The document discusses developing digital literacy skills in higher education to boost student employment. It defines digital literacy as the capabilities needed to live, learn and work in a digital society, such as using digital tools for research, personal development and showcasing achievements. Universities are working to embed digital skills in curricula to make graduates employable as 90% of jobs require high digital skills. The document promotes JISC's Developing Digital Literacies program which aims to create coherent digital literacy strategies across UK universities and colleges.
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
DIGCOMP: Hacia un nuevo marco de formación en Competencias Digitales - 20/03/2017 - Sesión informativa en la Biblioteca María Moliner (Universidad de Zaragoza) - Stephanie Carretero Gómez, Scientific Officer, European Commission Joint Research Centre, Sevilla. "DigComp: Marco Europeo de Competencias Digitales para la ciudadanía" (Videoconferencia).
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
Understanding fluid management in patients with Pulmonary diseases. Addressing basic understanding on "Things to Watch" in patient with Pulmonary diseases while providing IV Fluids
The Rocky Mountain Badge Alliance is building cross-sectoral skills networks with Open Badges. This presentation provides support and examples for this important initiative.
DIGCOMP: Hacia un nuevo marco de formación en Competencias Digitales - 20/03/2017 - Sesión informativa en la Biblioteca María Moliner (Universidad de Zaragoza) - Stephanie Carretero Gómez, Scientific Officer, European Commission Joint Research Centre, Sevilla. "DigComp: Marco Europeo de Competencias Digitales para la ciudadanía" (Videoconferencia).
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
Understanding fluid management in patients with Pulmonary diseases. Addressing basic understanding on "Things to Watch" in patient with Pulmonary diseases while providing IV Fluids
A short overview of key messages around employer engagement and the use of e-portfolios for work based learning from the JISC Lifelong elarning and work force development programme
Improving Digital Capability through Digital Literaciesjisc-elearning
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
Liz Dore along with Blaneth McSharry from NUIG presented this at the CONUL Teaching & Learning Seminar at TCD in November 2015. It summarises the work to date on the digital literacy work undertaken by the All Aboard consortium.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Digital Leadership Capabilities for Students - Vicky McGarveyJisc
Pecha Kucha presentation
Digital Leadership for Students: Development of an online resource
Presented by Vicki Garvey, Learning and information services manager, University of Staffordshire
ALT-C 2019 Jisc curriculum analytics - full set of slidesPaul Bailey
A deep dive into student data to discover curriculum insights
Authors: Paul Bailey, Niall Sclater, Michael Webb, Alan Paull, and Scott Wilson
A full set of slides around curriculum analytics.
Jisc learning analytics MASHEIN Jan 2017Paul Bailey
Jisc Learning Analytics presentation at Leading Digital Learning: Key Issues for Small and Specialist Institutions event organised by MASHEIN (Management of Small Higher
Education Institutions Network)
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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1. #jiscdiglit
Developing Digital Skills and
Training to Boost Employment
Paul Bailey, Learning and Teaching Programme,
Joint Information Systems Committee (JISC)
2. What does the term
“Digital Literacy” mean to you?
Student
Academic Staff
From Mark Kerrigan, University of Greenwich, Baseline Survey 2012
3. A 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.
4. Employable Graduates are Digitally Literate
Around 90% of all new graduate jobs require a high level of digital skills
Race Online 2012: www.raceonline2012.org/stories/jobcentre-plus
“…unless people are digitally literate... they are going to struggle to
function in a modern society and a modern workplace”.
Dr Andrew Eynon, PADDLE Project, Coleg Llandrillo
“So we want to be able to say
University of Greenwich will support
you in reaching whatever you wish to
be, and one way of doing this is making
sure you are equipped to function
digitally in the outside world.”
Mark Kerrigan, University of Greenwich,
speaking in the JISC on Air Radio
podcast
From Hague, C. & Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab
http://futurelab.org.uk/resources/digital-literacy-across-curriculum-handbook
5. Developing skills for employment
The main driver for developing digital
literacy for arts graduates is
employability. Arts and design
students are going into an industry in
which they need to build themselves
as a brand so they need the digital
capabilities that go along with that
such as creating websites, using
social media for professional gain and
networking, developing an online
portfolio and managing an identity in
the digital age
Lindsay Jordan, DIAL project,
University of the Arts.
6. Digital Literacies in the Subject Discipline
“A digitally literate person in the Faculty of
Humanities and Social Science is critically
and ethically aware, confident in engaging in
a wide array of digital practices,
resources/tools and academic and
professional environments, and establishing
coherent identities”
PRiDE project, University of Bath “The use of digital technologies and
media by researchers potentially is
changing what it means to be an
effective researcher or skilled
academic/professional in higher
education”
John Igoe, Developing Digital Literacies
Baseline Report, Vitae.
7. Digital Literacies of Staff
“The Digital Department focus is on teaching assistants and recognises
their importance as a staff group to supporting the development of the
digital environment in departments but also contributing to the digital
literacies of other academic and support staff and students”
Alison Gilry, The Digital Department project, University College London
8. Developing Digital Literacies Programme
A programme across UK
Universities and Colleges
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.
9. Working with Professional Associations
The sector bodies and professional Organisational Development
associations JISC is working with in Higher Education Group
initially include: (ODHE)
Standing Conference on
Association for Learning Academic Practice (SCAP)
Development in Higher Staff Development Forum
Education (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
11. Developing Digital Literacies
Developing Employability
students’ and
digital graduate
capabilities attributes
Developing Digital literacy
digital in subject
professional disciplines
expertise of
all staff
13. Developing Digital Literacies - http://bit.ly/ddl-prog
JISC on Air online radio programmes
– Part 1 - Digital Literacy – delivering the agenda within colleges and
universities
– Part 2 - Developing digital literacies for working in a digital world
– Available from: www.jisc.ac.uk/jisconair
Developing Digital Literacies webinar series 2012-13
Summary of the projects baseline reports. Available online:
http://bit.ly/JiUV0m
Summary of the professional association baseline reports.
Available online: http://bit.ly/KWFJUo
Institutional videos from the Developing Digital Literacies projects
visit http://bit.ly/jiscdlprogvideos to hear about how they are
implementing digital literacies at a strategic level
14. Developing Digital Literacies
briefing paper
Developing Digital Literacies Briefing
paper available in June 2012, from
http://bit.ly/ddl-prog and available to
order from publications@jisc.ac.uk
Provides a summary of the context and
.
emerging outcomes of the programme
together with links to relevant
resources.
Author Sarah Payton, Freelance
Education Researcher and Facilitator
“Digital literacy is the intersection between
digital knowhow and academic practice. Or, if
you want to frame it differently, the ability to
learn, the ability to learn well.”
Helen Beetham, Synthesis consultant 12/06/2012 | Slide 14
15. Further information and resources
Programme blog - http://elearningprogs.jiscinvolve.org
Digital Literacies Webinars - http://bit.ly/HKbYoy
Join JISC-DIGLIT-PUBLIC@jiscmail.ac.uk
Follow #jiscdiglit
Come and speak to us – the programme will be represented at the
Blended Learning Conference, HE Academy
Conference, Greenwich e-Learning Conference, ALT-C with
proposals submitted to SEDA Annual conference ( to add)
16. Innovating e-Learning 2012
The 7th JISC international online
conference takes place on 13th – 23rd
November 2012
Registration details announced shortly!
#jiscel12
www.jisc.ac.uk/elpconference12
Digital literacies will be a key theme of the
conference and opportunities to share your
work in the conference activity week
'I just want to say #jiscel11 was awesome...'
Editor's Notes
Mark Kerrigan, University if Greenwich from responses from 79 staff and 223 students, “These graphical representations of both staff and students indicate an interesting perception of whatdigital literacies are. There was a strong indicator of ‘ability’ and ‘understanding’ with commentsaround ‘learning’ and ‘knowledge’ A lot of the responses refer to being able to use a technology, i.e.buttons to press and thus combined indicate areas of work for the project i.e. to develop and culture abetter intuitional understanding of DL.”
“So we want to be able to say University of Greenwich will support you in reaching whatever you wish to be, and one way of doing this is making sure you are equipped to function digitally in the outside world.” Mark Kerrigan, University of Greenwich, JISC on AirMany 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.Universities and Colleges recognise that Digital literacies are required for graduates to be employable. At Greenwich, digital literacies are being incorporated into the curriculum, they are involving students and employers to help them achieve this across all course. The University of Reading are also using work placements, skills assessment tools to ensure graduates develop the necessary employability skills.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The Digital Department focus is on teaching assistants and recognises theirimportance as a staff group to supporting the development of the digital environment in departments but also contributing to the digital literacies of other academic and support staff and studentsAlison Gilry, The Digital Department project, University College LondonThe implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The University of Bath recognizes that digitally literacies can be specific to the subject discipline and are looking at faculty specific digital literacy frameworks to define the DL attributes of learners/graduates in a subject context. Digital literacies are also changing what it means to be a researcher, it is becoming increasingly difficult to learn or research effectively without digital skills in a modern university or college The implications and challenges for Universities and Colleges are two fold, 1. They need to ensure their students/graduates develop digital literacies to be employable2. That their own staff academic, research, library, administration are also developing digital literacy skills to be able to function within the digital university, and to support the development of digital literacies of their own students.
The JISC are working with 12 institutions covering a wide spectrum of staff roles (academic, library, admin, researcher, etc.) and students from college students through to post graduates, to promote the development of strategic organisation approaches to developing digital literacies. The institutions are looking at several aspects ranging from employability and graduate attributes to learning and information skills. They are also looking at the technical and infrastructure issues such as use of personal devices, implications for wireless networks, a the BYO culture.
To support embedding of digital literacies we are also working with sector bodies and professional associations, through their member networks to promote and facilitate change. Informing the development of recognition frameworks for staff in higher and further education, through the associations own professional frameworks such as the AUA CPD Framework , SCONUL 7 pillars model which now has a DL lens, also producing guidelines on the UK Professional Standards Framework. A national qualification is also been developed for FE through OCN.
Although students are coming with increasing digital skills and competencies, they still require guidance in developing learning related and academic digital practices. Some students may be arriving with good social digital skills (facebook, twitter, smart phone, etc) but they may not be familiar with the tools and digital practices required for academic learning whether using a referencing tool or effectively researching information. Excellent learners used to be those who read beyond the core texts, they are now also those who both reference and use additional materials.Student expectations of staff digital skills are high, the reality is more varied. Staff expect students to have digital skills where in many case they don’t or are unable to apply them to learning activities. Employers report similar experiences with graduates in the work place. Students’ with digital literacies are being offered the opportunity to both support and influence the institutional approaches to developing digital literacies.At Oxford Brookes University student pioneers are being used, working with in partnership with staff, to develop resources, mentor and support staff – the benefits are mutual, learning from each other, a net gain for the institution. The students are offered recognition and reward through a scheme recognized by the Institute for Leadership and Management and can gain academic credit.We’re just about to start some work with the NUS, QAA, and others around supporting and recognition for students working as change agents and e-pioneers across our projects.