In my teacher context I consider digital literacy to be a major factor in determining the success of implementing NGL principles into existing or new courses.
In my organisation learners are comfortable using technology in their operational role; using a GPS to identify their location, using an app to indicate they are responding to an incident, using online forms to complete after action reports. I believe these activities are examples of digital literacy being a fluid context-specific state. As White & Cornu 2011 suggest in an alternative to digital natives/immigrants, these learners are digital residents in the technology that they need to use in operations, but more likely digital visitors when it comes to using technology in a course setting. They suggest that this engagement is in part defined by motivation. So the question for me in assignment 2 when endeavoring to encourage learners in a networked learning environment – how can I motivate the learners to engage with the technology?
Gillen & Barton 2010 suggest that this can be done by “[developing a learners] understandings of and skills in using certain tools, not as decontextualised competencies but in ways that are connected to other aspects of their learning”. In my context this may be effective as simulations or online scenarios requiring application of the learners’ operational knowledge applied in a technological manner.
White, D. S., & Cornu, A. L. (2011). Visitors and Residents: A new typology for online engagement. Retrieved 30 August 2017 from: http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049
Gillen J & Barton D (2010) Digital Literacies. A Research Briefing by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme. Retrieved 30 August 2017 from: http://eprints.lancs.ac.uk/mwg-internal/de5fs23hu73ds/progress?id=EDyyAEzydPS7JHZQtMPFzazOz6U1vHBchAL2CPbLhNU,&dl