Dundee symposium 31_may13

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  • 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:


  • 1. Moving from ‘e’ to ‘d’ – what does aDigital University really look like?Bill JohnstonSheila MacNeillUniversity of Dundee, eLearning Symposium, 31 May2013
  • 2. Overview• A presentation of in 2 parts• Part 1 – What is the digital university?• Part 2 - Possible directions for “digital”Dundee(in the light of Dundee teaching and learningstrategy and e-learning strategy documents)
  • 3. The rise of digitalImage: www.centerdigitaled.com
  • 4. “The new competition, the real threat. . . is the emergenceof entirely new models of university which are seeking toexploit the radically changed circumstances that are theresult of globalisation and the digital revolution.”An Avalancheis coming, Higher Education and the RevolutionAhead IPPR, March 2013(http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead)
  • 5. “There is no doubt that digital technologies have had aprofound impact upon the management of learning.Institutions can now recruit, register, monitor, andreport on students with a new economy, efficiency, and(sometimes) creativity yet, evidence of digitaltechnologies producing real transformation in learningand teaching remains elusive”Decoding Learning, the proof, promise and potential of digital educationNesta, November 2012(http://www.nesta.org.uk/library/documentsDecodingLearningReport_v12.pdf)
  • 6. What is a digital university?
  • 7. Where is a digital university?Image: newsroom.cisco.com
  • 8. Digital = global?• Global citizens are “digital”?• What does this mean at a local level?• What is a digital citizen?• What kind of profile(s) should staff/studentshave?• What would 20 credits for digital citizenshiplook like?
  • 9. Aspirations for Dundee• “If our aspiration is to be a small, researchintensive institution which uses that researchstrength to inform its learning, recognised as asignificant contributor to society globally, thenwe need to look at how resources can be bestdeployed to support that.”(University of Dundee, Teaching & LearningStrategy, 2012)
  • 10. Directions for Digital Dundee:Glocalization?• Notions of “Global community” and “multicultural world”• How are these represented in the curriculumand experienced by lecturers and students?• Glocalizationhttp://en.wikipedia.org/wiki/Glocalization)
  • 11. A Digital University: key themesDigitalParticipationInformationLiteracyCurriculum& CourseDesignLearningEnvironment
  • 12. Our model for the digital universityDigital Participation Information Literacy*Glocalization*Widening access*Civic role and responsibilities*Community engagement*Networks (human and digital)*Technological affordances*High level concepts and perceptionsinfluencing practice*Staff & student engagement anddevelopment*Effective development and use ofinfrastructureCurriculum and Course Design Learning Environment*Constructive alignment*Curriculum representations, coursemanagement, pedagogical innovation*Recruitment and marketing*Reporting, data, analytics*Physical and digital*Pedagogical and social*Research and enquiry*Staff and Resources
  • 13. Digital ParticipationDigital Participation University of Dundee Learning &Teaching Strategy•Glocalization•Widening Access•Community Engagement•Networks (human & digital)•Technological affordancesAim 1:Our graduates and postgraduatesmake an impact in their chosen fields,with the skills and knowledge to shapeand lead society in the professions,research, and the wider world.•(http://bit.ly/wMgL0W)
  • 14. Curriculum & Course DesignCurriculum& Course Design University of Dundee Learning &Teaching Strategy•Constructive alignment•Curriculum representations, coursemanagement, pedagogical innovation•Recruitment and marketing•Reporting, data, analyticsAim 2 Our curricula are designed forbreadth and depth allowing forexperimentation, change and diversity:breadth to recognise the need for ourgraduates to experience inter- and cross-disciplinary learning; and depth, becauseour graduates need to develop criticalenquiry and deep thinking skills, enablingthem to have open minds to challengeproblems.•(http://bit.ly/ypTdqx)
  • 15. Information LiteracyInformation Literacy University of Dundee Learning &Teaching Strategy•High level concepts and perceptions andinfluencing practice•Staff and student engagement•Effective development and use ofinfrastructureAim 2: Our curricula are designed forbreadth and depth allowing forexperimentation, changeand diversity: breadth to recognise theneed for our graduates to experienceinter- and cross-disciplinary learning; anddepth, because our graduates need todevelop critical enquiry and deepthinking skills, enabling them to haveopen minds to challenge problems.(http://bit.ly/zaZX7H)
  • 16. Information Literacy• "Information literacy is the adoption ofappropriate information behaviour toidentify, through whatever channel ormedium, information well fitted toinformation needs, leading to wise and ethicaluse of information in society.”(Johnston, B. & Webber, S. (2003) Information literacy in higher education: a reviewand case study. Studies in higher education)
  • 17. Learning environmentLearning Environment University of Dundee Learning &Teaching Strategy•Physical and digital•Pedagogical and social•Research and Enquiry•Staff and ResourcesAim 5: We will create a sustainablelearning environment which exploits allthe appropriate approaches andtechnologies, maximises income andensures that all our students, in Dundeeand elsewhere, are supported for success•(http://bit.ly/JJIDhJ)
  • 18. 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’ increasingmetacognitive and self-regulatory skills, 
• increases the complexity of the problems dealt with gradually andsystematically.Vermunt, J.D, Student Learning and University Teaching (2007), British Journal ofEducational Psychology
  • 19. Process orientated teaching:key features• lecturer skills -diagnostician, challenger, monitor, evaluatorand educational developer.• self-regulation for students e.g. collaborativeworking spaces, complex projects andpersonal reflective spaces.• Institutional support to encourage this type ofstudent in a self regulating researcher culture.
  • 20. The Dundee “Learning Journey”:what and how?• Where and how would students get creditthat related to your “big” aspirations for‘global community ”and “multi-culturalworld”?
  • 21. And finally• Take our model• Work with it and build it• Extend our conversation
  • 22. Contact Details• Bill Johnston b.johnston@strath.ac.uk• Sheila MacNeill s.macneill@strath.ac.uk@sheilmcnBlog posts: http://bit.ly/wUzP2p