Exploring the Digital University
Bill Johnston
Sheila MacNeill
Keith Smyth
Macquarie University
Thursday 5th December 2013
Part 1
Moving from ‘e’ to ‘d’ – what does
a Digital University really look like?
Overview
•
•
•
•
•

Background
Introduction and explanation of matrix
Case study – Edinburgh Napier University
Mapping Exe...
The rise of digital

Image: www.centerdigitaled.com
“The new competition, the real threat . . . is the emergence
of entirely new models of university which are seeking to
exp...
“There is no doubt that digital technologies have had a
profound impact upon the management of learning.
Institutions can ...
What is a digital university?
Where is a digital university?

Image: newsroom.cisco.com
A Digital University: key themes
Curriculum &
Course Design

Digital
Participation

Learning
Environments

Information
Lit...
Our model for the digital university
Digital Participation

Information Literacy

*Glocalization
*Widening access
*Civic r...
Digital Participation
Digital Participation
• Glocalization
•Widening Access
•Community Engagement
•Networks (human & digi...
Curriculum & Course Design
Curriculum & Course Design
•Constructive alignment
•Curriculum representations, course
manageme...
Information Literacy
Information Literacy
•High level concepts and perceptions and
influencing practice
•Staff and student...
Learning environment
Learning Environment
•Physical and digital
•Pedagogical and social
•Research and Enquiry
•Staff and R...
Information Literacy
• "Information literacy is the adoption of
appropriate information behaviour to identify,
through wha...
Learning Environment:
Key features
• prepare students for lifelong, self-regulated, cooperative and workbased learning;

•...
Process orientated teaching:
key features
• lecturer skills - diagnostician, challenger,
monitor, evaluator and educationa...
Digital Participation

Aim 1: Our graduates and postgraduates
make an impact in their chosen fields,
with the skills and k...
Digital Participation

Information Literacy

*Engagement – social interaction,
*Personalisation – digital identity,
indivi...
Glasgow Caledonian University
http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20Ju...
Feedback/comments
Part 2
Exploring Digital Futures at
Edinburgh Napier University
Where we’re currently at
3E Framework for TEL
What’s making us think ahead?
North Carolina State University Learning Space
Cross-campus learning and support
Digital Futures Working Group
Background
•

Initial round table discussion about current digital practice and
provision within the University in Septemb...
Developing digital literacies
Digital student support provision
Digitally enhanced education
Digital communication and out...
Three key outputs
1. Initial ‘rich picture’ report of current practice
2. Short-term recommendations

3. ‘Visioning’ docum...
Consultation and dissemination
•

Directly via Working Group representatives

•

Through online reference group

•

Facult...
Contact Details
Bill Johnston
b.johnston@strath.ac.uk
Sheila MacNeill
sheila.macneill@gcu.ac.uk @sheilmcn
Keith Smyth
K.Sm...
Exploring the Digital University
Exploring the Digital University
Exploring the Digital University
Exploring the Digital University
Exploring the Digital University
Exploring the Digital University
Exploring the Digital University
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Exploring the Digital University

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Workshop for Macquarrie University, 5th December 2013, with Bill Johnston and Keith Smyth

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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:
  • Exploring the Digital University

    1. 1. Exploring the Digital University Bill Johnston Sheila MacNeill Keith Smyth Macquarie University Thursday 5th December 2013
    2. 2. Part 1 Moving from ‘e’ to ‘d’ – what does a Digital University really look like?
    3. 3. Overview • • • • • Background Introduction and explanation of matrix Case study – Edinburgh Napier University Mapping Exercise Group feedback and discussion
    4. 4. The rise of digital Image: www.centerdigitaled.com
    5. 5. “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)
    6. 6. “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)
    7. 7. What is a digital university?
    8. 8. Where is a digital university? Image: newsroom.cisco.com
    9. 9. A Digital University: key themes Curriculum & Course Design Digital Participation Learning Environments Information Literacy
    10. 10. 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
    11. 11. Digital Participation Digital Participation • Glocalization •Widening Access •Community Engagement •Networks (human & digital) •Technological affordances •(http://bit.ly/wMgL0W)
    12. 12. Curriculum & Course Design Curriculum & Course Design •Constructive alignment •Curriculum representations, course management, pedagogical innovation •Recruitment and marketing •Reporting, data, analytics •(http://bit.ly/ypTdqx)
    13. 13. Information Literacy Information Literacy •High level concepts and perceptions and influencing practice •Staff and student engagement •Effective development and use of infrastructure (http://bit.ly/zaZX7H)
    14. 14. Learning environment Learning Environment •Physical and digital •Pedagogical and social •Research and Enquiry •Staff and Resources •(http://bit.ly/JJIDhJ)
    15. 15. 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)
    16. 16. Learning Environment: Key features • prepare students for lifelong, self-regulated, cooperative and workbased 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
    17. 17. 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.
    18. 18. Digital Participation Aim 1: Our graduates and postgraduates make an impact in their chosen fields, with the skills and knowledge to shape and lead society in the professions, research, and the wider world. Information Literacy Aim 2: Our curricula are designed for breadth and depth allowing for experimentation, change and diversity: breadth to recognise the need for our graduates to experience inter- and cross-disciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems. Curriculum & Course Design Learning Environment Aim 2: Our curricula are designed for breadth and depth allowing for experimentation, change and diversity: breadth to recognise the need for our graduates to experience inter- and crossdisciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems. Aim 5: We will create a sustainable learning environment which exploits all the appropriate approaches and technologies, maximises income and ensures that all our students, in Dundee and elsewhere, are supported for success University of Dundee http://www.slideshare.net/sheilamac/dundee-symposium-31may13-21833957
    19. 19. Digital Participation Information Literacy *Engagement – social interaction, *Personalisation – digital identity, individual learning journeys *Connectivity – social, professional and community Curriculum & Course Design Learning Environment *Curriculum and Research *Professional Practice *Personalisation *Learning Spaces (virtual and physical), *Supporting collaboration and interaction *Curriculum and Research University of Greenwich https://journals.gre.ac.uk/index.php/compass/article/view/79/121
    20. 20. Glasgow Caledonian University http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20June% 20(2)%20-%20final%20version%20approved.pdf
    21. 21. Feedback/comments
    22. 22. Part 2 Exploring Digital Futures at Edinburgh Napier University
    23. 23. Where we’re currently at
    24. 24. 3E Framework for TEL
    25. 25. What’s making us think ahead?
    26. 26. North Carolina State University Learning Space
    27. 27. Cross-campus learning and support
    28. 28. Digital Futures Working Group
    29. 29. Background • Initial round table discussion about current digital practice and provision within the University in September 2012 • ‘Digital Futures: exploring Edinburgh Napier University’s technological ambitions’ Symposium December 2012 • Digital Futures Working Group formed to further explore current practice and future possibilities in six key areas, with input from Bill and Sheila as external critical friends
    30. 30. Developing digital literacies Digital student support provision Digitally enhanced education Digital communication and outreach Digital research and leadership Digital infrastructure and integration
    31. 31. Three key outputs 1. Initial ‘rich picture’ report of current practice 2. Short-term recommendations 3. ‘Visioning’ document of possible future options In addition to a Benchmarking document covering national policy, funded national initiatives and institutional practices within and beyond the UK Higher Education sector
    32. 32. Consultation and dissemination • Directly via Working Group representatives • Through online reference group • Faculty Executives, School and Subject Group Meetings, attendance at NSA meetings and events • Faculty Open Events (November) • Wrap-up event ‘Digital Futures Symposium: shaping the recommendations of the Digital Futures Working Group’ to be held Thursday 19th December 2013
    33. 33. Contact Details Bill Johnston b.johnston@strath.ac.uk Sheila MacNeill sheila.macneill@gcu.ac.uk @sheilmcn Keith Smyth K.Smyth@napier.ac.uk @smythkrs Blog posts: http://bit.ly/wUzP2p http://howsheilaseesit.wordpress.com/
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