The relationship of critical digital literacy to the Learning Design Conceptual Map

The challenge for the modern university in the digital age involves developing an effective pedagogy that meets the changing needs of students and staff as well as addressing the requirements of business and industry. The development of the Learning Design Conceptual Map (LD-CM) represents an educational landscape, which can be used to support learning design activity at all levels of operation (Dalziel, et al 2012: 14). The shift towards learning design predicated on social interaction, social connectivity, social knowledge construction and collaboration has promoted an interest in design at all levels, represented throughout the LD-CM components. The modern learner now transitions into higher education with a digital `backpack´ of devices, a set of preferred digital tools (social, professional and subject-orientated), a nascent set of connections and networking skills (Bryant & Walker, 2012). They are the generation y-fi who are always connected. They have serious tools for learning but are the product of a consumer generation and may lack the necessary criticality of their digital practice. Indeed, Learning Design in the 21st Century tends towards a technocratic framing, which may be deficient in the critical perspective (Hinrichsen & Coombs, 2013). This presentation will consider a framework for critical digital literacy and ways in which this may be mapped through the LD-CM to augment learning designs at the curriculum design and delivery level. Importantly it will highlight the risks and opportunities for enrichment and mitigation of these challenges.