either by commenting on blogs, through an interview…’ and using social media platforms ‘By viewing inquiry as entering a conversation, students learn not only how to ‘research and write like the specialists who inhabit these communities’ but also to ‘participate in a world of already articulated ideas.’ A short evaluative questionnaire will then be given by the PI to all the students to respond to their engagement with this initial phase. (4 teaching weeks)
  1. Tuesday February 7th will be the second CTS teaching and learning day of the year where the third stage of the project will be discussed and assessed. The next stage of the project then will be structured based on the findings from this discussion and the feedback from the student’s questionnaires. (1 full day)

 

Fourth phase

  1. February/March 2017 (13th Feb – 10th Mar). Using the findings and feedback from the third phase of the project this phase will investigate how students can, …’engage in their own questions, knowledge or interests…’, and show how, ‘…CIL as a complex set of behaviours, attitudes and interactions that a learner adopts can help them engage critically in information landscapes and see them as ‘…culturally and socially situated phenomenon (Luke and Kapitzke 1999, p. 5). ‘The CIL approach to inquiry encourages an individual who is not passive, but one who poses questions and interrogates, who explores, plays, internalises and contributes; reflects and revises information practices and beliefs’ (Accardi, Drabinski, and Kumbier 2010, p. xii). (4 teaching weeks)
  1. March 2017 (13th – 17th) Information from phase 4 gathered by the PI through short online staff and student surveys. The quantitative and qualitative data from these surveys will be analysed and findings used to implement a refine the fifth phase of the project. (2 days)

 

Fifth phase

  1. April/May 2017 (17th Apr – 12th May) Using the findings and feedback from the fourth phase of the project this phase will be used to show the students how to filter and edit the information gathered from their use of the VLE, their PLEs/Ns and their engagement with CILs to form a variety of visual and written texts that are then ready for assessment and are of a standard for publication.
  1. May 2017 (15th – 26th) Information from this fifth phase gathered by the PI through evaluative online staff and student surveys. The quantitative and qualitative data from these surveys and pervious will be analysed and findings used to structure a symposium to be held at the end of June 2017 (4 days)
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