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.
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.
Chairs:
Paola Marchionni, head of digital resources for teachng, learning and research, Jisc
Sarah Knight, senior co-design manager, Jisc
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technologist apprentice, Basingstoke College of Technology
Holly Hunt, learning facilitator, Basingstoke College of Technology
Emily Armstrong, libraries and e-learning manager, Hull College (representing Hull Digital Technologies network)
Dr Lucy Robinson, senior lecturer modern British history, University of Sussex
Keir Waddington, professor of History, Cardiff University
This workshop will offer an overview of current research in this area and explore how colleges and universities are using innovative approaches to developing staff digital capability.
Participants will have opportunities to hear from leaders in the field, discuss challenges and explore resources to help them take this agenda forward.
Building digital expertise in your organisationJisc
Chair: Lisa Gray, senior co-design manager, Jisc.
Speakers:
Helen Beetham, consultant
Ross Anderson, North Lindsey College
Fiona McNeil and Fiona Handley, Brighton University
Elaine Swift, Nottingham Trent University
Digital capabilities are key in enabling us to live, learn and work in a digital society. It is essential that organisations consider a holistic approach to developing the digital capabilities of all their staff and students.
How you can enhance your efficiency and effectiveness through teaching and le...Jisc
Led by Sue Attewell, head of change - further education and skills, Jisc.
With contributions from:
Jo Burbidge, projects and innovations manager, Lewisham Southwark College
Dave White, head of technology-enabled learning, University of the Arts London (UAL).
Connect more in London, 29 June 2016
Learning and exploring with new technology at Dundee and Angus CollegeJisc
The Learning Lab at Dundee and Angus College is a space to promote the use of innovative technology through hands on learning, with the support of learning technologies staff.
In this demo you will see examples of how staff and learners have the opportunity to explore, experiment, create and learn using emerging technology in a safe, exciting space full of technology, which includes virtual and augmented reality, 3D capture/printing and drones.
The facility creates a 21st century learning experience which stimulates and enhances the student experience as well as providing opportunities to develop new skills
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.
Are you future ready? Preparing students for living and working in a digital ...Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.Technology is critical in helping students to develop and communicate these skills, but are universities and colleges making best use of it?
In this session we will explore what employers are really looking for; and how a university and college are using innovative approaches to best preparing their students to meet those needs.
Exploiting digital collections in learning, teaching and researchJisc
The use of digital resources in teaching and learning relies on the ability to discover online content and the reliability of such content for use and reuse.
Jisc has developed a training package on making your digital resources easier to discover to help content creators optimise their digital collections for discovery, use, reuse and citation so that they can have a stronger impact on teaching, learning and research.
Join this demonstration to see the actions collections owners can take to assist resource discovery and to find out more about the training.
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.
Chairs:
Paola Marchionni, head of digital resources for teachng, learning and research, Jisc
Sarah Knight, senior co-design manager, Jisc
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technologist apprentice, Basingstoke College of Technology
Holly Hunt, learning facilitator, Basingstoke College of Technology
Emily Armstrong, libraries and e-learning manager, Hull College (representing Hull Digital Technologies network)
Dr Lucy Robinson, senior lecturer modern British history, University of Sussex
Keir Waddington, professor of History, Cardiff University
This workshop will offer an overview of current research in this area and explore how colleges and universities are using innovative approaches to developing staff digital capability.
Participants will have opportunities to hear from leaders in the field, discuss challenges and explore resources to help them take this agenda forward.
Building digital expertise in your organisationJisc
Chair: Lisa Gray, senior co-design manager, Jisc.
Speakers:
Helen Beetham, consultant
Ross Anderson, North Lindsey College
Fiona McNeil and Fiona Handley, Brighton University
Elaine Swift, Nottingham Trent University
Digital capabilities are key in enabling us to live, learn and work in a digital society. It is essential that organisations consider a holistic approach to developing the digital capabilities of all their staff and students.
How you can enhance your efficiency and effectiveness through teaching and le...Jisc
Led by Sue Attewell, head of change - further education and skills, Jisc.
With contributions from:
Jo Burbidge, projects and innovations manager, Lewisham Southwark College
Dave White, head of technology-enabled learning, University of the Arts London (UAL).
Connect more in London, 29 June 2016
Learning and exploring with new technology at Dundee and Angus CollegeJisc
The Learning Lab at Dundee and Angus College is a space to promote the use of innovative technology through hands on learning, with the support of learning technologies staff.
In this demo you will see examples of how staff and learners have the opportunity to explore, experiment, create and learn using emerging technology in a safe, exciting space full of technology, which includes virtual and augmented reality, 3D capture/printing and drones.
The facility creates a 21st century learning experience which stimulates and enhances the student experience as well as providing opportunities to develop new skills
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.
Are you future ready? Preparing students for living and working in a digital ...Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.Technology is critical in helping students to develop and communicate these skills, but are universities and colleges making best use of it?
In this session we will explore what employers are really looking for; and how a university and college are using innovative approaches to best preparing their students to meet those needs.
Exploiting digital collections in learning, teaching and researchJisc
The use of digital resources in teaching and learning relies on the ability to discover online content and the reliability of such content for use and reuse.
Jisc has developed a training package on making your digital resources easier to discover to help content creators optimise their digital collections for discovery, use, reuse and citation so that they can have a stronger impact on teaching, learning and research.
Join this demonstration to see the actions collections owners can take to assist resource discovery and to find out more about the training.
Making best use of technology for employability: the Jisc employability toolkitJisc
This session will provide a walkthrough of the models, guidance and examples of effective technology use for employability included within in the Jisc employability toolkit.
Institutional visions for a digital student experienceJisc
This document summarizes a panel discussion on institutional visions for a digital student experience. The panel included leaders from various colleges and universities who shared their strategies for delivering digital learning. They discussed challenges in realizing their visions for enhancing the student experience through technology. The panel heard from students on their experiences and asked participants to discuss one thing they would do to improve the digital experience for their students.
Embracing local devolution - two college's intriguing insights into respondin...Jisc
This talk will focus on the pilot project for the College Analytics Lab in the Manchester city region,and discuss how multi-organisation collaboration around common interests can use new technologies to advantage.
Hear how Greater Manchester colleges, Chamber of Commerce and New Economy are working together to match supply and demand to inform devolution skills funding and college planning. By the end of the session you will have a key insight into how two colleges have successfully engaged with partners and ideas for replicating similar activity in your own organisation.
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
Presenter: Heather Price, senior co-design manager, Jisc.
This demonstration will provide a walkthrough of the Jisc digital capability tool and suite of resources to support organisational approaches to digital capability.
Information environment programme meeting - April 2011Jisc
The document outlines the original aims and strands of work of the Information Environment Programme from 2009-2011. The program aimed to develop skills, knowledge, tools, frameworks, and standards for higher education staff through sharing digital content and clarifying roles. It also aimed to advance understanding of working within legal constraints and possible future directions for educational infrastructure. The event described in the document is an opportunity for participants to reflect on lessons learned and how to apply them, such as reducing digital asset costs, supporting local innovators, and realizing the value of open approaches.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
The document summarizes a webinar presented by the Change Agents' Network on supporting institutions to establish, implement, develop and sustain student partnerships. It introduces the Student Engagement Toolkit, which provides resources like case studies, best practices, and discussion cards. The webinar provided an overview of the toolkit and its resources, and explored themes like partnership set-up, implementation, capabilities development, and evaluation. Attendees were invited to pilot the discussion cards and ask questions. The Change Agents' Network aims to facilitate sharing of best practices around student partnerships through resources like this webinar and toolkit.
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
Jisc visions: further education (FE) and skillsJisc
The document discusses a vision for further education (FE) and skills in the year 2020. In the vision:
- Learners have greater control over their flexible learning and more opportunities to gain skills and experience relevant to employment through apprenticeships and jobs.
- Colleges collaborate more to meet learner needs through digital skills training and flexible courses aligned with work and family commitments.
- Learners can monitor their progress, compare themselves to peers, and interact with employers while studying to more easily find career opportunities.
- Effective data use helps improve quality, performance, and learner progression by enabling early intervention and targeted support.
Are you future ready? Preparing students for living and working in a digital ...Jisc
The document discusses preparing students for living and working in a digital world. It outlines the agenda for a workshop on this topic, including perspectives from employers, further education, and higher education. The workshop aims to explore what skills students need, share innovative practices, and discuss challenges and solutions through panel discussions. It also provides an overview of research findings on employability in a digital age and frameworks for integrating technology to enhance skills.
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
e-books for FE: how we make the best use of free Jisc e-books for FE - Karen ...Jisc
This document discusses how a college library promotes the use of free e-books available through Jisc for further education (FE). It introduces the library team members responsible for curriculum liaison and FE resources. They conduct inductions for students on using e-books and other digital resources, embed e-books into the college learning platform, and work with teachers to promote e-books. Teacher testimonials praise the accessibility and searchability of e-books for students. The document provides tips for promoting e-book usage, such as face-to-face inductions and designating library staff as an FE contact.
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.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
How technology can help top prepare learners for the world of work - Jisc Dig...Jisc
The role of the UK higher education, further education and skills sectors in developing student employability is clear. Technology can be an enabler to the development of these skills, but are organisations making best use of it to develop student employability?
This workshop presented findings from a current study, showcase examples, and provided opportunities for participants to engage with the challenges.
Building a digital environment to support the development of your students’ d...Jisc
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.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Jisc Digifest 2017 - Day one plenary and welcomeJisc
Speakers:
Sarah Davies, head of change implementation support - education/student, Jisc
Liam Earney, director of Jisc Collections
Andy McGregor, deputy chief innovation officer, Jisc
Paul McKean, head of further education and skills, Jisc
Hear from the Jisc team as we launch our celebration of the digital transformation of learning and teaching.
This plenary session will explore what a digital revolution of learning and teaching means, and set the scene for how, through Digifest, we can make that revolution a reality.
The document discusses transforming organizational culture through implementing Google apps and browser-based tools to change teaching and learning. Some of the initial challenges included network infrastructure issues, reluctance from IT services, and getting staff and student buy-in for the new way of working. Elements needed for success were senior leadership support, modeling behaviors, integrating technology into strategies, and appointing a champion. Support provided included training sessions, online communities, mentoring, and video tutorials. Browser-based apps and sites were promoted as they are easy to use across devices without installation. The transformation helped extend learning beyond classrooms and encourage student contributions.
Universities must make strategic decisions in order to thrive in a complex and changing environment. Topics faced are widely applicable across students, staff, research, estates and finance. The data landscape informing these decisions is vast, varied and sub-optimal. A revolution in data exploitation technologies, Jisc and HESA collaborated to deliver business intelligence services to members.
This session demonstrates new interactive dashboards available to delegates and provide a glimpse at the immediate future for this service.
Making best use of technology for employability: the Jisc employability toolkitJisc
This session will provide a walkthrough of the models, guidance and examples of effective technology use for employability included within in the Jisc employability toolkit.
Institutional visions for a digital student experienceJisc
This document summarizes a panel discussion on institutional visions for a digital student experience. The panel included leaders from various colleges and universities who shared their strategies for delivering digital learning. They discussed challenges in realizing their visions for enhancing the student experience through technology. The panel heard from students on their experiences and asked participants to discuss one thing they would do to improve the digital experience for their students.
Embracing local devolution - two college's intriguing insights into respondin...Jisc
This talk will focus on the pilot project for the College Analytics Lab in the Manchester city region,and discuss how multi-organisation collaboration around common interests can use new technologies to advantage.
Hear how Greater Manchester colleges, Chamber of Commerce and New Economy are working together to match supply and demand to inform devolution skills funding and college planning. By the end of the session you will have a key insight into how two colleges have successfully engaged with partners and ideas for replicating similar activity in your own organisation.
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
Presenter: Heather Price, senior co-design manager, Jisc.
This demonstration will provide a walkthrough of the Jisc digital capability tool and suite of resources to support organisational approaches to digital capability.
Information environment programme meeting - April 2011Jisc
The document outlines the original aims and strands of work of the Information Environment Programme from 2009-2011. The program aimed to develop skills, knowledge, tools, frameworks, and standards for higher education staff through sharing digital content and clarifying roles. It also aimed to advance understanding of working within legal constraints and possible future directions for educational infrastructure. The event described in the document is an opportunity for participants to reflect on lessons learned and how to apply them, such as reducing digital asset costs, supporting local innovators, and realizing the value of open approaches.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
The document summarizes a webinar presented by the Change Agents' Network on supporting institutions to establish, implement, develop and sustain student partnerships. It introduces the Student Engagement Toolkit, which provides resources like case studies, best practices, and discussion cards. The webinar provided an overview of the toolkit and its resources, and explored themes like partnership set-up, implementation, capabilities development, and evaluation. Attendees were invited to pilot the discussion cards and ask questions. The Change Agents' Network aims to facilitate sharing of best practices around student partnerships through resources like this webinar and toolkit.
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
Jisc visions: further education (FE) and skillsJisc
The document discusses a vision for further education (FE) and skills in the year 2020. In the vision:
- Learners have greater control over their flexible learning and more opportunities to gain skills and experience relevant to employment through apprenticeships and jobs.
- Colleges collaborate more to meet learner needs through digital skills training and flexible courses aligned with work and family commitments.
- Learners can monitor their progress, compare themselves to peers, and interact with employers while studying to more easily find career opportunities.
- Effective data use helps improve quality, performance, and learner progression by enabling early intervention and targeted support.
Are you future ready? Preparing students for living and working in a digital ...Jisc
The document discusses preparing students for living and working in a digital world. It outlines the agenda for a workshop on this topic, including perspectives from employers, further education, and higher education. The workshop aims to explore what skills students need, share innovative practices, and discuss challenges and solutions through panel discussions. It also provides an overview of research findings on employability in a digital age and frameworks for integrating technology to enhance skills.
What are students' expectations and experiences of technology?Jisc
What are students’ expectations and experiences of their digital environment?
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment and content. As a result, students experience a digitally enabled learning experience which better meets their needs and offers them the digital skills they require for the workplace.
But do we really know how students are using technology and do they use the digital content provided or do they find their own from the wealth of resources available online?
This interactive workshop will provide participants with an overview of innovative approaches colleges and universities are using to gather their students’ views on digital and how they are they are using the data collected to inform the development of their digitally enhanced learning and teaching provision.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
e-books for FE: how we make the best use of free Jisc e-books for FE - Karen ...Jisc
This document discusses how a college library promotes the use of free e-books available through Jisc for further education (FE). It introduces the library team members responsible for curriculum liaison and FE resources. They conduct inductions for students on using e-books and other digital resources, embed e-books into the college learning platform, and work with teachers to promote e-books. Teacher testimonials praise the accessibility and searchability of e-books for students. The document provides tips for promoting e-book usage, such as face-to-face inductions and designating library staff as an FE contact.
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.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
How technology can help top prepare learners for the world of work - Jisc Dig...Jisc
The role of the UK higher education, further education and skills sectors in developing student employability is clear. Technology can be an enabler to the development of these skills, but are organisations making best use of it to develop student employability?
This workshop presented findings from a current study, showcase examples, and provided opportunities for participants to engage with the challenges.
Building a digital environment to support the development of your students’ d...Jisc
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.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Jisc Digifest 2017 - Day one plenary and welcomeJisc
Speakers:
Sarah Davies, head of change implementation support - education/student, Jisc
Liam Earney, director of Jisc Collections
Andy McGregor, deputy chief innovation officer, Jisc
Paul McKean, head of further education and skills, Jisc
Hear from the Jisc team as we launch our celebration of the digital transformation of learning and teaching.
This plenary session will explore what a digital revolution of learning and teaching means, and set the scene for how, through Digifest, we can make that revolution a reality.
The document discusses transforming organizational culture through implementing Google apps and browser-based tools to change teaching and learning. Some of the initial challenges included network infrastructure issues, reluctance from IT services, and getting staff and student buy-in for the new way of working. Elements needed for success were senior leadership support, modeling behaviors, integrating technology into strategies, and appointing a champion. Support provided included training sessions, online communities, mentoring, and video tutorials. Browser-based apps and sites were promoted as they are easy to use across devices without installation. The transformation helped extend learning beyond classrooms and encourage student contributions.
Universities must make strategic decisions in order to thrive in a complex and changing environment. Topics faced are widely applicable across students, staff, research, estates and finance. The data landscape informing these decisions is vast, varied and sub-optimal. A revolution in data exploitation technologies, Jisc and HESA collaborated to deliver business intelligence services to members.
This session demonstrates new interactive dashboards available to delegates and provide a glimpse at the immediate future for this service.
Closing plenary and keynote from Lauren Sager WeinsteinJisc
Host: Andy McGregor, deputy chief innovation officer, Jisc.
Keynote speaker: Lauren Seger Weinstein, chief data officer at Transport for London.
In our final plenary, we'll hear from Lauren Sager Weinstein.
We'll also be announcing the winners of our edtech start-up competition, as we bring Digifest to a close.
Part Deux: why educators can’t live without social mediaJisc
The document discusses the importance and benefits of using social media for educators. It mentions how social media can enhance student engagement, support technology-enhanced learning, and aid career development. Additional benefits brought up include building communities, developing critical thinking skills, and maintaining professional networks. The document emphasizes that digital literacy and capability are important when using social media. It concludes by thanking the audience and mentioning the event hashtag.
Further education colleges use a variety of approaches to track and monitor student engagement and performance.
By integrating these approaches with the national learning records warehouse, we can move from descriptive to predictive analytics, making a significant impact on retention, achievement and successful outcomes for learners through timely, targeted interventions and support.
See how data from Grade Tracker, developed at Bedford College, is being integrated into the Jisc learning analytics architecture.
Aberystwyth University ('Aber') are already playing a prominent role in our Jisc learning analytics pilot project, and following-up on recent success in various higher education league tables, leading-edge IT is a key and core part of maintaining and enhancing the student experience at Aber.
Aberystwyth has created their own automated student attendance tracking system – using purpose built hardware, linking into their (off-the-shelf) timetabling system, and their new tutor and student portal system (Aladdin).
This demonstration will show some of how Aber has been able to make a significant cost-saving here (deploying across the whole campus), tackle some of the burning technical and operational issues here, and using this data for student intervention and ultimately as a key predictive data source for learning analytics.
Learner engagement - how can you overcome the challenges and develop opportun...Jisc
Chair: Esther Barrett, subject specialist (teaching, learning and assessment), Jisc
Speakers: (all from Forth Valley College):
Rob McDermott, development support officer, department of curriculum, quality and learning services
Laurence Ferguson, lecturer, department of construction;
Fiona Milligan Rennie, creative practitioner and lecturer, department of creative industries
Bringing the curriculum alive is key to driving learner engagement.
In this workshop you will learn how Forth Valley College (AoC Beacon Award Winners 2014 for ‘Innovation in FE’) have adopted a creative and responsive curriculum to enhance the learner experience, such as augmented reality - The Hand Held classroom.
From this insight, learn how you can:
Create a superb environment for learning
Cultivate a vibrant learning organisation where learners develop skills, achieve qualifications valued by industry and progress seamlessly
Instil energy and passion for its people, celebrating success and innovation
Enhance your college’s position as the business and community partner of choice
Amazon launched Amazon Web Services in 2006, which has since become a mainstream cloud computing platform. The document discusses AWS services for research computing, including tools to quickly deploy resources, securely store and analyze large datasets, and control costs through spot instances and budget management. It also highlights several scientific organizations successfully using AWS for research.
Perspectives on implementing a vision for developing staff digital capabilityJisc
This talk presents two different approaches to operationalising a strategic vision around the development of staff digital capability, from both higher and further education contexts.
You will be able to hear from one university and one college who will outline their vision for staff digital capability, discuss their approaches and strategies to achieving that vision, and highlight the lessons learnt.
We'll end the workshop with a Q&A and discussion.
Learning analytics: study goal and data explorerJisc
Presenters:
Rob Wyn Jones, senior data and analytics integrator, Jisc
Paul Bailey, senior co-design manager, Jisc
An introduction to two tools from the Jisc learning analytics service.
Study goal provides a motivational student learning app to view and record analytics data and is available on Apple and Android.
Data explorer provides a simple set of admin tools to assist HEI and FEI’s onboarding into the learning records warehouse, and paves the way for more sophisticated dashboards and analysis, from a range of vendors and open source, to be adopted through our new framework.
Digital technology is fundamentally changing learning and teaching in higher ...Jisc
Is digital technology fundamentally changing learning and teaching in higher education, altering how courses are planned and delivered, and how learners experience higher education?
Or is the use of digital technology in education more of an evolution of existing practices, with economic forces likely to be a much more significant driver of change over the next ten years?
Jisc Digifest 2017 - plenary session with keynote from Geoff MulganJisc
Host: Paul Feldman, chief executive, Jisc.
Keynote speaker: Geoff Mulgan, chief executive and CEO, Nesta.
Nesta is the UK's innovation foundation and runs a wide range of activities in investment, practical innovation programmes and research.
Doing better things: transforming how we use Turnitin for learningJisc
Students have an increasing expectation for academic interactions via the same all-pervasive technologies they use socially. How to marry this need for digital engagement with the rigours and expectations of the assessment process is a challenge faced by many institutions.
Beyond being a mechanism for managing academic misconduct Turnitin, via Feedback Studio is increasingly being adopted by institutions as a tool for Electronic Management of Assessment (EMA) in order to address this challenge.
Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
Geoscience education in digital landscapes: the virtual landscapes projectJisc
Speakers:
Jacqueline Houghton, University of Leeds
Annabeth Robinson, senior lecturer, Leeds College of Art
The award winning Virtual Landscapes Project is a collaboration between the University of Leeds and Leeds College of Art to develop screen-based virtual reality environments for use in geoscience education.
In this session you will see this award winning project which gives students and teachers screen-based virtual reality environments for use in geoscience education. You will be able to access and explore the virtual reality world so if you have a laptop bring it with you to make sure you can virtually roam.
The Jisc Vscene videoconferencing service will be evolving over the coming year with help from our new strategic partner, Ajenta. With this new partnership, there will be improved focus on enhancing the teaching and learning experience.
In this workshop you can discover how, through VScene, students learn through virtual classrooms, e-learning and MOOCS as well as enhanced interoperability with desktop applications and mobile devices.
Teaching and learning has been enhanced for a community of 1200 physicists, academics, research staff and postgraduate students, whilst significantly reducing their annual teaching and collaboration overheads. How? By effective use of VScene.
By Leveraging AWS Cloud and its services it not only help in reducing the cost but also brings agility and innovation. One of such service BigData provides a paradigm shift by putting smart in everything we do today including smart home, smart city, smart health, smart campus and many more. We will talk about how AWS services can help in reducing the cost and bring agility by leveraging Big Data to bring in innovation to campus.
Increasing student satisfaction by closing the feedback loopJisc
One of the biggest challenges universities and student unions’ face today when enhancing the student experience is closing the feedback loop between students and staff. With a constant stream of survey and systems, university staff struggle to demonstrate how they are acting on student feedback in a timely and relevant manner. As a result this leads to students feeling further disengaged and dissatisfied as they feel their voice is not heard or do not adequately supported.
Unitu aims to provide an effective way for universities to engage with the student voice and close the feedback loop. We will present findings, best practices, potential consequences of an ineffective feedback system and how we've discovered a great way to close the feedback loop and improve the student experience.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
This document summarizes the evaluation of a Digital Fluency Course implemented at the Open University of Tanzania from 2014 to 2017. The course consisted of 5 modules that covered digital fundamentals, working with open educational resources, learning design and development, academic integrity, and managing digital resources. The evaluation found that the course increased availability of learning materials, reduced costs by removing copyright restrictions, and built capacity through communities of practice. Challenges included low participation rates, requests to keep modules open-ended, and developer challenges around pedagogical approaches and time constraints. Lessons learned included the need for clearer requirements, longer duration, and acknowledging facilitation as an institutional responsibility.
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
Higher Education Technology Outlook in AfricaGreig Krull
Higher Education Technology Outlook in Africa. Presentation for Linking Student Satisfaction, Quality Assurance and Peer Review in Higher Education Conference, 13 March 2014.
Online professional development (PD) for educators provides flexibility, access to experts, opportunities for reflection, and potential cost savings. Effective online PD is interactive, personalized, and data-driven. It requires careful attention to design, facilitation, and building learning communities. Research shows online PD can improve teacher practice and student learning when developed using collaborative models and incorporating feedback over time. Choosing the right technologies and providing training are also important for success.
This document proposes a framework for designing an online educational service. It discusses key considerations such as the educational model, delivery methods, stakeholder needs, platform requirements, costs, governance, and evaluation. Blended learning approaches that combine online and in-person learning are recommended to improve pedagogy, access, and cost-effectiveness. Careful attention to student and teacher needs, content quality, community building, and training is needed for success. Metrics like enrollment, engagement, and learning outcomes should be used to measure impact.
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Integration of ICT in Teacher Education Classroom and Administration.pdfPrernaPal20
Traditional Teaching and Learning V/S Traditional Teaching and Learning
Means for ICT-Enabled Teacher Education
Technology Mediated Approaches to Teaching_Learning
Learner Centric: Explore the best in every student.
• Learning Centric: Learner learn by designing and preparing meaningful learning experience with the help of a teacher.
• Promoting Inquisitiveness: Develop questioning ability in learner. Teacher encourages learner to ask questions. It leads to critical thinking.
• Innovation Centric: Teacher promotes innovation, creativity and team spirit in learner.
• Develop cooperative and collaborative learning environment: Learning occurs through discussion, interaction and debate called learning for development.
APPLICATION OF ICT IN DIFFERENT AREAS OF TEACHER EDUCATION
PROGRAMME:
ROLE OF ICT IN PRESENT TEACHER EDUCATION PROGRAMME:
Open Educational Resources (OERs)
TPACK
Technology-Mediated Learning: Social Impact
ICT and Administration
Benefits of ICTs
Transformation to Knowledge Society
Changing Role of Teachers:
Shift from traditional teaching to facilitation and moderation.
Use of networked resources replaces traditional tools like chalkboards.
Adoption of online tests renders some traditional assessment methods obsolete.
Emphasis on fostering critical thinking, information literacy, and collaboration.
Teachers become curators of electronic information sources.Continuous training and professional development are crucial for optimal technology use.
Transformation of classrooms into dynamic, student-centered learning environments.
Growing a digitally capable culture: from vision to actionJisc
The University of Hertfordshire has taken a phased approach to growing a digitally capable culture. Phase One involved establishing stakeholder groups, exploring frameworks, and piloting tools. Phase Two expanded subgroups and continued piloting while auditing practices. Phase Three will partner with external organizations, roll out tools to more users, and expand evaluation. The project aims to improve digital capabilities through a structured development cycle of discovery, focus, learning, application, reflection, and recognition. Student and staff feedback indicates benefits to skills, collaboration, and understanding of digital needs across roles.
This document provides an overview of technology trends and outlook for African higher education. It discusses key drivers and constraints to integrating technology, including motivators like access to resources and constraints like low digital fluency of faculty. Current trends include growing social media usage, blended learning, and data-driven assessment. The document outlines different modes of educational provision from fully offline to fully online. It provides an outlook on emerging technologies like flipped classrooms, learning analytics, and 3D printing and their potential impact on higher education in both the short and long term. The talk concludes by emphasizing that technology should support, not replace, good teaching practices.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
The document discusses how new web technologies can support an emerging educational paradigm focused on self-directed learning. It describes this emerging paradigm as having students who actively construct their own knowledge through collaboration. Social networking tools are proposed to help foster this by allowing open sharing of resources and facilitating interactions between students and faculty. The emerging model is seen as making students an integral part of the educational process by blurring boundaries between teaching and learning.
The document discusses creating and delivering digital audio courses in a flexible learning environment. It emphasizes enhancing learning through varied audio content and activities. Flexible design considerations include allowing flexibility in timing, content, and delivery methods to improve accessibility and cater to diverse learners. The document also addresses using open educational resources and collaborative projects to foster learning communities.
The document provides an overview of a training program for distance learning facilitators. It discusses the program goals of identifying skills, methods, tools, and strategies for effective online instruction. It also outlines program objectives, assessments, facilitator skills, instructional materials, technology tools, issues in distance learning, and classroom management strategies. The training is intended to prepare faculty who have face-to-face experience but lack experience with distance education, technology, and online learning platforms.
Online tutorials, simulations,
drill and practice.
Collaborative: Online discussions,
group projects, virtual field trips.
Distributed: Online courses, degrees,
virtual universities.
Online learning provides access to
resources anytime, anywhere.
It promotes self-paced and self-directed
learning.
It provides opportunities for collaborative
learning.
It allows students to learn by doing through
simulations and virtual labs.
It fosters the development of technology and
information literacy skills.
Integrating ICT in TVET for Effective Technology Enabled LearningGreig Krull
Integrating ICT in TVET for Effective Technology Enabled Learning Presentation at the ICT and FET Partnership Conference, Emperors Palace, Johannesburg, 18-19 March 2013.
Similar to How does technology-enhanced learning contribute to teaching excellence? (20)
The document announces a community launch event for digital storytelling in January 2024. It discusses using digital storytelling in higher education to support learning and teaching. Examples include using digital stories for formative assessment, reflective exercises, and research dissemination across various disciplines. Feedback from students and staff who participated in digital storytelling workshops was very positive and found it to be transformative and help give voice to their experiences. The document also profiles speakers who will discuss using digital stories to explore difficult concepts, hear the student voice, and facilitate staff reflections. It emphasizes that digital storytelling can introduce humanity and creativity into pedagogy and help develop core skills. Attendees will participate in a Miro activity to discuss benefits, applications,
This document summarizes a Jisc strategy forum that took place in Northern Ireland on December 14, 2023. It outlines Jisc's planned services and initiatives for 2023-2024, including expanding network access and launching new cybersecurity, analytics, and equipment services. It discusses feedback received from further and higher education members on how Jisc can better deliver solutions, empower communities, and provide vision/strategy. Activities at the forum focused on understanding members' needs/challenges and discussing how Jisc can better support key priorities in Northern Ireland, such as affordable infrastructure, digital skills, and cybersecurity for FE and efficiency, student experience, and collaboration for HE.
This document summarizes a Jisc Scotland strategy forum that took place on December 12, 2023. It outlines Jisc's planned solutions and services for 2023-2024 including deploying resilient Janet access, IT health checks, online surveys, SD-WAN services, and more. The document discusses how Jisc engages stakeholders through relationship management, research, communities, training and events. It summarizes feedback from further education and higher education members on how Jisc can improve advocacy by delivering the right solutions, empowering communities, and having a clear vision and strategy. Finally, it outlines activities for the forum, including understanding members' needs and priorities and discussing how Jisc supports national priorities in Scotland.
The Jisc provided a strategic update to stakeholders. Key highlights included:
- Achievements from the last year like data collection and analysis following the HESA merger, digital transformation support, and cost savings from licensing deals.
- Customer testimonials from Bridgend College on extending eduroam and from the University of Northampton on curriculum design support from Jisc.
- Priorities for the coming year like connectivity upgrades, new cybersecurity services, and improved customer experience.
- A financial summary showing income sources like membership fees and expenditures on areas like connectivity and cybersecurity.
This document summarizes VirtualSpeech, a company that provides virtual reality (VR) and artificial intelligence (AI) powered professional development training. It offers over 150 online courses covering topics like public speaking, leadership, and sales. Users can practice skills in immersive VR scenarios and receive feedback from conversational AI. The training is used by over 450,000 individuals across 130 countries and 150 universities. VirtualSpeech aims to enhance traditional learning with interactive VR practice sessions and real-time feedback to boost skills retention.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
2. > >Slide
How does technology-enhanced learning
contribute to teaching excellence?
Sarah Davies,
Head of higher eduaction and student experience, Jisc
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?2
3. How do staff engage with institutional
infrastructure designed to promote excellent
teaching with learning technologies?
Professor Rhona Sharpe
Oxford Brookes University
Digifest
March 2017@rjsharpe elesig.net
6. . . . means understanding the context in
which learning takes place
7. ‘Literacy’ implies socially and
culturally situated practices,
often highly dependent on
the context in which they are
carried out.
(Beetham & Oliver, 2010)
Developing digital literacies
8. unconnected
vulnerable
access-led
assessment of
skills is ongoing
mainstream
pragmatists
Tutor / pedagogy
/institution-led
Technology used to
develop criticality,
self-management
intensive and
specialist
enthusiasts
Learner-led
Technology-led
Social digital literacy
practices are valued
and new practices
made explicit
Learners
who are
Experience
the digital
environment
as:
Best
supported
where:
https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key-
outputs/
The Learner and their Context, Becta
Chris Davies and Rebecca Eynon
FE Digital Student Study
9. unconnected
vulnerable
access-led
assessment of
skills is ongoing
mainstream
pragmatists
Tutor / pedagogy
/institution-led
Technology used to
develop criticality,
self-management
intensive and
specialist
enthusiasts
Learner-led
Technology-led
Social digital literacy
practices are valued
and new practices
made explicit
Learners
who are
Experience
the digital
environment
Best
supported
FE Digital Student Study
https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key-
outputs/
10. Conceptions of individual
teaching excellence
“being dynamically engaged
in teaching practice and
inspiring and practically
scaffolding the potential
dynamic engagement of
one’s student”
Gunn & Fisk (2013) p.23
11. Relationships between digital
capability and teaching excellence
Austen et al (2016)
“Digital capability can promote
teaching excellence by avoiding
technological determinism while
putting pedagogy first.”
“… resisting the notion that
technology is the principal
motivation for change rests with
both teacher and institution.”
12. What strategies can educational leaders use
to facilitate the development of digitally
capable excellent teachers?
Which:
Recognise the role of context in shaping digital practices
Convince colleagues of the pedagogic value of TEL and
support them to develop new pedagogies
Build confidence in using technology
Encourage exploration and experimentation
Scaffold dynamic engagement with CPD and learners
13. Some ideas from Oxford Brookes
1. Defining and developing
digital literacy through the
curriculum.
2. Technology enhanced CPD
3. Course Design Intensives
4. Digital Choices Matrix
Neil Currant George Roberts
Mark Childs Richard Francis
14. A. Plan for the inclusion of ICT resources within the
teaching of classes of primary-aged children
B. Application of IT skills within a technical or
commercial environment, particularly CAD systems
and data transfer between such systems.
C. Gather, organise and deploy a variety of digital
sources pertaining to the subject.
D. Present to an audience using appropriate media.
Evaluation Part 1
Staff Engagement
Defining digital literacy within the disciplines
With your neighbour, can you identify the disciplines?
15. A. Primary Teacher Education
B. Computer aided Mechanical Engineering
C. International Relations
D. Philosophy
Evaluation Part 1
Staff Engagement
Defining digital literacy within the disciplines
16. Developing the digital practitioner
Liz Bennett, University of Huddersfield
Bennett (2014) based on Sharpe & Beetham (2010) and Ecclesfield, Rebbeck, & Garnett (2012)
Experimentation
and appropriation
- Confident
- Prepared to take
risks
- Willing to explore
Belief in the
pedagogic
value of TEL
- Convinced by
the potential of
technology to
transform
learning
17. 1. How much has your coursework emphasised
the following mental activities?
2. How often have you done each of the
following?
3. How much has your experience at this
institution contributed to your knowledge, skills
and personal development in these areas?
Engagement questions
18. Developing digital literacy (Student Engagement)
0
10
20
30
40
50
60
70
Critically evaluating
digital sources of
information
Used technology to
collaborate with
others or engage
with online
communities
Used technology to
reflect on and
record your
learning? ]
Using technology in
innovative or
creative ways
2014
2016
19. Graduate Attributes as a measure of learning gain
Learning gain in Active
Citizenship Strategic
Excellence project
ABC Learning Gains
project with OU and
Surrey
abclearninggains.com/openbrookes.net/cci/
20. Online, blended, open, flipped CPD
“For me, the experience has
shown what collaborative
learning is really about
because I have experienced
it properly for myself for the
first time.”
"I enjoyed participating on this course and being part of the
internationalising of a curriculum as it happened - by this I
mean I experienced what many of our international students
do through enrolling in an online course.”
24. What next at Brookes?
1. Doing the basics better:
essential digital capabilities
for a range of roles.
2. Transformative goals:
inclusivity, employability
3. Dynamic engagement with
students e.g. devising
expectations for VLE use.
25. Resources
53 Interesting Ways to Support Online Learning available to order
from https://www.brookes.ac.uk/OCSLD/Publications/
Learner Experience Research MOOC (#LERMOOC) Feb – April 2017 at
http://platform.europeanmoocs.eu b
ABC Learning Gains project https://abclearninggains.com
Jisc FE Digital Student projecthttps://digitalstudent.jiscinvolve.org/wp/fe-
and-skills-digital-student-study/
Developing Leaders for a Digital Age
www.moodle.openbrookes.net
Graduate Attributes in Action.
https://wiki.brookes.ac.uk/display/GAA/Home
26. References
Austen, L., Parkin, H.J., Jones-Devitt, S., McDonald, K. & Irwin B. (2016) Digital
Capability and Teaching Excellence. QAA Subscriber Research Series 2016-17.
Beetham, H. & Oliver, M. (2010) The changing practices of knowledge and learning, in R.
Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge.
London & New York.
Bennett, L. (2014) Learning from the early adopter: developing the digital practitioner,
Research in Learning Technology, 22: 21453
Davies C. & Eynon, R. (2010) The learner and their context. Final Report for Becta. University
of Oxford.
Ecclesfield, N., Rebbeck, G. & Garnett, F. (2012) ‘The case of the curious and the
confident the untold story of changing teacher attitudes to e-learning and
‘‘technology in action’’ in the FE sector’, Compass: The Journal of Learning and
Teaching at the University of Greenwich, no. 5, pp. 45 56.
Gunn, V. & Fisk A. (2013) Considering teaching excellence in higher education 2007-2013.
The Higher Education Academy Research Series.
Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning:
towards creative appropriation, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking
Learning for a Digital Age, Routledge. London & New York. Available to download from
http://bit.ly/1RhiRNP
28. > >Slide
How does technology-enhanced learning contribute to teaching
excellence?
Paul Bartholomew, Pro vice-chancellor student experience, Ulster University
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?28
29. How does technology-enhanced learning
contribute to teaching excellence?
Paul Bartholomew
PVC Education
Ulster University
32. > >SlideSlide
I think it’s important that I acknowledge that…
>Technology doesn’t enhance learning.
> People do.
> All enhancement activity in Higher
Education requires the deployment of
human labour.
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?32
33. > >SlideSlide
I think it’s important that I acknowledge that…
> Having a strategy isn’t enough.
> Having an action plan isn’t enough.
> Having a new institutional system isn’t enough.
>Having staff capability isn’t enough.
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?33
34. > >SlideSlide
In this book:
Chapter: Where’s the humanity?
Challenging the policy discourse
of ‘technology enhanced learning’
“Policy language surrounding technology
enhanced learning embodies a simple
economic calculation: in exchange for the
use of technology there will be enhanced
forms of learning.”
From critical discourse analysis of 2.5 million words ofTEL strategy text
(Dr Sarah Hayes – Aston University)
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?34
35. > >SlideSlide
• ConceivingTEL as a
commissioned
product leads to
institutional
technical capacity
but under-utilisation
• Conceiving TEL as a
social process is a
precursor to
enhancing learning
And we need policy that reflects that
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?35
36. > >SlideSlide
Now that I’ve got that out of the way…
How does technology-enhanced
learning contribute to teaching
excellence?
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?36
37. > >SlideSlide
Teaching Excellence
These are not unreasonable things to want to enhance
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?37
39. > >SlideSlide
Student
Engagement
“Teaching provides effective stimulation,
challenge and contact time that encourages
students to engage and actively commit to their
studies”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?39
41. > >SlideSlide
Rigour and
Stretch
“Course design, development, standards and
assessment are effective in stretching students to
develop independence, knowledge, understanding
and skills that reflect their full potential”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?41
43. > >SlideSlide
Feedback
“Assessment and feedback are used effectively in
supporting students’ development, progression
and attainment”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?43
45. > >SlideSlide
Resources
“Physical and digital resources are used
effectively to aid students’ learning and the
development of independent study and research
skills”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?45
47. > >SlideSlide
Personalised
learning
“Students’ academic experiences are tailored to
the individual, maximising rates of retention,
attainment and progression”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?47
49. > >SlideSlide
Employability/
transferable skills
“Students acquire knowledge, skills and
attributes that are valued by employers and that
enhance their personal and/or professional lives”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?49
51. > >SlideSlide
Positive
outcomes for all
“Positive outcomes are achieved by its students
from all backgrounds, in particular those from
disadvantaged backgrounds
or those who are at greater risk of not achieving
positive outcomes”
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?51
52. > >SlideSlide
Positive
outcomes for all
Laptop
loans
Accessibility
throughout
Flipped
classroom
Negotiated
assessments
Lecture
capture
Learner
analytics
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?52
54. > >SlideSlide
At an institutional level, the job is to:
> Nurture an environment that supports and rewards
innovation
> Nurture an environment that is critical, evidence-seeking
and evidence creating
> Recognise the need to deploy human labour
> Develop institutional resilience through policy
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?54
55. > >SlideSlide
However…
> I do believe that institutional capacity to enhance learning
cascades from individuals’ capabilities
> I think innovation as a practice can be taught
> I think that sort of staff development is worth investing in
> It’s not just about digital capabilities, it’s about ‘change
literacy’
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?55
57. > >Slide
jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
> >
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
Contacts
14/03/2017 How does technology-enhanced learning contribute to teaching excellence?57Slide