Rhona Sharpe

Head of OCSLD
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Rhona is Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University. Her interests are around developing and tutoring online courses, developing learners for a digital age, and  pedagogic research. Rhona is one of the co-founders of ELESIG (Evaluation of Learners' Experiences of e-learning Special Interest Group), a Senior Fellow of the Staff and Educational Development Association, a Fellow of the Higher Education Academy and a National Teaching Fellow. She is Editor of the Brookes eJournal for Learning and Teaching.

Posts by Rhona Sharpe:

Author: Rhona Sharpe
Rhona is Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University. Her interests are around developing and tutoring online courses, developing learners for a digital age, and  pedagogic research. Rhona is one of the co-founders of ELESIG (Evaluation of Learners' Experiences of e-learning Special Interest Group), a Senior Fellow of the Staff and Educational Development Association, a Fellow of the Higher Education Academy and a National Teaching Fellow. She is Editor of the Brookes eJournal for Learning and Teaching.

What’s at the top of the pyramid?

I’ve been troubled for while about what’s at the top of the pyramid model. I explore this in a forthcoming book chapter: Sharpe, R. (forthcoming 2014) What does it take to learn in next generation learning spaces? In Fraser, K.

Literacy as a socially and culturally situated practice

Session for Changing the Learning Landscape event, 29 May 2013 http://www.heacademy.ac.uk/events/detail/2013/29_May_CLL_Aston   Developing our digital literacies: the imperative from Rhona Sharpe

Critical digital literacy model

It’s been great to watch this model of digital literacy emerge from Greenwich University. It’s now called ‘5 Resources of Critical Digital Literacy’ and there is lots of information about it at  https://sites.google.com/site/dlframework/home

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Developing Digital Literacies ALT Webinar

The recording and slides from today’s ALT Webinar with Helen Beetham are now available at: http://repository.alt.ac.uk/2311/ Helen presented this version of the model and talked about digital identity has turned out to be a good hook for engaging colleagues in

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Open University Digital and Information Literacy Framework

The Open University’s Digital and Information Framework has many of the same features as the developmental model, moving through stages from access, practices to identity. See http://www.open.ac.uk/libraryservices/subsites/dilframework/ Practices are foregrounded and divided into 4 levels mapped to undergraduate and masters levels.

SCONUL updates 7 pillars through digital literacy lens

The Society of College, National and University Libraries ‘seven pillars of information literacy’ has been updated including through a digital literacy lens.

Extending the model for service development at University of Cardiff

The JISC funded Digidol model at the University of Cardiff have extended the framework to add a first level of awareness. See http://digidol.cardiff.ac.uk    

Analysing academics’ adoption of learning technologies

The framework has been used to analyse academics’ adoption of learning technologies inLiz Bennett’s EdD ‘Learning from the early adopters’. This uses the model as a construct to analyse interview data. Resources Bennett, L (2012) ‘Learning from the Early Adopters: the

Evaluating student experiences in workplace contexts at University of Reading

The framework has been used to evaluate students’ digital experiences in workplace contexts as part of the JISC funded Digitally Ready project at University of Reading

Institutional practices that support learner development

The framework has been used to examine institutional practices that support learner development towards effective learning in the JISC funded SLiDA project. See Sharpe, R. & Benfield, G. (2012) Institutional strategies for supporting learners in a digital age. Enhancing Learning and

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