A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Learning and teaching reimagined, a new dawn for higher education?Jisc
Learning and teaching reimagined is a sector-wide initiative that launched in June in response to the rapid move to online learning and teaching. This webinar will mark the launch of the initiative’s flagship report which brings together the last five months of research and engagement with leaders from universities across the UK and partner sector bodies.
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Inclusively enhancing learning from lecture recordings: using Synote without ...Jisc
The government have clarified changes to the Disabled Students' Allowance (DSA), which mean that universities need to find ways to make teaching and learning more inclusive.
This demonstration will enable participants to experience how Synote has been used at the University of Southampton and other universities to address DSA cut by enhancing a lecture recording through providing an online searchable interactive transcript time synchronised with video, audio and notes.
Automatic machine captioning is affordable compared with professional human captioning and notetaking and can give just as good results when students are provided with the ability to correct any speech recognition errors in the transcript.
Delivering RARPA: a college-wide digital approachJisc
Speakers:
Matthew Bowler, service leader technology, Wiltshire College
Michelle Capes, online learning development officer, Wiltshire College
Simon Bowler, learning technologies and resources manager, Wiltshire College
Clive Carey, learning and skills development coach, Wiltshire College
Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important.
Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college.
This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.
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
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.
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Challenges faced by universities in online education - EMEA Online Symposium ...Studiosity.com
Neil Mosley of Cardiff University examined some of the challenges universities face in online education, with a focus on what to change, think and do differently.
Neil’s three key suggestions for universities to consider for the next academic year were:
- Invest and invest wisely in people and technology
- Seriously consider forming partnerships
- Don’t delay!
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
Inclusively enhancing learning from lecture recordings: using Synote without ...Jisc
The government have clarified changes to the Disabled Students' Allowance (DSA), which mean that universities need to find ways to make teaching and learning more inclusive.
This demonstration will enable participants to experience how Synote has been used at the University of Southampton and other universities to address DSA cut by enhancing a lecture recording through providing an online searchable interactive transcript time synchronised with video, audio and notes.
Automatic machine captioning is affordable compared with professional human captioning and notetaking and can give just as good results when students are provided with the ability to correct any speech recognition errors in the transcript.
Delivering RARPA: a college-wide digital approachJisc
Speakers:
Matthew Bowler, service leader technology, Wiltshire College
Michelle Capes, online learning development officer, Wiltshire College
Simon Bowler, learning technologies and resources manager, Wiltshire College
Clive Carey, learning and skills development coach, Wiltshire College
Supporting all learners to progress and achieve is at the heart of what Wiltshire College do, and for those who support learners on non-accredited programmes with Recognising and Recording Progress and Achievement (RARPA), ensuring this is evidenced and monitored accurately is all the more important.
Tasked with developing a digital solution that learners could own, that was intuitive for support staff to manage and provided managers with instant access to insightful data, the Wiltshire College learning technologies team settled on an open source solution which is already delivering positive results since being been introduced across the college.
This session will demonstrate the Wiltshire College RARPA system from the perspective of each group of users; the students managing their own progress, the staff using the system to support their learners and the managers now with a college-wide visibility of progress. In addition the developers will also explain how all of this was achieved, and their ideas for the future.
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
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.
2019 01 16 data matters - v6 - Using data to support the student digital expe...jisc_digital_insights
Presentation to Data Matters conference on the 16th Jan 2019, entitled 'Using data to support the student digital experience'. Also included presentations by Marc Griffiths of LSBU and Marieke Guy at RAU
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Developing Accessibility Training Strategies in Higher Ed3Play Media
In this webinar, Jennifer Ismirle, Senior User Experience Researcher, and Phillip Deaton, Accessibility Coordinator, from Michigan State University will share how they developed a digital accessibility training program for different types of content and content creators. They will discuss why training is important, as well as share strategies for creating an engaging and successful program.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Questions for discussion
•Did the findings align with your students’ expectations and experiences of digital?
For both Students and Staff, how do you;
•Audit what devices (personal or institutionally owned), connectivity (wifi) and access to
resources they have?
•Support them to increase their confidence in using hardware, software and resources?
•Co-designing technology in the pedagogy to develop students digital capabilities to
move from transactional to transformational use of technology?
2
3. Digital experience insights surveys
• Our insights surveys provide powerful data on how
students, teaching and professional services staff (and
now researchers) are using technology
• Designed to help to understand and improve the digital
experience in FE and HE
• Provide baseline and benchmarking data to inform
organisations’ digital strategy
• Annual summative report on each survey for each sector,
providing vision and leadership
• New question sets for 2020-1 surveys running from
October and will reflect requirements for the COVID-19
context
https://digitalinsights.jisc.ac.uk/
what-is-digital-insights-
experience/
4. Student digital experience insights survey 2020: UK
higher education (HE) survey findings
https://www.jisc.ac.uk/reports/student-digital-
experience-insights-survey-2020-uk-higher-education
Learner digital experience insights survey 2020: UK
further education (FE) findings:
https://www.jisc.ac.uk/reports/learner-digital-
experience-insights-survey-2020-uk-further-education
Student digital experience insights survey 2020:
question by question analysis of findings from
students in UK further and higher education:
https://www.jisc.ac.uk/sites/default/files/dei-2020-
student-survey-question-by-question-analysis.pdf
7. Students’ digital experience and environment
• You and your technology
• Technology at your university or college
• Technology in your learning (or teaching,
research or role
• Developing your digital skills
https://digitalinsights.jisc.ac.uk/what-is-digital-insights-experience/
8. Theme 1: You and your technology
What personally owned devices do FE and HE students use in
their learning?
FE learners:
•82% smartphone
•68% laptop
•28% desktop
•25% tablet
•3% none of these
HE Students:
•93% laptop
•83% smartphone
•29% tablet
•21% desktop
•0% none of these
9. Theme 1: You and your technology
Attitudes and confidence in using technology
Attitudes
49% FE and 54 % HE enjoyed trying out
new and innovative technologies
45% FE and 43 % HE were comfortable
using mainstream technologies
6% FE and 4 % HE preferred not to use
technology unless they had to
Confidence
72% FE and 76 % HE either ‘very’
or ‘quite’ confident at trying out
new technologies
23% FE and 17 % HE gave a
neutral response
Only 5% FE and 7% HE said they
were either ‘not very’ or ‘not at all’
confident
Learners need to understand the potential relevance of new technologies and
evolving workplace practices and to build the digital confidence and resilience
this requires.
10. “Offer long term loans of laptops and/or tablets to
students who do not have access to a digital device.
Since the outbreak of Coronavirus students from poorer
socioeconomic backgrounds have had to spend money
(some having to go into their overdraft) on laptops etc
because they have depended upon library technology.
They are well within their right as a paying student to rely
on library technology. They have now have been left
without any support and are somehow expected to
complete their degree as normal.” HE Student
11. Theme 2: Technology in your organisation (FE)
Quality of organisational
digital provision
• 75% of FE learners rated the
quality of their organisation’s
digital provision as ‘good’,
‘excellent’ or ‘best imaginable’
• 5% rated digital provision as
‘poor’, ‘awful’ or the ‘worst
imaginable’
Access to essential services
• 68% of FE learners said they had access
to reliable on campus wifi
• 63% agreed that their organisation let
them access online systems and services
from anywhere
• Only 57% agreed that their organisation
supported them to use their own digital
devices
These figures are lower than is desirable – access to these services is
critical to learning both on and off campus
12. Theme 2: Technology in your organisation (HE)
Quality of organisational
digital provision
• 85 % of HE students rated the
quality of their organisation’s
digital provision as ‘good’,
‘excellent’ or ‘best imaginable’
• 3 % HE rated digital provision as
‘poor’, ‘awful’ or the ‘worst
imaginable’
Access to essential services
• 81 % of HE students said they had
access to reliable on campus wifi
• 80 % agreed that their organisation let
them access online systems and services
from anywhere
• Only 68 % agreed that their organisation
supported them to use their own digital
devices
These figures are lower than is desirable – access to these services is
critical to learning both on and off campus
13. Theme 2: Technology in your organisation (1 of 3)
Access to digital resources on demand
73% FE and 89 % HE of learners said they had access to online course
materials on demand
50% FE and 54 % HE said they had access to file storage and backup
32% FE and 81 % HE said they had access to e-books and e-journals
32% FE and 39 % HE said they had access to online skills training resources
13% FE and 51 % HE said they had access to recorded lectures
5% FE and 1 % HE said they had access to none of these
Access to resources that are increasingly regarded as essential to learning is
variable - is better signposting needed for learners?
14. Theme 2: Technology in your organisation (2 of 3)
Which apps or platforms outside of the learning environment have you
used to discuss or collaborate with other learners?
FE learners HE students
15. Theme 2: Technology in your organisation (3 of 3)
Involvement in digital decisions
• Only 26% of FE learners and 17 % of HE students agreed that they got the chance
to be involved in decisions about digital services
• 41 % disagreed that they had this opportunity
Confidence in how data is collected and used
• Only 37% of FE learners and 36% of HE students agreed that their organisation
had told them how their data was collected and used
• 21 % of FE learners and 27% of HE students disagreed that they were told
Our research shows that when students have an opportunity to contribute, all
users benefit
16. Theme 3: Technology in your learning (1 of 5)
Overall quality of digital teaching and learning
• 76% FE and 77 % HE of learners rated the quality of digital teaching
and learning on their course as ‘good’, ‘excellent’ or ‘best imaginable’
• Only 5% FE and HE students rated it as ‘poor’, ‘awful’ or the ‘worst
imaginable’
Who supports you most to use technology in your learning?
• 50% FE and 34 % HE cited lecturers on their course as the
most common source of support
• 18% FE and 25 % HE cited other learners as being the most
common
• 15% FE and 28 % HE cited online videos and resources
• 12% FE and 9 % HE cited friends and family
• 6% FE cfnd 4 % HE said other support staff
17. Theme 3: Technology in your learning (2 of 5)
Digital tools or apps learners find really useful for learning
FE learners HE students
18. Theme 3: Technology in your learning (3 of 5)
Carrying out digital activities
On a monthly or more frequent basis:
• 86% FE and 90 % HE said that they got digital feedback on their work
• 79% FE and 77 % HE worked with data (eg analysis or visualisation)
• 68% FE and 55 % HE created a digital record or portfolio of their learning
• Although 67% FE and 56 % HE of learners worked online with other learners, 33%
FE and 44 % HE said they never did this
• Only 28% FE and 20 % HE said they used simulations, virtual or augmented reality.
19. Theme 3: Technology in your learning (4 of 5)
What is most useful to students?
25 % FE and 38% HE said practice questions online
25 % FE and 24% HE said course-related videos
10 % FE and 18% HE said references and readings
13% FE and 13 % HE said interactive polls or quizzes in class
15% FE and 7 % HE said time working online with other students
20. Theme 3: Technology in your learning (5 of 5)
What one thing should your university or college do to improve
the quality of digital teaching and learning?
• Help teaching staff to develop
digital skills so they can support
students effectively
• Record all lectures and upload
promptly
• Improve consistency and
navigation of the learning
environment
• More interactivity and
collaboration in digital learning
21. “We are learning independently from home yet the slides
are extremely vague nowhere near detailed enough to
write 6 essays in 4 weeks and teachers aren’t replying
until 2 weeks later if at all MORE COMMUNICATION AND
HELP WITH STUDENTS DURING PANDEMIC!!!!!!!!!!”
HE Student
“I can’t fault my course particularly during COVID they
have made their best efforts to allow us to finish our
course with endless online resources and guidance to
complete quizzes!”
HE Student
22. Theme 4: Developing digital skills (1 of 2)
Organisational support for learners to develop their digital skills
• 51% FE and 51 % HE agreed they received guidance about
the digital skills they needed for their course
• 41% FE and 34 % HE agreed that their organisation
provided them with the chance to assess their digital skills
(eg for career planning)
Discussing learners’ digital skills
• 20% of FE and 21 % of HE students did not discuss their digital
skills either during induction, during one to one sessions with tutors,
in lectures and classes or with other learners
23. Theme 4: Developing digital skills (2 of 2)
What one thing should your college do to to help learners
develop their digital skills?
FE learners: HE Students
24. The impact of COVID-19
Feelings of disconnection and requests for more contact and
support
Requests for more recorded lectures
Support for basic skills of digital access to learning
Requests for loans of laptops
The need for staff training on use of digital communication and
conferencing for teaching
Better remote access to university and college systems
A need for consistency in use of technology and feedback
methods
25. Improving the digital experience of all
students
• Pedagogy and learning design
• Addressing digital access and inequality
• Support for developing students’ digital capabilities
• Throughout your students’ journey from pre-arrival;
induction; on course and progression into the workplace;
alumni
26. Student digital experience insights survey 2020: UK
higher education (HE) survey findings
https://www.jisc.ac.uk/reports/student-digital-
experience-insights-survey-2020-uk-higher-education
Learner digital experience insights survey 2020: UK
further education (FE) findings:
https://www.jisc.ac.uk/reports/learner-digital-
experience-insights-survey-2020-uk-further-education
Student digital experience insights survey 2020:
question by question analysis of findings from
students in UK further and higher education:
https://www.jisc.ac.uk/sites/default/files/dei-2020-
student-survey-question-by-question-analysis.pdf
27. The survey questions for 2020-1
Around 30 questions in four thematic areas:
• You and your technology
• Technology at your university/college
• Technology in your learning (or teaching,
research or work role)
• Developing your digital skills
Questions equivalent/mapped across users
Easily visualised in real time via user dashboard
Response data shown to be relevant, actionable and
comparable
https://digitalinsights.jisc.ac.uk/what-is-digital-insights-experience/
28. What is a ‘pulse survey’
• One survey, run for short time periods, repeated soon after to
identify and resolve issues
• Very useful now that the learning, teaching and working experience
has changed and is changing unpredictably
• Questions refer to shorter time frame: “in the last two weeks”
• Can be used with the same set of people, or with different cohorts
• Can be run in discrete windows (e.g. start of year, just before
Christmas, just before Easter), or continuously
29. Get involved
Sign up to run the surveys https://digitalinsights.jisc.ac.uk/subscribe/find-out-more/
See our guidance https://digitalinsights.jisc.ac.uk/running-insights-surveys/
Join our Insights community: Click on jiscmail.ac.uk/JISC-DIGITALINSIGHTS-
COP and join by clicking on the 'Subscribe or Unsubscribe' button
Follow #digitalstudent
Register for our online community of practice event on 17th November -
https://www.jisc.ac.uk/events/building-digital-capability-and-digital-experience-
insights-community-of-practice-17-nov-2020
30. Questions for discussion
•Did the findings align with your students’ expectations and experiences of digital?
For both Students and Staff, how do you;
•Audit what devices (personal or institutionally owned), connectivity (wifi) and access to
resources they have?
•Support them to increase their confidence in using hardware, software and resources?
•Co-designing technology in the pedagogy to develop students digital capabilities to
move from transactional to transformational use of technology?
30
31. Except where otherwise noted,
this work is licensed under CC-BY
Get in touch…
Digital experience insights
Sarah Knight
Sarah.knight@jisc.ac.uk
Ruth Drysdale
Ruth.drysdale@jisc.ac.uk
https://digitalinsights.jisc.ac.uk
#digitalstudent
Editor's Notes
This slide shows the number of learners who participated in the 2020 learner digital experience insights surveys. The data was collected from 36 colleges between October 2019 and May 2020. The majority of data was collected pre lockdown although the 35 % of data provides us with valuable insights into how students were using technology for their learning during lockdown.
The data was collected from 28 universities between October 2019 and May 2020. The majority of data was collected pre lockdown and still provides us with valuable insights into how students were using technology for their learning.
We will share with you the key findings from each of the four themes and highlight some implications for consideration for the new academic year.
Although a larger percentage of students had access to these devices, more information is needed to ensure we know whether the devices are of sufficient spec for accessing institutional systems and software.
How do you gather this information from your students – do they have access to reliable wifi, can they afford mobile data charges and do they have a safe and appropriate place to study if not on campus?
Digital poverty is a theme running through much of the evidence gathered post lockdown and crucially needs addressing to ensure an equitable experience for all students returning to university,
Although these figures are overall positive there are areas for improvement for example, ensuring all students have access to organisational systems and services from where ever they are studying. Access to reliable wifi continues to be an issue for learners.
With students using their own devices for learning, they will need support with this. Induction processes need to ensure these critical areas of support are picked up and students know how to access support either on campus or remotely.
Although these figures are overall positive there are areas for improvement for example, ensuring all students have access to organisational systems and services from where ever they are studying
With students using their own devices for learning, they will need support with this. Induction processes need to ensure these critical areas of support are picked up and students know how to access support either on campus or remotely.
Although we have been championing our student partnership work for nearly 10 years, its still disappointing to see that students don’t feel they have the chance to be involved in decisions about their digital environment. The surveys are designed to raise the student voice and be a way for universities to engage their students in an ongoing dialogue around digital.
With the increasing amount of data being collected about students, universities have a duty to ensure that students are informed on how their data is being collected and used. They may do this but students are not actively recognising this.
Students were asked to describe what their organisation could do to improve the quality of digital teaching and learning. 11,301 HE students completed a free text response to this question.
This question was designed to yield actionable information to participating organisations. As anticipated, students used this opportunity to raise the issues that they most urgently wanted changed. Their answers do not provide a balanced view of their digital experience, nor do they necessarily reveal the issues that would be at the top of students’ priorities at other colleges and universities. The following figures and analysis should be read with these provisos in mind.
Help teaching staff to develop digital skills so they can support learners effectively
More quizzes, polls and interactive learning in class
Improve consistency and navigation of the learning environment with a simple page structure
Make sure everyone has access to a computer
Individual assessment of their digital skills
Time to practice
Practical, task-based and ‘real life’ approaches to digital skills
Regular support (eg on a weekly basis)
The survey was designed and launched, and data was mainly collected, before the lockdown on 23 March 2020 in response to the COVID-19 pandemic. While the pandemic situation may have influenced how students responded to questions after that date, the questions were designed to refer to an ongoing digital experience and not to one that might suddenly change in the middle of an academic year. Therefore, we cannot know in general whether responses collected after 23 March 2020 were intended to relate to the current situation, or to the ongoing and ‘normal’ digital experience that they were originally designed to explore.
However there were some key themes which emerged through the qualitative data collected post lockdown.
Improving the student digital experience
Looking across the survey findings, there are some clear indications of the challenges the sector needs to address to improve the digital learning experience.
Three that stand out are:
» Pedagogy and learning design
» Addressing digital access and inequality
» Developing student digital capabilities
We will share with you the key findings from each of the four themes and highlight some implications for consideration for the new academic year.
This was wordy compared with other slides – tightened up