Griffith Graduate Attributes ICT & Other Discipline-Related Communication Skills Toolkit

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1 Griffith Graduate Attributes ICT & Other Discipline-Related Communication Skills Toolkit (B) Effective Communicators and Team Members 1. Capacity to communicate effectively with others orally 2. Capacity to communicate effectively with others in writing 3. Capacity to communicate effectively with others using ICTs, multimedia, visual, musical and other forms appropriate to their disciplines 4. Capacity to interact and collaborate with others effectively, including in teams, in the workplace, and in culturally or linguistically diverse contexts.

2 Table of contents Purpose of this toolkit... 3 ICT and other discipline-related communication skills... 5 Why teach students ICT and other discipline-related communication skills... 5 Designing tasks that build ICT and other discipline-related communication skills... 6 Teaching and assessment activity examples... 8 Assessing students ICT and other discipline-related communication skills Additional resources Authorial Attribution: Webb, F., Smith, C., & Worsfold, K. (2011). ICT and Other Discipline-Related Communication Skills Toolkit. (Retrieved from the World Wide Web 4th April, 2011) NOTE: The URLs listed in this toolkit were current at the time of retrieval. However, please note these may change with time as websites update. ICT & Other Discipline-Related Communication Skills Toolkit Page 2

3 Purpose of this toolkit The Toolkits developed by members of the Griffith Graduate Project are intended primarily for academic staff. They offer an overview of some of the main issues related to developing students graduate skills during their degree studies. They draw heavily on existing literature and current practice in universities around the world and include numerous references and links to useful web resources. They are not comprehensive guides or how to booklets. Rather, they incorporate the perspectives of academic staff, students, graduates and employers on the graduate skills adopted by Griffith University in its Griffith Graduate Statement. Griffith University. (2009). The Griffith Graduate Attributes. (Retrieved from the World Wide Web 1st October 2010) This Toolkit, ICT and Other Discipline-Related Communication Skills, focuses on how you can help students to communicate effectively using a variety of mediums as appropriate to their discipline. This toolkit, together with others in the series (as shown in the following table) can be accessed via the Griffith Institute for Higher Education webpage, the URL of which is listed on the following page. GRADUATE ATTRIBUTES DESCRIPTOR TOOLKIT (1) Knowledgeable and Skilled in their Disciplines (2) Effective Communicators and Team Members Comprehensive knowledge and skills relating to their disciplines An interdisciplinary perspective Capacity to find, evaluate and use information Ability to apply discipline/professional skills and knowledge in the workplace Capacity to communicate effectively with others orally Capacity to communicate effectively with others in writing Capacity to communicate effectively with others using ICTs, multimedia, visual, musical and other forms appropriate to their disciplines Capacity to interact and collaborate with others effectively, including in teams, in the workplace, and in culturally or linguistically diverse contexts n/a Interdisciplinary Skills Information Literacy Professional Skills Oral Communication Written Communication ICT and Other Discipline-Related Communication Skills Teamwork Skills ICT & Other Discipline-Related Communication Skills Toolkit Page 3

4 GRADUATE ATTRIBUTES DESCRIPTOR TOOLKIT (3) Innovative and Creative, with Critical Judgement (4) Socially Responsible and Engaged in their Communities (5) Competent in Culturally Diverse and International Environments Ability to use knowledge and skills to devise solutions to unfamiliar problems Ability to analyse and critically evaluate arguments and evidence appropriate to their disciplines (e.g. collect analyse and interpret data and information, generate and test hypotheses, synthesise and organise information) Knowledge of research methodologies in their disciplines and capacity to interpret findings Ability to generate ideas/products/art works/methods/approaches/perspectives as appropriate to the discipline Ethical awareness (professional and personal) and academic integrity Capacity to apply disciplinary knowledge to solving real life problems in relevant communities Understanding of social and civic responsibilities, human rights and sustainability Understanding the value of further learning and professional development Awareness of and respect for the values and knowledges of Australian Aboriginal and Torres Strait Islander First Peoples Respect, awareness, knowledge and skills to interact effectively in culturally or linguistically diverse contexts A global and international perspective on their disciplines Creativity and Innovation* Critical Evaluation Research Skills Creativity and Innovation* Ethical Behaviour and Social Responsibility* Problem Solving Ethical Behaviour and Social Responsibility* Further Learning To be developed Global and International Perspective and Awareness* Global and International Perspective and Awareness* NB: * Toolkit covers two sub-attributes. ** Toolkit development in progress ICT & Other Discipline-Related Communication Skills Toolkit Page 4

5 ICT and other discipline-related communication skills In any discipline, graduates abilities to utilise a range of information and communication technologies (ICTs) such as , Skype TM and instant messaging are becoming increasingly important in their professional and workplace practice and may be crucial to their professional success. Even where degree programs do not lead to specific professional outcomes, the ability to communicate using current technologies is important to citizenship generally. Furthermore, communication modes, and the technologies and media that support these, differ in their application and importance across disciplines. For example, musical or visual literacies are more important in some disciplines than in others. Why teach students ICT and other discipline-related communication skills The ability to communicate using information and communication technologies is increasingly important for graduates as society changes from an industrial to information society in which citizens need to be able to manage huge amounts of information that can be disclosed and processed with the help of information and communication technology (Voogt & Pelgrum 2005, p.157). Effective graphic communication and communicating using artwork or music are also important for certain student cohorts. By providing opportunities for students to develop the ICT and other discipline-related communication skills we can: create dynamic real and virtual communities of inquiry; prepare students for real-world environments (including professional and workplace environments) in which these communication modes will be used; broaden students exposure to international perspectives through enhanced connections to international learning communities, resources and opportunities. ICT & Other Discipline-Related Communication Skills Toolkit Page 5

6 Designing tasks that build ICT and other discipline-related communication skills Table 1 provides some strategies for integrating technology and other discipline-related communication requirements into course design. Table 1: Design Strategies for integrating ICT and other discipline-related communication requirements Strategies 1. Assess the fitness for purpose of integrating technology or other discipline-related communication requirements in your class/course/program. 2. Consider the range of technologies and tools available and their fitness for your purposes and needs. Questions you might ask yourself What value does the technology or other discipline-related communication requirements add? What are the limitations of any ICT tool you might be considering (e.g. the tool s capacity to simultaneously handle the number of students in your class or whether it has in-built security features to protect student privacy)?; If you do decide to integrate ICT or other discipline-related communication requirements into your course, what is the optimal blend or balance of these given the other learning objectives you have set for your students? These might include: o MP3 files; o SMS messaging; o Online discussion forums; o Interactive CDs and simulations; o Art studio; o Wireless microphones; o Musical instruments; o Video cameras. What types of technologies or communication tools will best suit your purposes? What skills do you need to use the technologies or communication tools? 3. Consider learner differences. Your students range in age, background experience, level of computer literacy and ability to access information in different ways. When considering strategies to incorporate ICT and other discipline-related communication requirements into your course, take account of the learning needs of your students, particularly those with disabilities and those who may not have easy access to high-speed internet services off campus or the appropriate instruments. ICT & Other Discipline-Related Communication Skills Toolkit Page 6

7 4. Start small and integrate ICT or other discipline-related communication requirements progressively. 5. Monitor, evaluate, review and revise. If you are considering integrating ICT or other disciplinerelated communication requirements into your course for the first time start simply, with a focus on learning processes and outcomes. o What learning goals do you want your students to achieve? o What tools will best suit the purposes, needs and skill sets of yourself, your teaching team and your students? Once you have decided on your strategy for the semester, monitor the success of these progressively. Talk to students and colleagues about their view of the integration. Evaluate formally and informally. Adapted from the Blended Learning Good Practice Guide ICT & Other Discipline-Related Communication Skills Toolkit Page 7

8 Teaching and assessment activity examples Table 2 provides examples of activities and assessment approaches that can be used to integrate ICT requirements into course design. Table 2: Examples of integration of ICT activities Activity Example Scaffolding/ Integration Example Explicit Assessment Example Create a wiki site where students work together in groups to formulate, organise and present their solutions to preset problems online. For instance, students might work together to build a wiki- based glossary of the key terms learned during their course. Develop online discussion groups and fora that continue the discussion or debate that you stimulate in your face-to-face classes each week. Or using online discussion boards or instant messaging technology to involve students in shared problem-solving activities. Incorporate a virtual fieldtrip where you can send students to a series of websites or research databases, followed by a report back session to the class, face-toface or online. Provide students with protocols or design requirements for working within the wiki framework (e.g. Wikipedia s Neutral Point of View (NPOV) policy that requires the presentation of both/ many sides of an argument). Use the blended learning advice on wikis to help students learn how to use the technology. Show students examples of good practice use of discussion forums and highlight the elements of good practice (e.g. keep message short, don t comment unless you have something new to add, stay on topic). Explain how to evaluate websites for the purposes of research e.g. identifying the website source (reputable organisation), and date it was last updated. Assess the content of the contributors along with: o students ability to adhere to the wiki protocols and design elements. o students co-editing of glossary entries. Assess the students contribution to the discussion based on their adherence to the elements of good practice that you identified in the examples. Set criteria and standards that focus on the depth and frequency of their contribution and the way these link to others contributions. Assess the quality of the websites that the student has selected to support their report. Assess the broadness of the scope of different sources visited. ICT & Other Discipline-Related Communication Skills Toolkit Page 8

9 Involve a guest lecturer who makes a scheduled synchronous contribution to a real-time online discussion group or video conference, or who provides an expert contribution to an asynchronous online discussion forum. Virtual Role Play - Develop a range of skills among your students by giving them different roles in online discussions or assignments. Roles could include: organiser, main researcher(s), online discussion moderator, editor(s) responsible for final submission and online publication of a group task. These roles may be an extension of small group activities in face-to-face environments. Use e-portfolios to motivate students to document and publish their work. Use an instrument, tool or simulation to demonstrate a method or process. Provide students with the guidelines for communicating within the online forum. Ensure that students are provided with the parameters of working within this online environment (e.g. no cyber bullying, using appropriate language, adhering to their roles). Provide some examples of effective use of e-portfolios highlighting design and the intended purpose of the tool (e.g. a demonstration of their academic knowledge and professional accomplishments). Demonstrate how to use the instrument, tool or simulation and then allow students to practice. Assess the quality of the students contribution to the forum in terms of the guidelines that have been provided. Assess that students contributions have adhered to the parameters established for the online environment. Assess the richness of their in-role contributions and the degree to which these exhibit substantial background research into the role. Assess the degree to which the students e-portfolio has addressed the design and intended purpose requirements in their submitted work. Assess the student on their ability to perform the method or process using the instrument, tool or simulation. Table 3 provides examples of activities and assessment approaches that can be used to integrate other discipline-related communication skills into course design. ICT & Other Discipline-Related Communication Skills Toolkit Page 9

10 Table 3: Examples of integration for other discipline-related communication skills Activity Example Students are asked to consider the impact of sound (by using examples) on things like design, pollution, work environments, cultural understanding or mood. Scaffolding/ Integration Example Provide examples where sound has influenced or impacted an outcome. Explicit Assessment Example Assess students ability to identify and analyse the impact of sound in the situation dealt with. Marketing students conduct an experiment on the impact of different music genres on consumption behaviour in clothing stores. Psychology students use music as part of a therapy program for patients. Students are asked to analyse a photograph or graphic (e.g. diagram, graph) to identify its content, flaws, implications or meaning in the context of their discipline. Multimedia students develop an interactive educational multimedia activity applying theories of learning in digital environments as well as educational and instructional design principles to the design process. Film students work in teams to produce a short drama, documentary or screen media program. Scripts are competitively pitched, with a select number of projects chosen for production. Fine Arts students bring together their developing technical expertise in painting, critical awareness and personal interests to produce a set of exhibitable paintings. Provide some examples in other environments where music has had an impact on behaviour where an experimental method was used. Demonstrate on students by using different music and ask how each piece made them feel. Show some examples and highlight the key areas of focus (e.g. background, foreground, labels, keys). Have students develop graphical objects (with guidance) and analyse them. Walk students through good and bad examples of applications and highlight the reasons why. Advise students of the key elements in creating a short drama etc and how to deliver a pitch. Demonstrate this with examples and allow students to practice. Provide samples of collections of work and explain how they are tied together as a collection and communicate their theme. Assess students reflection on the influence of music on behaviour, their design of the experiment and the interpretation of the data. Assess students analysis of the use of music in therapy for patients. Assess students on their ability to identify and analyse the significance of the content of a photograph or graphic. Assess students ability to create a tool that addresses the requirements of design for an interactive educational multimedia. Assess students ability to interpret the key elements of creating a short drama etc in their work as well as their ability to produce a script and deliver a pitch. Assess students ability to describe how they have communicated a theme through their paintings. ICT & Other Discipline-Related Communication Skills Toolkit Page 10

11 Science students prepare a poster PowerPoint presentation using advanced PowerPoint functionalities that visually represents the key results of a laboratory experiment. Students are assessed on the standard and presentation of the information at a simulated conference poster session attended by lecturers and classmates. Students participate in a mock business innovation competition and design promotional graphical materials to represent sales of innovative products in a pitch to potential investors. Music students provide an individual public performance. Explain the principles of an effective PowerPoint presentation (e.g. readability, colour schemes, targeting an audience). Outline the key elements in designing a pitch for clients (e.g. addressing the client needs/ brief, design targeted for the client). Demonstrate or provide examples of performances and emphasise the important elements of a public performance. Allow students to perform a dress rehearsal. Assess students presentation on its effective use of design. Assess student s ability to address the brief in their designs against visual design principles. Assess students ability to communicate to the audience through their performance (e.g. have the audience involved in providing feedback) through their interpretation of the work. Of course the key thing to remember is that the use of ICTs and other communication tools in your course should be integral to your other learning objectives, not an add-on activity for its own sake. In this way the technology or tool retains its proper place as an instrument to get other discipline, professional or work activities done; a means not an end in itself. ICT & Other Discipline-Related Communication Skills Toolkit Page 11

12 Assessing students ICT and other discipline-related communication skills Through course design and assessment you can encourage students to develop ICT and/or other discipline-related communication skills implicitly or explicitly. Some examples of implicit activities that encourage the development of ICT skills include: using ICT tools to connect with students, and their supervisors, or to establish links with a comparable class of students in another university; providing electronic feedback on student assignments (electronically submitted) using track changes or a bank of appropriate feedback comments. Follow up or precede with a whole group feedback session in a lecture. combining large-class learning in a lecture theatre with self-paced online quizzes or interactive computer-based activities By incorporating ICT and other discipline-related communications requirements as a part of assessment students invariably begin to acquire these skills as they are required to use the tools in order to complete the course. For example, if you ask students to submit and present a PowerPoint TM presentation the student must learn how to use the program in order to complete the task whether you include this as criteria or not. However, if you do include effective use of PowerPoint as one of the criteria the student will tend to invest more time into learning how to use the tool. It is important to note that if you require students to learn how to use a tool as a part of assessment you may need to provide them with guidance or support in that tool s use (e.g. how to instructions or direction to where they can find that assistance). Most ICT tools have instructions available on the web and all ICT tools are supported by Information Services. Refer to Table 1 and Table 2 above for examples that demonstrate the integration of ICT and other discipline-related communication skills into assessment. ICT & Other Discipline-Related Communication Skills Toolkit Page 12

13 Additional resources Print resources Kirkwood, A. and L. Price (2005). Learners and learning in the twenty-first century: what do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education 30(3): Macdonald, J. (2004) Developing competent e-learners: the role of assessment, Assessment & Evaluation in Higher Education, 29(2), Voogt, J., & Pelgrum, H. (2005). ICT and curriculum change. Human Technology; an Interdisciplinary Journal on Humans in ICT Environments, 1(2), Watson, DM. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4) Wheeler, S. (2001) Information and Communication Technologies and the Changing Role of the Teacher, Journal of Educational Media, 26, pp Web resources Griffith Institute for Higher Education. Blended Learning Support. Retrieved from the world wide web on 1 st April 2010: Griffith Institute for Higher Education. Blended Learning Good Practice Guide. Retrieved from the world wide web on 1 st April 2010: ICT & Other Discipline-Related Communication Skills Toolkit Page 13

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