20 Unit 1 scenarios: Digital learner and educator

School context

Tutor prompts inserted into Microsoft Copilot:

Generate a scenario based on the below.

Here is some context for a unit which is about the digital learner and educator and discourses.

Key concepts we will need to explore in the scenario are digital capabilities, personal learning environments, digital visitors and residents mapping and professional development.

General observations that apply:

• Student using social media routinely to stay in touch with friends.
• Always with their phone and on their phone.
• A lot of choice using software, apps and other digital platforms.
• Taking photographs routinely, also editing these.
• Using a range of social media apps.
• Many play multiplayer games.
• Also creating online content, such as videos.
• Doom scrolling.
• Connected living but disconnected learning.
• Not sure how to use digital technologies for their learning.
• Students rely primarily on their tutors for feedback.

This scenario would relate to teachers and students in school. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.

The generic module learning outcomes are:

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

LO2: Apply specific learning theories relevant to digital education in your professional context.

LO3: Critically reflect on a range of digital technologies and practices in your professional context.

Copilot generated scenario: Navigating Digital Learning in a Traditional School Setting

Context: A group of students at a secondary school are experiencing a disconnect between their digital lives and their learning environment. They are highly engaged with digital technologies outside of school, using social media, creating content, and playing multiplayer games. However, they struggle to integrate these skills into their academic learning.

Students:

• Emma: Uses social media to stay connected with friends and frequently edits photos and videos. She finds school boring and homework tedious.
• Liam: An avid gamer who spends hours playing multiplayer games. He feels disconnected from the learning process and relies heavily on his tutor for feedback.
• Sophia: Creates online content, including videos, but feels her digital skills are underutilised in her schoolwork. She finds the school environment restrictive and uninspiring.

Teachers:

• Mr. Chong: A teacher with a basic understanding of digital technologies. He prefers to stick to traditional methods and is risk-averse, fearing mistakes. He uses institutional tools but does not share his reflections openly.
• Ms. Sanchez: Another teacher who prepares her courses independently. She presents herself as an authority and is cautious about integrating new digital practices into her teaching.

School Environment:

• Students are not allowed to use their phones during school hours.
• Homework consists mainly of individual worksheets, which students find boring.
• The school day is long, with many hours spent preparing for exams.
• Teachers face increased workloads, including administrative tasks and tracking student progress.
• Staff development programmes are defined by the local authority, leaving little room for innovation.
• Teachers are exhausted from long working days and marking homework after school.

Scenario: Emma, Liam, and Sophia are struggling to see the relevance of their digital skills in their academic work. They feel disconnected from the learning process and find school boring. Ms. Sanchez and Mr. Chong are aware of the students’ digital capabilities but are unsure how to integrate these into their teaching practices. The school’s restrictive policies on phone use and the focus on exam preparation further exacerbate the disconnect.

Proposed discussion points:

• How can teachers bridge the gap between students’ digital lives and their academic learning?
• What strategies can be employed to make homework more engaging and relevant to students’ digital skills?
• How can professional development programmes be adapted to support teachers in integrating digital technologies into their teaching?
• What changes can be made to the school environment to foster a more connected and engaging learning experience?

Discussion Points and links to Module Learning Outcomes

Bridging the Gap Between Students’ Digital Lives and Academic Learning

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

• • • Relation: This discussion point encourages students to explore and critically assess the ongoing debates about the integration of digital technologies in education. They can examine how societal trends and digital capabilities influence educational practices and the potential benefits and challenges of bridging this gap.

Making Homework More Engaging and Relevant to Students’ Digital Skills

LO2: Apply specific learning theories relevant to digital education in your professional context.

• • • Relation: This point allows students to apply learning theories such as constructivism, connectivism, and experiential learning to design homework that leverages students’ digital skills. They can explore how these theories support the creation of engaging and relevant learning activities that resonate with students’ digital experiences.

Adapting Professional Development Programmes to Support Teachers

LO3: Critically reflect on a range of digital technologies and practices in your professional context.

• • • Relation: This discussion point encourages students to reflect on the current state of professional development programmes and how they can be improved to better support teachers in integrating digital technologies. They can critically evaluate existing practices and propose innovative solutions based on their reflections.

Fostering a More Connected and Engaging Learning Experience

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

1. • • Relation: This point involves assessing the broader societal and educational debates about creating connected and engaging learning environments. Students can explore how digital technologies can transform traditional educational settings and the implications for both learners and teachers.

University context

Tutor prompts inserted into Microsoft Copilot:

Generate a scenario based on the below.

Here is some context for this unit which is about the digital learner and educator and discourses.

Key concepts we will need to explore in the scenario are digital capabilities, personal learning environments, digital visitors and residents mapping, professional development.

General observations that apply:

• Student using social media routinely to stay in touch with friends.
• Always with their phone and on their phone.
• A lot of choice using software, apps and other digital platforms.
• Taking photographs routinely, also editing these.
• Using a range of social media apps.
• Many play multiplayer games.
• Also creating online content, such as videos.
• Doom scrolling.
• Connected living but disconnected learning.
• Not sure how to use digital technologies for their learning.
• Students rely primarily on their tutors for feedback.

This scenario would relate to educators and students at university. And here is what is happening: Please use the above and below to build a scenario. Do NOT provide solutions. Include discussion points and discussion points linked to the module learning outcomes.

The generic module learning outcomes are:

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

LO2: Apply specific learning theories relevant to digital education in your professional context.

LO3: Critically reflect on a range of digital technologies and practices in your professional context.

Copilot generated scenario: Digital Learning Challenges in a University Setting

Context: University students and educators are navigating the complexities of digital learning in a higher education environment. Students are digitally savvy in their personal lives but struggle to apply these skills to their academic work. Educators face numerous challenges, including heavy workloads, conflicting priorities, and limited time for professional development.

Students:

• Alex: Uses social media extensively to stay connected with friends and creates online content such as videos. Alex feels disconnected from the learning process and often questions the relevance of the material being taught.
• Jordan: Frequently engages in multiplayer games and uses various digital platforms. Jordan finds it difficult to attend classes regularly and prefers the flexibility of online learning.
• Taylor: Balances university studies with a part-time job and family responsibilities. Taylor uses generative AI tools secretly to manage the heavy workload and is focused on achieving good grades.

Educators:

• Dr Lee: A lecturer with a basic understanding of digital technologies, Dr. Lee prefers to stick to traditional teaching methods and is cautious about integrating new digital practices. Dr. Lee uses institutional tools but does not routinely share reflections with colleagues or students.
• Professor Morgan: Teaches multiple modules and has a heavy administrative load. Professor Morgan is committed to student learning but feels under pressure to cover extensive content and is defensive when receiving negative feedback.

University Environment:

• Students often feel lonely and disconnected, with many not attending classes regularly.
• Online learning is seen as a more flexible and cost-effective option.
• Assignments are primarily written and focus on assessment as a product.
• Students have diverse learning needs and varying levels of intrinsic motivation.
• Educators face increased workloads, conflicting priorities, and limited time for professional development.
• Staff development opportunities exist but are not always accessible due to time constraints.
• Educators focus on content delivery and often add more material without removing any, leading to information overload.

Scenario: Alex, Jordan, and Taylor are struggling to see the relevance of their digital skills in their academic work. They feel disconnected from the learning process and find it challenging to balance their studies with other responsibilities. Dr. Lee and Professor Morgan are aware of the students’ digital skills but are unsure how to integrate these into their teaching practices. The university’s focus on traditional assessment methods and extensive content delivery further exacerbates the disconnect.

Discussion Points:

• How can educators meaningfully connect students’ existing digital skills with academic learning goals? What strategies can be employed to make assignments more engaging and relevant to students’ digital skills?
• How can professional development programmes be adapted to support university educators in integrating digital technologies into their teaching?
• What changes can be made to the university environment to foster a more connected and engaging learning experience for students?

Relating Discussion Points to Learning Outcomes

Bridging the Gap Between Students’ Digital Lives and Academic Learning

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

• • • Relation: This discussion point encourages students to explore and critically assess the ongoing debates in higher education about the integration of digital technologies such as digital distraction vs engagement for example. They can examine how societal trends and digital capabilities influence educational practices and the potential benefits and challenges of bridging this gap.

Making Assignments More Engaging and Relevant to Students’ Digital Skills

LO2: Apply specific learning theories relevant to digital education in your professional context.

• • • Relation: This point allows students to apply learning theories such as constructivism, connectivism, and experiential learning to design assignments that leverage students’ digital skills. They can explore how these theories support the creation of engaging and relevant learning activities that resonate with students’ digital experiences.

Adapting Professional Development Programmes to Support University Educators

LO3: Critically reflect on a range of digital technologies and practices in your professional context.

• • • Relation: This discussion point encourages students to reflect on the current state of professional development programmes and how they can be improved to better support educators in integrating digital technologies. They can critically evaluate existing practices and propose innovative solutions based on their reflections.

Fostering a More Connected and Engaging Learning Experience

LO1: Critically assess key contemporary debates of digital technology, education and society in your professional context.

1. • • Relation: This point involves assessing the broader societal and educational debates about creating connected and engaging learning environments. Students can explore how digital technologies can transform traditional educational settings and the implications for both learners and educators.