Ascilite13 moving from e to d, what does a digital uni look like 1

436 views
314 views

Published on

Presentation with Bill Johnston, for Ascilite 2013 Conference, Sydney, December 2013

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
436
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • The logic of our overall discussion starts with the macro concept of Digital Participation which provides the wider societal backdrop to educational development. Information Literacy enables digital participation and in educational institutions is supported by Learning Environments which are themselves constantly evolving. All of this has significant implications for Curriculum and Course Design.
  • which influence effective student learning, and therefore offers systematic guidance on the redesign of course to create learning environments which:
  • Ascilite13 moving from e to d, what does a digital uni look like 1

    1. 1. Moving from ‘e’ to ‘d’ – what does a Digital University really look like? Bill Johnston Sheila MacNeill Ascilite 2013
    2. 2. Overview • Background • Introduction and explanation of matrix • Examples of use
    3. 3. The rise of digital Image: www.centerdigitaled.com
    4. 4. “The new competition, the real threat . . . is the emergence of entirely new models of university which are seeking to exploit the radically changed circumstances that are the result of globalisation and the digital revolution.” An Avalanche is coming, Higher Education and the Revolution Ahead IPPR , March 2013 (http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-highereducation-and-the-revolution-ahead)
    5. 5. “There is no doubt that digital technologies have had a profound impact upon the management of learning. Institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive” Decoding Learning, the proof, promise and potential of digital education Nesta, November 2012 (http://www.nesta.org.uk/library/documentsDecodingLearningReport_v12.pdf)
    6. 6. What is a digital university?
    7. 7. Where is a digital university? Image: newsroom.cisco.com
    8. 8. A Digital University: key themes Curriculum & Course Design Digital Participation Learning Environments Information Literacy
    9. 9. Our model for the digital university Digital Participation Information Literacy *Glocalization *Widening access *Civic role and responsibilities *Community engagement *Networks (human and digital) *Technological affordances *High level concepts and perceptions influencing practice *Staff & student engagement and development *Effective development and use of infrastructure Curriculum and Course Design Learning Environment *Constructive alignment *Curriculum representations, course management, pedagogical innovation *Recruitment and marketing *Reporting, data, analytics *Physical and digital *Pedagogical and social *Research and enquiry *Staff and Resources
    10. 10. Information Literacy • "Information literacy is the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society.” (Johnston, B. & Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in higher education)
    11. 11. Learning Environment: Key features • prepare students for lifelong, self-regulated, cooperative and work-based learning;
 • foster high quality student learning;
 • change teaching methods in response to students’ increasing metacognitive and self-regulatory skills, 
 • increases the complexity of the problems dealt with gradually and systematically. Vermunt, J.D, Student Learning and University Teaching (2007), British Journal of Educational Psychology
    12. 12. Process orientated teaching: key features • lecturer skills - diagnostician, challenger, monitor, evaluator and educational developer. • self-regulation for students e.g. collaborative working spaces, complex projects and personal reflective spaces. • Institutional support to encourage this type of student in a self regulating researcher culture.
    13. 13. And finally • Take our model • Work with it and build it • Extend our conversation
    14. 14. Contact Details • Bill Johnston b.johnston@strath.ac.uk • Sheila MacNeill sheila.macneill@gcu.ac.uk @sheilmcn Blog posts: http://bit.ly/wUzP2p http://howsheilaseesit.wordpress.com/ Examples: University of Dundee http://www.slideshare.net/sheilamac/dundee-symposium31may13-21833957 University of Greenwich: https://journals.gre.ac.uk/index.php/compass/article/view/79/121 Ascilite13 Workshop materials

    ×