Speaker: Sarah Davies, head of higher education and student experience, Jisc.
This interactive workshop will discuss how we can ensure our digital environment offers our students’ opportunities to develop their digital capabilities.
We will share the outcomes from our recently completed Jisc student digital experience tracker surveys of over 22,000 students from higher education, further education and skills as well as online learners. These findings will highlight key areas we need to be addressing to ensure our students’ digital capabilities are supported.
Participants will also explore resources and tools they can use in their own organisation to support their practice.
Digital Diagnostic: identifying staff digital capabilities at Staffordshire U...Jisc
Speaker: Vicki McGarvey, learning and information services manager, Staffordshire University.
This session will provide an overview of the digital transformation work undertaken at Staffordshire University over the last 12 months, with a particular emphasis on the digital learning project and the Digital Diagnostic tool which has been developed.
This online tool allows all staff to self-assess their current level of digital capability, provides an overall 'score' and directs them to relevant development and training material available at the university.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
Celebrating success – delivering digital literacyJisc
Speakers:
Rebecca Dean, essential skills tutor, Torfaen Training
Scott Jenkinson, tutor/mentor, 4:28 Training
The speakers have successfully delivered digital literacy to their learners and would like to share some experiences, resources and suggestions.
Delegates will participate in an activity using QR codes and Mentimeter.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
Presentations from Deb Millar, Head of e-Learning at Blackburn College on the 'DigiPals project' and from Peter Chatterton and Clare Killen on the Jisc Student Engagement Toolkit.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Digital Diagnostic: identifying staff digital capabilities at Staffordshire U...Jisc
Speaker: Vicki McGarvey, learning and information services manager, Staffordshire University.
This session will provide an overview of the digital transformation work undertaken at Staffordshire University over the last 12 months, with a particular emphasis on the digital learning project and the Digital Diagnostic tool which has been developed.
This online tool allows all staff to self-assess their current level of digital capability, provides an overall 'score' and directs them to relevant development and training material available at the university.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
Celebrating success – delivering digital literacyJisc
Speakers:
Rebecca Dean, essential skills tutor, Torfaen Training
Scott Jenkinson, tutor/mentor, 4:28 Training
The speakers have successfully delivered digital literacy to their learners and would like to share some experiences, resources and suggestions.
Delegates will participate in an activity using QR codes and Mentimeter.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
Presentations from Deb Millar, Head of e-Learning at Blackburn College on the 'DigiPals project' and from Peter Chatterton and Clare Killen on the Jisc Student Engagement Toolkit.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
This presentation aims to share and discuss the emerging themes and ideas being generated through our student employability project, which explores how technology can best support students to develop and communicate the skills that are needed for the workplace.
The presentation informs participants of what has been learnt so far and engage them in discussions. We will:
Share emergent themes including issues and opportunities from the study
Share, discuss and build on ideas for what organisations, programme teams and we can do to enhance student employability and the use of technology.
Presenters:
Lisa Gray, senior co-design manager, Jisc
Peter Chatterton, independent consultant, higher education
Geoff Rebbeck, independent consultant, further education and skills
Who will find this useful?
The presentation will be of interest to anyone across HE, FE and skills with an interest in how students develop and communicate employability skills, primarily:
Senior managers with responsibility for employer responsiveness and employer engagement
Academic/teaching staff with an interest in employability
Technology-enhanced learning and academic enhancement roles
Employability leads
Staff with responsibility for personal development planning (PDP)
Careers staff.
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, our deputy chief innovation officer. Andy will focus on Jisc’s visions for its work across the education and research sectors.
The second is Sarah Speight, academic director of the transforming teaching programme, Nottingham University.
Connect more in Nottingham, Tuesday 12 July 2016.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Welcome plenary - Lyn Bender and Steve WheelerJisc
Led by your host Lyn Bender, head of Jisc south west and midlands, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contribution from Steve Wheeler, associate professor (senior lecturer) in information and computer technology, University of Plymouth.
Connect more in Cheltenham, 30 June 2016
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
Lightning talks: teaching and learning excellence in a digital ageJisc
Supporting academics to flip the classroom
Speaker: Fiona McCloy, instructional design consultant, Ulster University.
This session provides an overview of a training initiative developed at Ulster University to support academics to flip the classroom. It helps practitioners plan the learning design and activities; overcome challenges; share ideas and experiences; and learn about possible educational technologies to enable it.
3D modelling in teaching and learning
Speakers: Matthew Nicholls, associate professor, University of Reading
Bunny Waring, undergraduate student, University of Reading
Dr Matthew Nicholls, a classicist at the University of Reading, outlines some of the benefits of 3D digital modelling for education. He will showcase his work reconstructing ancient Rome, and teaching students to do the same, and suggest some tools and resources for those interested in having a go themselves.
Personalised learning: are you ready?
Speakers:
Ann Tilbury, academic skills manager, University of the Highlands and Islands
Scott Connor, educational development leader, University of the Highlands and Islands
Are you ready for personalised learning? This session will introduce the AToM platform highlighting key functionality and outputs. Potential impact and issues relating to its use will be explored. Live delegate feedback will be shared during the session using an online virtual bulletin board accessed via a QR code /URL.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
Connect More with peers in practice - Northern IrelandJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Angela Dynes, library manager, and Shannon Boyce, digital instructional designer, Northern Regional College
Louise O'Boyle, lecturer and faculty UKPSF lead, University of Ulster
Aideen Gibson, e-learning developer, University of Ulster
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
This presentation aims to share and discuss the emerging themes and ideas being generated through our student employability project, which explores how technology can best support students to develop and communicate the skills that are needed for the workplace.
The presentation informs participants of what has been learnt so far and engage them in discussions. We will:
Share emergent themes including issues and opportunities from the study
Share, discuss and build on ideas for what organisations, programme teams and we can do to enhance student employability and the use of technology.
Presenters:
Lisa Gray, senior co-design manager, Jisc
Peter Chatterton, independent consultant, higher education
Geoff Rebbeck, independent consultant, further education and skills
Who will find this useful?
The presentation will be of interest to anyone across HE, FE and skills with an interest in how students develop and communicate employability skills, primarily:
Senior managers with responsibility for employer responsiveness and employer engagement
Academic/teaching staff with an interest in employability
Technology-enhanced learning and academic enhancement roles
Employability leads
Staff with responsibility for personal development planning (PDP)
Careers staff.
Digital student - understanding students' expectations and experiences of the...Jisc
Jisc’s research into students’ experiences and expectations of technology began in 2006 with the Learners’ Experiences of e-Learning programme. This became a reference study for the sector and helped change the way institutions understand students’ experiences with technology. Studies in partnership with the British Library, and work carried out by Jisc’s recent ‘Developing Digital Literacies' programme, have furthered our understanding of students' digital practices and needs. Now, through Jisc’s Co-Design programme, the Digital Student project has brought us up to date with how students' expectations are changing and what institutions are doing to keep up with them.
This workshop will offer delegates an opportunity to engage with the findings and recommendations from the Digital Student study and to consider what impact these could have in their own institutional context. A large part of the session will be taken up with a scenario planning activity in which delegates explore different outcomes depending on whether or not institutions rise to the digital challenge. There will be an opportunity to share effective approaches and to inform the next phase of activities being planned by Jisc to support the Digital Student Experience into the future.
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
Closing plenary - Connect more with the future - Andy McGregor and Sarah SpeightJisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, our deputy chief innovation officer. Andy will focus on Jisc’s visions for its work across the education and research sectors.
The second is Sarah Speight, academic director of the transforming teaching programme, Nottingham University.
Connect more in Nottingham, Tuesday 12 July 2016.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Welcome plenary - Lyn Bender and Steve WheelerJisc
Led by your host Lyn Bender, head of Jisc south west and midlands, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contribution from Steve Wheeler, associate professor (senior lecturer) in information and computer technology, University of Plymouth.
Connect more in Cheltenham, 30 June 2016
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
Lightning talks: teaching and learning excellence in a digital ageJisc
Supporting academics to flip the classroom
Speaker: Fiona McCloy, instructional design consultant, Ulster University.
This session provides an overview of a training initiative developed at Ulster University to support academics to flip the classroom. It helps practitioners plan the learning design and activities; overcome challenges; share ideas and experiences; and learn about possible educational technologies to enable it.
3D modelling in teaching and learning
Speakers: Matthew Nicholls, associate professor, University of Reading
Bunny Waring, undergraduate student, University of Reading
Dr Matthew Nicholls, a classicist at the University of Reading, outlines some of the benefits of 3D digital modelling for education. He will showcase his work reconstructing ancient Rome, and teaching students to do the same, and suggest some tools and resources for those interested in having a go themselves.
Personalised learning: are you ready?
Speakers:
Ann Tilbury, academic skills manager, University of the Highlands and Islands
Scott Connor, educational development leader, University of the Highlands and Islands
Are you ready for personalised learning? This session will introduce the AToM platform highlighting key functionality and outputs. Potential impact and issues relating to its use will be explored. Live delegate feedback will be shared during the session using an online virtual bulletin board accessed via a QR code /URL.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
Connect More with peers in practice - Northern IrelandJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Angela Dynes, library manager, and Shannon Boyce, digital instructional designer, Northern Regional College
Louise O'Boyle, lecturer and faculty UKPSF lead, University of Ulster
Aideen Gibson, e-learning developer, University of Ulster
Speaker: Scott Hibberson, subject specialist (online learning and the digital student experience), Jisc
This workshop will build confidence to design and deliver a digital curriculum – one that will prepare students to learn successfully in digital settings, and to thrive in a digital world.
Three activities will be introduced and attendees will be encouraged to share ideas about completing them. Participants will then be able to take away the associated resources and complete, reflect on and follow up the activities in their own time.
Organisational approaches to digital capabilityJisc
Speakers: Andy Jaffrey, head of the Office for Digital Learning, and Aine Macneill, instructional design consultant, both Ulster University.
Led by colleagues from Ulster University, this interactive session will explore the challenges of developing organisational approaches to digital capabilities.
We explore the contested nature of the term ‘digital capabilities’ across different academic and professional services departments and influenced by Jisc’s resources, for developing organisational approaches to digital capability, we will share approaches to developing staff, students, organisations and curriculum.
Tools and strategies to enhance learning through digital capabilityJisc
Speakers:
Antoine Rivoire, lecturer and technology enhanced learning mentor, South Eastern Regional College (SERC)
Gillian Auld, deputy head of learning academy, South Eastern Regional College (SERC)
This session will be conducted as an interactive workshop during which you will be encouraged to use your own device to experience first-hand how technology enhanced learning is transforming the classroom.
As a technology enhanced learning mentor at SERC, Antoine will discuss the strategies best suited to these technologies in order to boost learner engagement and foster different styles of learning.
Lowering the bar to using data – interactive dashboards for educationJisc
Speakers:
James Berry, business intelligence analyst, Sheffield Hallam University
Myles Danson, senior co-design manager, Jisc
As a society we are drowning in data. We’re walking bar codes – the data we leave behind us as we interact with digital systems and services is being used for all manner of purposes. Data is everywhere, yet how can we use it to inform the decisions we make in our daily working lives?
This interactive session will introduce delegates to the rational, creation, delivery and use of innovative interactive data dashboards and visualisations for the education sector. We will demonstrate dashboards, you will be guided to use some yourself and we’ll explain how you or your colleagues can benefit once back at the office.
Preparing staff and students to be digitally readyJisc
Speaker: Professor Paul Bartholomew, pro-vice-chancellor, Ulster University.
What are the current and forthcoming challenges for tertiary education? How will tertiary learning be distributed between on- and off-campus modes? Do we need to support the evolution of new academic identities? Can technology help?
Making the most of microlearning: ideas and insightsJisc
Speaker: Helen Dixon, digital learning technologist and coach, Northern Regional College.
This interactive workshop will explore the concept of microlearning and look at ways in which it can be used formally and informally with staff and students to develop digital capabilities.
Participants will be given the opportunity to explore activity mapping and social learning and will be encouraged to share their ideas and experiences
Tracking learners digital experience: the benefits and impactsSarah Knight
This session outlines the key findings from the Jisc Student digital experience tracker survey of 22,000 UK learners. The session also includes links to how institutions are using the tracker to engage their students to support their digital developments
Student expectations and experiences of the digital environment: consultation...Helen Beetham
Slides supporting the Jisc consultation on responding to students' changing expectations and experiences of the digital environment. Delivered 4 March 2014 in London
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
Digital student - understanding students' expectations and experience of the ...ELESIGpresentations
Presentation from the JISC Digital Student project team: Helen Beetham, Dave White, Sarah Knight and Paul Bailey.
At ELESIG/JISC Digital Student Symposium, 26 March 2014
Digital student skills workshop - 17 February 2016Jisc
As part of our digital student project, this series of consultation events will help inform our digital student: skills sector study. We are exploring the technology expectations and experiences of different learners’ including adult and community learners, work based learners, apprentices and offender learners.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Building a digital environment to support
the development of your students’
digital capabilities
Sarah Knight, Head of change implementation support – education/student, Jisc
ChrisThomson, Subject specialist (online learning and the digital student experience), Jisc
#digitalstudent http://digitalstudent.jiscinvolve.org
3. Our aims
» Discuss the headline findings
from the Jisc student digital
experience tracker and how these
relate to your own context
» Develop a better understanding
of how the digital environment
can support your students’ digital
capabilities
» Discuss what digital capabilities
your learners require
» Review the Jisc resources and
tools available and explore how
these could support you with
your practice
07/07/2017 #digitalcapability http://ji.sc/building-digicap 3
4. Describe your digital students
» Describe (or draw!) your digital
students
» What technology do they use
everyday?
» What technology do they use for
their learning?
» What technologies do they use
for collaborating, networking
and sharing ideas their peers?
07/07/2017 #digitalcapability http://ji.sc/building-digicap 4
5. Developing our students’ digital capability
07/07/2017 #digitalcapability http://ji.sc/building-digicap
All available from:
http://ji.sc/building-digicap
5
6. What do we currently do?
» Visit menti.com
» Enter the code:
› 27 134
» How do you currently assess your
students’ digital capabilities?
07/07/2017 #digitalcapability http://ji.sc/building-digicap 6
7. Our digital student work
» Phase 1 study reviewed students’ expectations and experiences of the
digital environment at university and we spoke to 500 staff and students
during our consultation (2013-2014) see http://bit.ly/HEdigstudent
» We conducted a review of practice in schools to identify likely incoming
expectations (2014) see http://bit.ly/2gYifGH
» In phase 2 we focused on FE speaking to 220 learners and 300 staff
from colleges across the UK (2014-2015) see
http://bit.ly/FEdigitalstudentoutputs
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8. Our digital student work
» Phase 3 Skills study spoke with 123 adult and community learners, work
based learners including apprentices and offender learners (2015-2016)
see http://bit.ly/digitalstudentskills
» Phase 4 Online learners study, reviewed literature and spoke to
students studying on online or partly online courses in HE and FE and
Skills (2016) see http://bit.ly/digstudonline
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9. Enhancing the digital student experience postcards
07/07/2017 #digitalcapability http://ji.sc/building-digicap
Available to download from: http://bit.ly/FEdigitalstudentoutputs
9
10. Benchmarking the student digital experience
» Jisc, NUS andTSEP
» http://bit.ly/digstudentbenchmark
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11. Student digital experience tracker
» Gather evidence from students about their digital
experience, and benchmark their data against other
institutions
» Make better informed decisions about the
digital environment
» Target resources for improving digital provision
» Plan other research, data gathering and student
engagement around digital issues
» Demonstrate quality enhancement and student
engagement to external bodies and to students themselves
» See jisc.ac.uk/rd/projects/student-digital-experience-tracker
The Student digital experience tracker enables colleges,
skills providers and universities to:
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12. Summary from 2017 tracker
» 74 UK organisations with a total of 22,593 student responses
» Reported byTracker version, ie four learner groups:ACL and Skills,
FE, HE, Online learners
07/07/2017 #digitalcapability http://ji.sc/building-digicap
No. orgs. that used
version
Total responses Average
ACL and Skills 6 1,337 223
FE 36 12,347 343
HE 38 8,190 216
Online 9 719 80
12
13. What should we do to improve your experience of digital
teaching and learning?
07/07/2017 #digitalcapability http://ji.sc/building-digicap 13
14. How is theTracker being used within institutions
07/07/2017 #digitalcapability http://ji.sc/building-digicap 14
"Digital skills are going to be really important in my future
career and am glad that staff really got me thinking about
it and how I can develop existing skills.The college is taking
an active role in supporting students
to take responsibility."
Jeremy Scales, Learner, Epping Forest College
15. How is theTracker being used within institutions
“I cannot over emphasise how much more credible these
results are perceived by senior stakeholders in comparison
to local surveys.TheTracker has exceeded my expectations
in terms of benefits, I have already cherry picked aspects
for business cases and papers. Incredibly useful for us and
we will definitely continue to participate if there is an
opportunity.“
Andy Jaffrey, Head of the Office for Digital Learning, University of Ulster
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16. The role of the digital environment (1)
Our ‘Digital Student’ work told us that students want their digital
environment to:
» Give a sense of belonging (to course group, institution)
» Have social web features (profile, contacts, likes…)
» Support their sense of identity (profile, digital CV, portfolio…) ready for
public showcasing but…
» … be a safe space to practice and develop
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17. Activity (1)
» In groups of 3-4, share how well
your digital environment
supports students in their need
for safety, identity and belonging
» Share your ideas on how we can
do this better on the padlet:
http://bit.ly/studentbelfast
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18. The role of the digital environment (2)
» 46% of learners in FE/ACL and skills look to their tutors first for
support with digital skills in comparison with only 16% HE learners
» Few learners in any sector look to specialist support staff
first: but 65% do know where to get help with digital skills
» Most students are led by course requirements to take up specific
digital learning practices
» But 40-50% of learners didn’t know or weren’t sure what digital skills
their course required; fewer than 50% have been told what digital
skills they need to improve
OurTracker findings (2016 and 2017) told us that:
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19. Activity (2)
» In groups of 3-4, share how well
students are prepared for digital
study in your institution, and how
well their digital practices are
developed once they start
» Share your ideas on how we can
do this better on the padlet:
http://bit.ly/studentbelfast
07/07/2017 #digitalcapability http://ji.sc/building-digicap 19
20. The role of the digital environment (3)
» Most students gain digital skills informally – from friends, other students,
or (especially in HE: 38%) online resources
» Our Digital Student studies confirmed that digital skills are often gained
just-in-time, from peers, and with time/low risk to experiment
» Our Digital learner stories showed that online videos are key to building
digital skills once learners have basic confidence, see
http://bit.ly/learnerstories
OurTracker findings (2016 and 2017) told us that:
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21. Activity (3)
» In groups of 3-4, share how well
your organisation supports
students to gain digital skills
informally (eg from peers,
mentors, online resources…)
» Share your ideas on how we can
do this better on the padlet:
http://bit.ly/studentbelfast
07/07/2017 #digitalcapability http://ji.sc/building-digicap 21
22. The role of the digital environment (4)
» Most students find these systems convenient: they like the independence
and flexibility to fit learning into their lives; 80% HE and 61% FE rely on
theVLE for coursework
» Less than 50% students feel connected to others when they use digital
systems to learn
» A minority of students (ca 10-15%) find digital systems increase their
sense of isolation: they may have difficulty with distraction and
information overload
The DigitalTracker (2017) questioned students about
digital technologies including theVLE:
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23. Activity (4)
» In groups of 3-4, share how your
institution is maximising the
benefits of digital technology for
learners: access, convenience,
reliability, flexibility…
» Share what could be done to
enhance feelings of connection to
others using the padlet:
http://bit.ly/studentbelfast
07/07/2017 #digitalcapability http://ji.sc/building-digicap 23
24. The role of the digital environment (5)
» 83% FE students and 66% HE students use institutional desktops for
learning (despite the fact that)
› FE students use a wide range of personal devices for learning
(48% laptop, 29% tablet, 78% smartphone)
› HE students use even more personal devices for learning
(88% laptop, 41% tablet, 84% smartphone)
The DigitalTracker (2017) found that:
07/07/2017 #digitalcapability http://ji.sc/building-digicap 24
25. The role of the digital environment (6)
» 69% of FE / 80% of HE students
feel they have robust, reliable
access to wifi
» This is a lower % than for access
to other digital services
» Our Digital Student research
found that most students feel
‘being connected’ is essential
to their learning
The DigitalTracker (2017)
found that:
07/07/2017 #digitalcapability http://ji.sc/building-digicap 25
26. Activity (5)
» In groups of 3-4, share how your
institution is adapting to students’
personal device ownership
» Share ideas for how we can do
this better on the padlet:
http://bit.ly/studentbelfast
» Write down your
recommendations for funding
future IT provision
07/07/2017 #digitalcapability http://ji.sc/building-digicap 26
27. Engaging students in conversations
» 31.5% HE students and 43.5% FE students agree that they are involved
in decisions about the digital environment
» So we need to encourage more engagement of students in our digital
developments:
› Focus groups with students as co-researchers
› Student and course reps
› Informal feedback – padlet, twitter walls, vox pop interviews
› Students as partners, digital champions/leaders/mentors
› With ongoing dialogue and feedback to students on what has been
acted upon
07/07/2017 #digitalcapability http://ji.sc/building-digicap 27
28. Developing successful student staff partnerships
» Benefits of student-staff
partnerships
» Quick start
» Viewpoints implementation
framework, resources and guidance:
› partnership setup
› partnership implementation
› capabilities, development and
accreditation
› sustaining and embedding
partnerships based on evaluation
of impact
» Case studies
» Webinars
» Other agency initiatives
Online guide available from:
http://bit.ly/jisc-partnership
Join Change agents’ network
http://can.jiscinvolve.org
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29. Developing organisational approaches to digital capability
07/07/2017 #digitalcapability http://ji.sc/building-digicap
» Organisational digital capability
in context
» The digitally-capable
organisation
» Building digital professionalism
» Strategic steps towards
organisational digital capability
» Case studies: journeys towards
digital capability
» Further resources
http://ji.sc/developing-digicap
29
30. Follow developments
» See project blog for updates on all
new developments:
https://digitalcapability.jiscinvolve.org
» Follow #digitalcapability onTwitter
» Join community mailing list
jiscmail.ac.uk/JISC-DIGCAP-UG
» Join us for Connect More events
jisc.ac.uk/connect-more
» Visit project page
http://ji.sc/building-digicap
» Online guide
http://ji.sc/developing-digicap
» Discovery tool
http://bit.ly/digcapdiscovery
07/07/2017 #digitalcapability http://ji.sc/building-digicap 30
31. Your digital missions
» What new idea could I take into my practice
» What new digital tool will I use?
» What new digital capability shall I develop?
» What one thing are you going to take away from this workshop to
enhance your practice?
» Share your digital mission with #connectmore17 #digitalcapability
07/07/2017 #digitalcapability http://ji.sc/building-digicap 31
Give delegates 5 mins as an icebreaker activity to draw or describe their digital student/learner – on
flipchart as a group – 1 per table photograph the images and share on the padlet.
Introduce the 6 elements framework and the learner profile – which highlights the digital capabilities for learners which they need to live learn and work in a digital society. Students do not need all these digital capabilities – only those which relate to their context ie course, vocational area or profession.
There is one copy of the framework per table and one copy of the profile per delegate.
We will be referencing the framework and the profile and highlighting what we need from our digital environment to support the development of these digital capabilities.
Ask delegates to share their practice via menti.com and you can view the outcomes by visiting www.mentimeter.com user name and password.
This slide shows the history of our digital student work and how since 2013 we have been speaking to students about their expectations and experiences of technology across all the sectors and online learners (which is an area where more work is needed as a growth area for the sector)
This slide shows the history of our digital student work and how since 2013 we have been speaking to students about their expectations and experiences of technology across all the sectors and online learners (which is an area where more work is needed as a growth area for the sector)
Outcomes from our digital student work include:
Introduce the Enhancing the digital student experience: Conversations that count postcards and that these can be used to enable conversations staff and students around the digital student experience. Bullet points start with what should be happening in most organisations moving towards more detailed work which needs to take place. Delegates can use these cards to gather ideas on best practice when considering the discussion prompts.
Introduce the benchmarking tool developed in partnership with NUS and The student engagement partnership as a resource they can refer to for the discussion activities – to assess where they are currently with their practice, where they see themselves moving towards and ideas for effective practice
As an outcome of the digital student work and the need to gather quantitative data on students digital experience at an organisational level and at a sector level, we developed the student digital experience tracker as a survey tool with a robust set of student tested questions delivered in BOS. See http://bit.ly/jiscdigidataservice
The report containing the summary findings from 2017 surveys will be available from 7th June from web link on this slide.
This slide shows the summary of the data collected across the UK and the following slides highlight the key findings from the 2017 survey which relate to areas which support the development of students digital capabilities.
This year we ran the 2nd iteration of the tracker. New questions with stronger focus on learning experience
New question sets (HE, FE, Skills and Online learners) available from http://bit.ly/2mBHA9l
137 organisations signed up with 11 international universities from SA to NZ
Surveys closed on 31st March: access to sector benchmarking data on 4th April: briefings available in June
Tracker will run again in autumn 2017
From our digital student work, and speaking to learners this is what students want from their digital environment.
Some stats which relate to these areas from the Tracker if needed.
In relation to aspects of digital safety and wellbeing, there was a striking difference between HE learners and the other learner groups: when asked whether they know where to get help if they are bullied or harassed online, 20% (one in five) HE learners disagreed, in comparison to 5 – 7% of learners from the other three groups. Similarly 10% of HE learners disagreed when asked whether their university helps them stay safe online, in comparison with fewer than 2% of learners in all other groups. This may reflect a historically lower level of expectations for responsibility when it comes to digital safety issues among HE institutions. It will be interesting to see if this changes in a future iteration of the Tracker.
Not enough learners are confident enough in their ability to create a positive online profile, judge online content reliably, or change privacy settings and manage passwords. We may want to recommend that these and some other core digital aptitudes should become mandatory and routine, as safe and responsible online behaviour has done.
Refer them to look Card number 3 of the Conversations that count postcards and ‘Use digital systems to build a sense of belonging’ and ‘Foster digital well being’ categories on benchmarking tool
Either on tables or in groups of 3-4, discuss how well your digital environment supports students in their need for safety, identity and belonging
Use Post it and flip charts to collate feedback
One person to collate feedback per table and share to padlet (1 padlet per event)
Take a photo flip chart which post to padlet
there is clearly a shortfall across all sectors in the provision and/or signposting of services to support digital skills and capabilities.
HE (36.5%) and Online Learners (45.7%) most commonly turned to online information to learn new digital skills. In fact their preference for online information almost exactly mirrored the preference of FE/ACL/skills learners for their tutors. However, HE and online learners were almost as likely to turn to friends and family, and (if on campus) fellow students.
Refer them to look Card number 2 of the Conversations that count postcards and ‘Prepare students to study with digital technologies’ category on benchmarking tool
Either on tables or in groups of 3-4, discuss how well students are prepared for digital study in your institution, and how well their digital practices are developed once they start
Use Post it and flip charts to collate feedback
One person to collate feedback per table and share to padlet (1 padlet per event)
Take a photo flip chart which post to padlet
See the digital learner stories and the synthesis report from http://bit.ly/learnerstories/ - learners quote You Tube as being their 1st port of call for guidance outside of lectures.
Refer them to look Card number 6 of the Conversations that count postcards and ‘Support and progress students’ digital capabilities throughout their students’ category on benchmarking tool
Either on tables or in groups of 3-4, discuss how well your organisation supports students to gain digital skills informally (e.g. from peers, mentors, online resources…)
Use Post it and flip charts to collate feedback
One person to collate feedback per table and share to padlet (1 padlet per event)
Take a photo flip chart which post to padlet
HE learners are the group most likely to rely on the VLE: 80% rely on it to do coursework (in comparison with only 61% of FE learners) and 67% regularly access it via a mobile device (in comparison with 48% of FE learners and 30% of ACL and Skills and Online learners)
However, learners do not report feelings of enjoyment when it comes to VLE use: only 40% of HE and FE learners say they enjoy using the collaborative features or want their tutors to use the VLE more.
Across learner groups, digital technology is least favoured for feeling connected to others. It is relatively more favoured for educational outcomes (‘understanding’) and for independence and convenience/flexibility. Distraction is the main concern for HE and FE learners; isolation for online learners. A SD: Link to the low proportion of students who said they did online collaborative activities?
Learners on the whole do not believe that the use of digital technology – for example to give access to course resources and recorded lectures – makes them less likely to attend Great to have this evidence and dispels the myths!
Responses from FE and HE Learners to these questions were broadly similar: around 6 in ten feel that use of digital technology on their course results in better understanding, greater independence, and allows them to fit learning into their lives more easily
Refer them to look Card number 8 of the Conversations that count postcards and ‘Embed digital capabilities into courses of study’ category on benchmarking tool
Either on tables or in groups of 3-4, discuss how your institution is maximising the benefits of digital technology for learners: access, convenience, reliability, flexibility…
Use Post it and flip charts to collate feedback
One person to collate feedback per table and share to padlet (1 padlet per event)
Take a photo flip chart which post to padlet
The average number of different devices used per person (maximum of five as listed in Table 6) was calculated and averaged for institutional and personally owned devices (Table 7). Key findings were:
· ACL and Skills learners have low average personal device use (less than one device per learner) and rely on institutional devices, using an average of 1.9 institutionally-owned devices to support their learning
· FE learners rely both on institutional and personal devices, using an average of 2 institutional and 2 personally owned devices to help with their learning
· In contrast, HE learners rely less on institutional devices, using an average of only 1.4 devices per learner. However they have far higher average personal device use to support their learning, averaging 2.7 personal devices per learner.
By far the most popular devices for learners to own and use were laptops in HE and smartphones in FE. These devices saw a very low level of institutional provision. We cannot say from these results whether learners are being pushed into self-ownership because the low level of institutional provision does not meet their needs, or whether learners would own these preferred devices anyway and institutions are providing them at a low level to ‘plug the gap’ for the digitally disadvantaged. There is clearly a risk, however, that very high levels of learner access to preferred devices might be seen as a reason for institutions not to invest in hardware on learners’ behalf.
- only 40% of HE and FE learners agreed when asked if they enjoy using collaborative features of their VLE (table 9)
- only approx 50% of ACL and Skills and 70% of Online learners said they enjoy using the VLE to work with other learners (table 9)
- only approx 40% of HE and FE learners agreed that when digital tech is used on their course they feel more connected with other learners OR with their lecturers and tutors (table 11)
Refer them to look Card number 7 of the Conversations that count postcards and ‘Support students to use their own devices for learning ‘ category on benchmarking tool
Either on tables or in groups of 3-4, discuss how your institution is adapting to students’ personal device ownership
Use Post it and flip charts to collate feedback
One person to collate feedback per table and share to padlet (1 padlet per event)
Take a photo flip chart which post to padlet
Just over one third of learners agreed that they are given the chance to be involved in decisions about digital services, with the highest level of agreement from FE learners (43.5%)
This mirrors the 2016 UCISA Digital capabilities survey report, which stated that 43% of Universities that responded to the survey are working with students as change agents (another 38 % said they were working towards this)
Refer them to card 13 for ideas and also the outstanding category in the benchmarking tool for all the principles.
Support for engaging students in digital developments for next steps
Support with developing their organisational approaches to digital capabilities
Mention current pilots of the tool and resource set
Encourage delegates to write down their key take aways from this workshop using the digital missions sheet or add these to the app; share on Twitter