ONLINE TUTORIAL

UNDERGRADUATE
LEARNING SKILLS FOR 21ST CENTURY (OUMH1603)

TUTOR :
MISS ANDI FARAH BONGKASA
Master of Science In Information Management, UiTM
andi_farah88@yahoo.com.my
Describe the meaning of digital
literacy and how you may develop
your digital proficiency; BY THE
END OF
THIS TOPIC,
Explain the proficiencies that form YOU
digital literacy; and
SHOULD BE
ABLE TO:
Adopt and apply all the best
practices and expectations
highlighted in each of the
proficiencies.
INTRODUCTION
 With the advancement of computing and communication technologies, things around us
continue to get faster, smarter, more connected, and increasingly digital regardless of the
functional fields (i.e. business, education, entertainment, etc).

 There are various definitions on digital literacy. Interestingly, all these definitions put
emphasis on computing and ICT (including Internet) components which are the backbones of
digital literacy. Digital literacy, by these definitions, encompasses a wide range of skills. All
these skills are important and necessary to succeed in this digital world. Learners who lack the
skills of digital literacy are at a disadvantage as those who cannot write or read. You, as a
student, have already use digital technologies such as computers, tablets and smartphones. In
fact, many of you already know how to navigate and search information on the web and share
images on Facebook (which is a social media platform).
The term “digital literacy” was first introduced by Paul
Gilster, way back in 1997. Gilster has defined digital
literacy as “ability to understand and use information in
multiple formats from a wide range of sources when it
is presented via computers (Gilster 1997)
INTRODUC
TION
Recent definitions on „digital literacy may have some
variations as compared to the above definition. For
example, Cornell University defines digital literacy as
“the ability to find, evaluate, utilise, share, and create
content using information technologies and the
Internet.”
DIGITAL LITERACY DEVELOPMENT FRAMEWORK BY
BEETHAM AND SHARPE (2010 )
Digital literacy are the capabilities required in order to be a responsible
and an effective participant in a digital society. However, digital
literacy is not a stand- alone proficiency, but in fact it consists of
multiple set of proficiencies as listed below (Llida review, 2009).
 (a)  ICT Literacy (which include Computer Literacy)
 (b)  Information Literacy
 (c)  Technology-enhanced Learning (i.e. Digital Learning/E-Learning)
 (d)  Media Literacy
ICT LITERACY
 Information and Communication Technology (ICT) is a familiar term to you. ICT represents
the collection of activities and technologies that fall into the IT and communication
technologies combined (ets.org). Hardware, software, data and the people who use them
collectively lead to ICTÊs system set-up. It typically includes communications technology
such as the Internet. But you must remember that computers and ICT are not the same thing.
Computers are the hardware that is often part of an ICT system.
  ICT literacy is using digital technology,
DEFINITION OF communications tools, and/or networks to
access, manage, integrate, evaluate and
ICT LITERACY. create information in order to function in a
knowledge society (International ICT
Literacy Panel, 2007).
A)  ACCESS KNOWING (B)  MANAGE (C)  INTEGRATE (D) EVALUATE EFFICIENCY OF (E) CREATE
ABOUT AND KNOWING APPLYING AN INTERPRETING AND MAKING JUDGMENTS INFORMATION. GENERATING
HOW TO RETRIEVE EXISTING REPRESENTING ABOUT THE QUALITY, INFORMATION BY
AND/OR COLLECT ORGANISATIONAL OR INFORMATION. THIS USEFULNESS, ADAPTING,
INFORMATION. CLASSIFICATION MAY INVOLVE RELEVANCE, OR DESIGNING, APPLYING,
SCHEME. COMPARING, INVENTING, OR EVEN
SUMMARIZING AND AUTHORING
CONTRASTING. INFORMATION.
 The International ICT Literacy Panel
has further expanded this model to
more fully represent the complexity of
ICT literacy as shown in Figure 4.4.
Figure 4.4 depicts the basic set of
skills and knowledge that form the
basis of ICT literacy: ICT, cognitive
and technical proficiencies.
(a)  Cognitive Proficiency the foundational skills required at
school, at home, and at work. Problem solving and numeracy
are examples of cognitive proficiency. As a student enrolled
in higher education, you need to have a good grasp of
knowledge in your field of study which is also considered as THESE
THREE
cognitive proficiency.

PROFICIEN
CIES ARE
(b)  Technical Proficiency the foundational element of digital
literacy. It encompasses basic knowledge of hardware,
networks, applications software, and other components of
computing. As a student, you need to have at least the
following computer proficiencies. (c) EXPLAINED
BELOW.
ICT Proficiency the application and integration of technical
and cognitive skills will lead to ICT proficiencies. ICT
proficiencies can be considered as enablers that allow
individuals to maximise the capabilities of technology.
“Information” is the result of data that has been given a
meaning. New Oxford American Dictionary defines
information as „facts provided or learned about
something or someone‰. According to Li (2014):

INFORMATI
(a)  Information has a broad domain: the scope of
ON
information is very broad. Information can have different
meanings in different scopes; and LITERACY

(b)  Information exists in many different forms:

information can be represented as codes, colours, events,
facts, graphs, images, letters, lights, numbers, pictures,
signs, signals, sounds, statistics, tables, texts, waves, and
so on.
WHY INFORMATION LITERACY IS IMPORTANT FOR YOU AS A
LEARNER?

 One of the first challenges facing students at the university

is where to find the articles or books they need. The ability
to do an article or book search is an information literacy
skill essential to surviving in academic activities.
 (a)  Which tools should you use to discover whether the
library has the articles or books that you need?
 (b)  Do you know the methods that you can use to search
for the articles?
 (c)  What would be your options if the library does not
have the articles or books that you are looking for?
 Information literacy relates to information not just print, but
also spoken word, digital content, images and data.
Information Literacy may be deployed in everyday life
without you knowing that you are making use of it for
instance, by checking hotel reviews or travel review websites.

 FIVE main action components of information literacy are

identify, find, evaluate, apply, and acknowledge. The
following video elaborates more on these components with
examples.

 Information literacy is much more than discovering, accessing,

interpreting, analysing, managing, creating, communicating,
storing and sharing information. In fact, it concerns the
application of the competencies, attributes and confidence
 In this 21st century, your level of information literacy will
need to increase. Whether at work, in university, or at home,
there is an ever growing demand for you to do the following:

 (b)  Evaluate critically the information and its sources;

 (c)  Access the needed information efficiently and effectively; INFORMATIO

 (d)  Incorporate the selected type of information in your
N LITERACY
knowledge base; FRAMEWORK
 (e)  Use the information effectively in order to accomplish a
specific task or purpose; and
 (f)  Use information ethically and legally; and at the same time
understand the economic, legal, and social issues surrounding
the use and access of information.
 In higher education, information literacy is not just about learning how to search for an information
using search engine or search information in a library database. In fact, the Framework for
Information Literacy for Higher Education, created by the Association of College and Research
Libraries in 2015, listed SIX frames that act as gateway to understanding, thinking about and
practicing information literacy by students like you.
 (a)  Authority is constructed and contextual;
 (b)  Information creation as a process;
 (c)  Information has value;
 (d)  Research as inquiry;
 (e)  Scholarship as conversation; and
 (f)  Searching as strategic exploration.
 The 21st century education is all about application of
technology in teaching and learning. The influence
of technology on teaching and learning is remarkable
 The term Technology-enhanced Learning (TEL)
or also known as digital learning is used to
describe the application of information and
communication technologies in teaching and
learning environments.
TECHNOLOG
Y-ENHANCED
LEARNING
 TEL is often used as a synonym for e-learning or
digital learning. When TEL is applied in web
environment, then it becomes online learning.

                                
NOWADAYS, TEL IS DELIVERED PRIMARILY AS ONLINE LEARNING.
THE USE OF TECHNOLOGY CAN ADD VALUE TO YOUR LEARNING BY
ENABLING:

 (a)  Connectivity to information and to others;

 (b)  Access to learning resources anytime, anywhere and anyhow;
 (c)  Greater choice over the time, place and pace of study;
 (d)  Alternative modes of study: distance, blended work-based, partially or wholly campus-
based;
 (e)  Knowledge-sharing and co-authoring across multiple locations;
 (f)  Opportunities for reflection and planning in personal learning spaces;
 (g)  More active learning by means of interactive technologies and multimedia resources;
 (h)  Participation in communities of knowledge, inquiry and learning; and
 (i)  Development of skills for living and working in a digital age.
 Ever growing learning technologies that support
the various aspects of learning
Source: https://tel4dt.wordpress.com/2011/11/02/what-
is-tel
EFFECTIVE DIGITALLY CAPABLE LEARNER OR
E-LEARNER AT OUM.

 (a)  Participate in digital learning such as weekly e-lessons;

 (b)  Use digital learning resources, such as video lectures and online quiz;
 (c)  Use digital media to take part in learning conversations with tutors and your course mates;
 (d)  Use digital tools to organise, plan and reflect on learning;
 (e)  Record learning events/outcomes and use them for self-analysis, reflection and showcasing of achievement through e-
portfolio or learning blog;
 (f)  Use digital tools to take notes, review and revise learning;
 (g)  Undertake self-assessment;
 (h)  Submit your assignment though electronic submission via myINSPIRE LMS;
 (i)  Participate in other forms of digital assessment; receive and respond to such as live forum;
 (j)  Manage learning time and tasks; manage attention, engagement and motivation to learn in digital settings;
 (k)  Work collaboratively with other learners by using digital technologies where appropriate; and
 (l)  Share digital know-how and expertise with others.
Learning Management System (LMS)
TOOLS
USED IN
Forum
TEL
ENVIRONM
ENT IN THE
e-book
CONTEXT
OF OUM

Video Lectures
The terms “M-Learning” and “Mobile Learning” are
usually used to refer to teaching and learning with
mobile technologies. Lately it has gained
prominence in the teaching and learning at the
higher education. MOBILE
LEARNING
OÊMalley et al. (2003) defined mobile learning as
learning that take place when the learner is not at a
fixed, predetermined location, or when the learner
takes advantage of the learning opportunities
offered by mobile technologies.
 THE
Learner mobility: learners are able to engage in
educational activities without the constraints of having “MOBILE”
IN “MOBILE
to do so in a tightly delimited physical location. It
requires nothing more than the motivation to do so
wherever the opportunity arises from books, electronic
resources, places and people; and
LEARNING”
HAS TWO
Mobile devices: portable, lightweight devices that are
sometimes small enough to fit in a pocket or in the
MEANINGS:
palm of oneÊs hand. Typical examples are mobile
phones, smartphones (like the iPhone), palmtops, and
handheld computers like the iPad or PDAs (Personal
Digital Assistants).
THE FOLLOWING FACTORS HAVE CONTRIBUTED
TO THE EFFECTIVENESS OF MOBILE LEARNING:

(a)  Convenience all the required learning is at your fingertips;

(b)  Duration short and concise courses that allows for broader participation;
(c)  Focus courses are designed based on learning outcomes or course objectives;
(d)  Microlearning brief focused learning can be created easily; and
(e)  Contents are engaging and interactive.
 Media Literacy is a 21st century
approach to education. It provides a
framework to access, analyse,
evaluate, create and participate with
messages in a variety of forms from
print to video to the Internet. MEDIA
 Media Literacy is defined as the LITERACY
ability to access, analyse, evaluate
and create media in a variety of forms
(https://www.medialit.org/media-
literacy- definition-and-more).
MEDIA LITERACY HELPS IN:
(a)  Promoting critical thinking;
(b)  Understanding how media content affects culture and society;
(c)  Identifying communication strategies;
(d) Recognition of the purpose of the creator of the media content;
(e) Recognition of misinformation and manipulation; and
(f)  Creating and sharing your own media content.
THERE ARE FOUR IMPORTANT SKILLS THAT HELP THE VIEWER OR
READER TO UNDERSTAND THE MEANING OF MEDIA LITERACY:

 (a)  Accessing media;

 (b)  Analyzing content;
 (c)  Being able to evaluate messages; and
 (d)  Being able to create media for self-expression and communication.
MEDIA FOR LEARNING AND IN CLASSROOM

 There are rich variety of media that allows you to understand and express ideas regardless of
the field of your study.
 Movies, radio, Internet, photography, print, and all the other communication forms are
available to us not only as sources of information and pleasure, but as tools that can be used to
produce creative and innovative educational solutions.
THANK YOU..