Digital Literacy in Religious Studies

Sinclair, Stefanie

doi:10.18792/diskus.v14i0.15

Cited by 3 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…And when the evidence points to the effectiveness of discipline-based embedded approaches as opposed to generic digital skills development (Beetham, McGill, and Littlejohn 2009), having limited examples of disciplinary digital capabilities is not conducive to curriculum design and review. If universities have a central role in developing professionals' digital capabilities (Payton 2012;Sinclair 2013), then higher education (HE) curriculum teams need to articulate what digital capabilities mean in their disciplinary contexts (Belshaw 2012;Warren 2011) to be able to design them into their course. This gap leads to the overarching research question of this paper: 'How are digital capabilities conceptualised in different disciplines?'…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

“…For this investigation, two disciplines, engineering and management, were selected. Prior to this study, few published mappings of digital capabilities existed, including English as a second language (John 2014), religious studies (Sinclair 2013) and sustainability education (Brown 2014). Apart from a study (Jupp and Awad 2013) on construction management, no mapping existed for engineering or management, and none offered triangulation of perceptions between academics, students and professionals (see Figure 1).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

“…As mentioned previously, few examples explore digital capabilities in specific subjects. The two most pertinent studies on digital capabilities in a specific discipline concern construction management (Jupp and Awad 2013) and religious studies (Sinclair 2013). They are pertinent because they account for the impact of changing knowledge-practices as a result of technological innovations of their respective fields, and what this means for curriculum design.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

Varga‐Atkins

2020

Research in Learning Technology

View full text Add to dashboard Cite

The development of digital capabilities has received significant attention in higher education (HE) in recent years, with various attempts made to develop digital frameworks to support curriculum design. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap by exploring how digital capabilities are planned in HE curricula in two professional disciplines, engineering and management, at the two UK universities. Originality of the study is achieved in part through a newly proposed conceptual framework that weaves Shulman's notion of signature pedagogies together with Joint Information Systems Committee (JISC)'s Digital Capability Framework (DigiCap). This study employed a multiple-case study methodology, drawing on documentary sources and academic, professional and student perspectives via interviews and focus groups. This study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which DigiCap elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct 'signature digital capabilities'. These indicate that the development of digital capabilities is aligned with the respective discipline's signature pedagogies. This study argues that, simply just using a descriptive, typological framework is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological DigiCap framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities. This approach is one of the major outcomes of this study.

show abstract

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

Varga‐Atkins

2020

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…All of those involved in Moderation gained insights into issues of "religious literacy" and the nature of contests about religious issues as debated online. It was possible to watch the ebb and flow of conversations, and recognize that online forums can be very suitable settings for discussion of sensitive issues (Sinclair, 2013). The immediacy of a face-to-face setting can put individual students "'on the spot' and does not give them as much time to reflect or 'cool down'" (ibid: 44) in contrast to asynchronous discussion forums.…”

Section: Outcomes: Short Medium and Long-termmentioning

confidence: 99%

Learning about Islam and Muslims online: Reflections on the design and delivery of a massive open online course (MOOC) 2014–2019

Gilliat‐Ray

2020

Teaching Theology & Religion

View full text Add to dashboard Cite

This article evaluates the design, delivery, and main outcomes of Cardiff University's first “Massive Open Online Course” (MOOC) entitled “Muslims in Britain: Changes and Challenges,” delivered to over 20,899 international learners between 2014 and 2019. I explore the design principles underpinning the course and offer a detailed quantitative overview of our learner‐base. The paper examines the experience of course delivery, as well as providing an evaluation of the outcomes arising from the course in the short, medium and long‐term. It also explores some of the distinctive aspects of learning about religion (and Islam, in particular) online as a result of our course, thereby contributing to discussion about the pedagogy of Religious Studies in the digital environment.

show abstract

Testing and Disrupting Ontologies: Using the Database of Religious History as a Pedagogical Tool

et al. 2022

View full text Add to dashboard Cite

In an age of “Big Data” the study of the history and archaeology of religion faces an exponentially increasing quantity and range of data and scholarly interpretation. For the student and scholar alike, new tools that allow for efficient and accurate inquiry are a necessity. Here, the open-access and digital Database of Religious History (DRH) is presented as one such tool that addresses this need and is well suited for use in the classroom. In this article, we present the basic structure of the database along with a demonstration of its potential use. Following a thematic inquiry into questions concerning “high gods”, individual disciplinary-specific case studies examine applications to particular contexts across time and space. These case studies demonstrate the ways in which the DRH can test and disrupt ontologies through its ability to efficiently cross traditional disciplinary boundaries.

show abstract

Digital Literacy in Religious Studies

Cited by 3 publications

References 4 publications

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

Beyond description: in search of disciplinary digital capabilities through signature pedagogies

Learning about Islam and Muslims online: Reflections on the design and delivery of a massive open online course (MOOC) 2014–2019

Testing and Disrupting Ontologies: Using the Database of Religious History as a Pedagogical Tool

Contact Info

Product

Resources

About