Digital capability is critical to learning, living and working in the C21st. The specific role of higher education, as laid out by successive UK Governments, is to equip a generation of learners with high level skills for the global knowledge economy and – more recently – lead a national recovery based around digital industries (Livingstone and Hope 2011).
Students too expect that higher education will equip them for employment in a digital economy, and for participation in a digitally-mediated society. NSS returns show that ICT facilities and support services are being more harshly judged, as students who have grown up digital – and experienced e-learning during school – expect higher standards of provision. There is evidence from the introduction of student fees in the UK that ICT provision is a factor affecting where students will choose to study (JISC/IPSOS MORI 2008).
The evidence from more than 75 proposals to the JISC Developing Digital Literacies programme is that the digital learning experience is also being used as a marker of institutional distinctiveness. Universities need rethink their offer, from induction to graduation and into research careers, in terms of the digital experiences students have and the digital practices they encounter (Beetham et al, 2009).
This session will introduce tools for auditing and developing digital capability at an institutional and departmental level, including student-facing surveys, competence frameworks mapped to professional body standards, and models of organisational change. Participants will also explore a number of different models for becoming a successful digital institution, based on the outcomes of previous JISC work.
References:
Beetham, H., Littlejohn, A. and McGill, L. (2009) Thriving in the Twenty-First Century: Report of the Learning Literacies in a Digital Age project. JISC. Available online at: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf
JISC/IPSOS MORI (2008) Great Expectations of ICT:
How Higher Education Institutions are measuring up. Available online at: http://www.jisc.ac.uk/media/documents/publications/jiscgreatexpectationsfinalreportjune08.pdf
Livingstone, I. and Hope, A. (2011) Next Gen: transforming the UK into the world’s leading talent hub for the video games and visual effects industries, Nesta. Available online at: http://www.nesta.org.uk/home1/assets/documents/next_gen_video_games_and_vfx_skills_review
Designing and implementing a digital skills certificate using Xerte and MoodleJisc
Speakers:
Ben Gill, IT trainer and support adviser, Lancaster University
Ryan Kavanagh, digital skills graduate intern, Lancaster University
We’ll start off with an interactive debate about the subjects that should be included in a digital skills certificate for students. Following this, we’ll take a look at how we’ve implemented our chosen curriculum at Lancaster, including how we’ve used Xerte and Moodle to develop content, assessments and digital badges.
An interactive and collaborative approach to staff development - Marion Mille...Jisc
It can be a challenge to provide engaging and interactive staff development that equips staff with the skills they need to contextualise and apply technology in their own teaching. The challenge is even greater when you need to change attitudes towards technology and encourage team working.
This will demonstrate a ‘Roadshow’ approach and how this has made a major impact within Learning Providers. Armed with a variety of mobile technologies for participants to explore, the Roadshow provides interactive training with an emphasis on collaborative scenario based activities, aimed at teachers and trainers. Participants are encouraged to chose a scenario or invent their own scenario, taking into consideration a particular student/group that they teach. They then use the technology to create a resource they then ‘sell’ the idea to the whole group.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Student expectations and experiences of the digital environment: consultation...Helen Beetham
Slides supporting the Jisc consultation on responding to students' changing expectations and experiences of the digital environment. Delivered 4 March 2014 in London
Designing and implementing a digital skills certificate using Xerte and MoodleJisc
Speakers:
Ben Gill, IT trainer and support adviser, Lancaster University
Ryan Kavanagh, digital skills graduate intern, Lancaster University
We’ll start off with an interactive debate about the subjects that should be included in a digital skills certificate for students. Following this, we’ll take a look at how we’ve implemented our chosen curriculum at Lancaster, including how we’ve used Xerte and Moodle to develop content, assessments and digital badges.
An interactive and collaborative approach to staff development - Marion Mille...Jisc
It can be a challenge to provide engaging and interactive staff development that equips staff with the skills they need to contextualise and apply technology in their own teaching. The challenge is even greater when you need to change attitudes towards technology and encourage team working.
This will demonstrate a ‘Roadshow’ approach and how this has made a major impact within Learning Providers. Armed with a variety of mobile technologies for participants to explore, the Roadshow provides interactive training with an emphasis on collaborative scenario based activities, aimed at teachers and trainers. Participants are encouraged to chose a scenario or invent their own scenario, taking into consideration a particular student/group that they teach. They then use the technology to create a resource they then ‘sell’ the idea to the whole group.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
Student expectations and experiences of the digital environment: consultation...Helen Beetham
Slides supporting the Jisc consultation on responding to students' changing expectations and experiences of the digital environment. Delivered 4 March 2014 in London
Presentation at USDLA about the Master of Distance Education international partnership. The lessons learned and the challenges of an international collaboration in higher-education.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
Stephen Harvey (Learning Resources Centre Manager) and Sam Kennedy (e-Learning Coordinator) reflect on previous attempts to raise awareness of the importance of online safety amongst learners and staff at Hertford Regional College
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Overview of ESC International Programs. Student and faculty concerns, barriers and proposed ways to overcome barriers. Synergies between CDL, IDL and IP
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
A Vision of 21st Century Teaching & LearningMSFTeducation
“A Vision of 21st Century Teaching & Learning,” the closing keynote at NCCE on March 5, 2010 in Seattle, Washington by Anthony Salcito, Microsoft Worldwide Education Vice President
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Steve Beswick, Director of Education Sector, discusses Microsoft's place in education. His presentation provide guidance and vision for headmasters, principals, IT managers, and administrators about a variety of technical topics related to education. Topics discussed in clude virtual learning gateways, SharePoint, data management, and organizational agility.
Presentation at USDLA about the Master of Distance Education international partnership. The lessons learned and the challenges of an international collaboration in higher-education.
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
Stephen Harvey (Learning Resources Centre Manager) and Sam Kennedy (e-Learning Coordinator) reflect on previous attempts to raise awareness of the importance of online safety amongst learners and staff at Hertford Regional College
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
Overview of ESC International Programs. Student and faculty concerns, barriers and proposed ways to overcome barriers. Synergies between CDL, IDL and IP
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
A Vision of 21st Century Teaching & LearningMSFTeducation
“A Vision of 21st Century Teaching & Learning,” the closing keynote at NCCE on March 5, 2010 in Seattle, Washington by Anthony Salcito, Microsoft Worldwide Education Vice President
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
Steve Beswick, Director of Education Sector, discusses Microsoft's place in education. His presentation provide guidance and vision for headmasters, principals, IT managers, and administrators about a variety of technical topics related to education. Topics discussed in clude virtual learning gateways, SharePoint, data management, and organizational agility.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
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
Learning analytics for assessment and feedbackjisc-elearning
The concept of learning analytics is gaining traction in education as an approach to using learner data to gain insights into different trends and patterns but also to inform timely and appropriate support interventions. This webinar will explore a number of different approaches to integrating learning analytics into the context of assessment and feedback design; from overall assessment patterns and VLE usage in an institution, to creating student facing workshops, to developing principles for dashboards.
The presentations will feature current thinking and approaches from teams from the following projects in the Jisc Assessment and Feedback programme:
TRAFFIC, MMU ( speaker Rachel Forsyth)
EBEAM, University of Hudersfield, (speaker Cath Ellis)
iTeam, University of Hertfordshire (speaker Julie Vuolo)
There will be opportunities for questions and discussion throughout the session.
Erin Knight and Michelle Levesque from Mozilla ran a well-received webinar for the JISC Developing Digital Literacies programme.
These slides are from their session.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Improving Digital Capability through Digital Literacies
1. Improving Digital Capability through Digital
Literacies
PELeCON 2012
Dr. Doug Belshaw
Researcher/Analyst, JISC infoNet
23/04/2012 slide 1
2. Session objectives
Access to, and experience of, practical tools to assess
and progress digital capability across different staff roles
and student groups
Familiarity with how other institutions are developing
unique identities and strategies
Insight into how institutions are creating unique digital
identities and strategies
A better understanding of the relationship between digital
literacies and the student experience
23/04/2012 slide 2
3. Session overview
This session will introduce tools for auditing and
developing digital capability at an institutional and
departmental level, including student-facing surveys,
competence frameworks mapped to professional body
standards, and models of organisational change.
Participants will also explore a number of different models
for becoming a successful digital institution, based on the
outcomes of previous JISC work.
Image CC BY-NC-SA Simon Greig
23/04/2012 slide 3
5. Context
Many learners enter
further and higher
education lacking the
skills needed to apply
digital technologies to
education.
As 90% of new jobs
will require excellent
digital skills,
improving digital
literacy is an
essential component
of developing
employable
graduates.
23/04/2012 slide 5
6. What is our definition of digital literacy?
We’re working with colleges and
universities to embed core digital
skills into the curriculum. By
digital literacy we mean those
capabilities which fit an
individual for living, learning
and working in a digital
society: for example, the skills to
use digital tools to undertake
academic research, writing and
critical thinking; as part of
personal development planning;
and as a way of showcasing
achievements.
23/04/2012 slide 6
7. What have we learned to date?
2006-08 – Learners' experiences of e-learning programme
Students' success depends on strategies for integrating ICT into academic
practice; students' strategies and preferences differ widely
2009 – Learning Literacies for a Digital Age study
Digital literacy needs to be integrated across the curriculum: learners
develop through authentic tasks in meaningful situations
2010 – Supporting Learners in a Digital Age
Nine institutional case studies in developing learners' digital capabilities:
listening to and responding to learners as a theme
2011 – Digital literacy workshop series
Cascading outcomes of LliDA and SLIDA: tools for organisational and
curriculum development; sharing best practice
2011-13 – Developing Digital Literacies programme
Funded institutional projects, integrating digital literacy development
across the board; community consultation
23/04/2012 slide 7
8. Enhancing the student experience
Getting access to Integrating diverse
learning opportunities living/learning experiences
Being able to learn fluently across technologies and contexts
Knowing what I need to know,
and how to express it
Being a participant in the
digital learning community
Having critical judgement
in relation to digital means
and media
Building
academic/professional
23/04/2012 digital identity8
slide
9. Improving graduate attributes
Sense making Computational thinking
Social intelligence New media literacy
Adaptive thinking Cognitive load
Cross-cultural management
competency Transdisciplinarity
Virtual collaboration Design mindset
Davies, A., Fidler, D., Gorbis, M. (2011) Future Work Skills 2020. Institute for the
Future, for the University of Phoenix Research Institute. University of Phoenix.
23/04/2012 slide 9
10. Why digital literacy?
Fair access and opportunity
(digital technology reduces some
barriers/inequalities,can introduce others)
Impacts of digital technology
on practice
(research, teaching, learning,
professionalism, knowledge transfer,
development)
New demands on the sector
(graduate attributes and outcomes,
the learning experience, lifelong
learning)
23/04/2012 slide 10
11. Part II
JISC Developing Digital Literacies Programme
23/04/2012 slide 11
12. Developing Digital Literacies Programme
A sector-wide programme
promoting the development
of coherent, inclusive and
holistic institutional strategies
and organisational
approaches for developing
digital literacies for staff and
students in UK further and
higher education.
23/04/2012 slide 12
13. Developing Digital Literacies Programme
University of Greenwich University of Bath
University of the Arts London University College London
University of Exeter Oxford Brookes University
Coleg Llandrillo Cymru Cardiff University
University of Plymouth Worcester College of Technology
University of Reading Institute of Education, London
23/04/2012 http://www.jisc.ac.uk/developingdigitalliteracies slide 13
14. Engagement with Sector Bodies
JISC is working in collaboration
with sector bodies and
professional associations to:
Gather information and user
requirements
Develop professional
frameworks and practices
Synthesise and validate
outcomes from the programme
Raise awareness and consult
widely with stakeholders
23/04/2012 slide 14
15. Engagement with Sector Bodies
The sector bodies and professional Organisational Development in
associations JISC is working with Higher Education Group
initially include: (ODHE)
Standing Conference on
Association for Learning Academic Practice (SCAP)
Development in Higher Education Staff Development Forum
(ALDinHE) (SDF)
Association for Learning Staff and Educational
Technology (ALT) Development Association
Association of University (SEDA)
Administrators (AUA) Society of College, National
Heads of Educational and University Libraries
Development Group (HEDG) (SCONUL)
Vitae
23/04/2012 slide 15
16. Design Studio
The JISC Design
Studio is a developing
set of resources for
institutions to use and
share, including:
Tools
Resources
Research papers
References
Project resources
Project outputs
23/04/2012
http://jiscdesignstudio.pbworks.com slide 16
17. JISC e-Learning Programmes blog
The JISC e-Learning
Programmes blog
includes information
from the Developing
Digital Programme,
including:
Outputs from projects
Contributions from
experts
Details of upcoming
and past events
relating to
programmes
http://elearningprogs.jiscinvolve.org
23/04/2012 slide 17
18. JISC Mail list
JISC-DIGLIT-PUBLIC
is a JISC Mail list for
those interested in
digital literacies but
not directly involved in
the JISC Developing
Digital Literacies
programme.
Resources,
opportunities for
funding, and general
information about the
programme are posted
on a regular basis.
23/04/2012
http://jiscmail.ac.uk/JISC-DIGLIT-PUBLIC slide 18
19. Project blogs
The projects funded
by the JISC
Developing Digital
Literacies programme
all have blogs.
The RSS feeds from
these project blogs are
aggregated at a
Netvibes page.
23/04/2012
http://www.netvibes.com/jiscinfonet slide 19
20. Part III
Initial findings from Baseline Synthesis report
(written by Helen Beetham, JISC Digital Literacies consultant)
23/04/2012 slide 20
21. Difficulty of benchmarking complex practices
“The practices we are most concerned to develop are
critical to institutions - the core practices of learning
and teaching, research and knowledge transfer, and
the necessary administrative and managerial activities
that support them. Such complex practices are
extremely difficult to benchmark, and there is a
temptation to focus on issues that are more amenable
to measurement such as access to and use of specific
technologies.”
Image CC BY-SA nerovivo
23/04/2012 slide 21
22. Major barriers to digital literacies (1)
Time – both staff and students perceive that they lack time to
practice and become proficient in new technologies, even if
they are generally aware of their potential.
Transferability – although the majority of students are
comfortable with using digital technology for social and
personal ends, they can struggle to transfer these skills to
academic study.
Assumption – many staff believe that students are 'digitally
ready', an assumption which is challenged when they set
students specific tasks to do
Motivation – there is low take-up of learning opportunities
that are obviously skills-based as students can see them as
remedial, irrelevant to their main programme of study
23/04/2012 slide 22
23. Major barriers to digital literacies (2)
Conflicting beliefs of academic staff – there are
fundamental debates over how far digital technology is 'spoon
feeding' students and whether 'traditional' academic methods
have value that should be asserted as an alternative to habits
of reliance on digital technology
Overload – a sense of being overwhelmed by the availability
of information and services, and the pace of technological
change
Digital divide – a minority of staff and students have real
problems accessing digital technology, either for reasons of
background, culture, previous educational experience, or
simply a lack of means.
Image CC BY-NC-SA Norma Desmond
23/04/2012 slide 23
24. Assumptions around digital literacy development
“But while the best tutors clearly do address personal
readiness for study and even provide guidance on
digital study practices, many others expect students
to progress simply by engaging in their course
work:
At the beginning of the [dissertation] year [academic
literacy] is pretty dire but by the end when they’ve
completed it they improved a 100% from where they
were. To some extent, part of that is that they are
actually up against it and they’ve got to get it sorted.
Image CC BY-NC-SA alandberning
23/04/2012 slide 24
25. BYOD
“The philosophy of 'bring your own device' is being
extended to 'bring your own services' and even 'bring
your own skills', as most staff and students have
achieved basic levels of digital access and are
choosing technologies for themselves. This rationale,
however, is not always expressed clearly, and nor
are policies always in place to identify and support
those with less digital capital to draw on.”
Image CC BY Adam Selwood
23/04/2012 slide 25
26. Marginalisation through technology?
“There is nowhere for most students to find out what
devices are required, expected, or recommended for
their course, or having invested in a device, how best
to use it to support their studies. Students who lack
digital capital of all kinds – devices, know-how and
positive experiences with technology – risk being
marginalised.”
Image CC BY CarbonNYC
23/04/2012 slide 26
27. Mobile technologies
“Students' use of mobile technologies is being
acknowledged in the support for mobile networks and
the use of text messaging, for example, to provide
updates on the timetable or reminders of overdue
library books, but there are very few examples of it
being used for reciprocal communication or for
data capture i.e. in learning and teaching contexts.”
Image CC BY Dominik Syka
23/04/2012 slide 27
28. University of Plymouth
At the University of Plymouth, support for the development of
digital literacy is provided by:
Computing Services | IT Training and Skills Development |
Faculty Support and Strategy | Educational Development |
Learning Development | Employability Centre/Careers |
Learning and Research Development | Library | Disability
ASSIST | Extra-curricular Learning Support | Widening
Participation | Work-based learning team | Technology-
Enhanced Learning Team | Media Hub
Each service supports a different aspect of digital
capability or a different context of digital participation.
Image CC BY-NC-SA foto_mania
23/04/2012 slide 28
29. Co-ordination of digital literacies in FE
“In FE, support for students' digital literacy is
generally better coordinated, perhaps because of
the small size of colleges and small number of
professional staff involved in student support, or
perhaps because of the focus on individual students'
learning needs. Support tends to be provided in a
wider range of formats, from training sessions through
online support to hand-outs and videos.”
Image CC BY-NC-SA scalefreenetwork
23/04/2012 slide 29
30. Part IV
What forward-thinking institutions are doing
(taken from report by Helen Beetham, JISC consultant)
23/04/2012 slide 30
31. Strategy
The most forward thinking universities and colleges are:
Creating opportunities for digital issues to be discussed across
policy arenas. This might mean appointing a 'digital champion'
whose remit crosses existing strategic boundaries, or providing
forums where senior managers meet to discuss digital challenges
and opportunities
Ensuring strategies translate into practical actions and include
indicators of success
Drawing on the lessons and legacies of previous change initiatives
at the institution
Describing carefully what is meant by 'digital literacy' or 'digital
capability' or similar terms where they appear as aspirations
Involving students in strategic thinking
23/04/2012 slide 31
32. Developing capability
Forward thinking universities and colleges are:
Providing face to face training in the use of academic systems
Embedding key technologies, methods and aptitudes into
programmes of study
Articulating learning and teaching practices clearly, so that students
can anticipate digital requirements
Identifying sources of digital disadvantage and planning to
remediate them
Sustaining role-specific support networks, for example around
specialist technologies, practices or roles
Offering clear rewards to staff and students for developing and
sharing their digital expertise
Creating technology mentor or champion roles where appropriate
23/04/2012 slide 32
33. Support and professional services
Forward thinking universities and colleges are:
addressing the digital capability of professional staff
working across professional and support services to articulate what
digital capabilities students should be developing if they are to be
successful in their studies
involving students in supporting other students' development, and
even reverse-mentoring staff
providing students with clear signposts to support and guidance
23/04/2012 slide 33
34. Cultures and attitudes
Forward thinking universities and colleges are:
explicitly rewarding innovation in learning, teaching and scholarship;
recognising students' digital cultures and identities while making
explicit the practices of academic spaces (e.g. peer review, positive
critique, language, referencing);
enabling departments and professional services to evolve their own
definitions of digital capability and their own means of developing it
(but also);
providing cross-departmental forums for sharing learning, teaching
and research ideas;
involving students as digital ambassadors and change agents.
Image CC BY Aunt Owwee
23/04/2012 slide 34
35. Going further
More information and links to
JISC resources can be found
at the links provided in your
handout.
http://embedit.in/zeJc7xeI82
23/04/2012 slide 35
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