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Mind the gap…understanding the tensions between the institution and the learner. Workshop with Sarah Knight and Ellen Lessner at JISC Conference, Edinburgh, 24 March 2009.
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The University of Ballarat implemented e-learning across its vocational training programs to respond to changing industry needs in the digital economy. Staff were given time and support to transition to new online teaching methods. Resources were stored centrally to maximize reuse. Teachers received training and technical support to choose and use appropriate technologies. Infrastructure investments included campus networks, online classrooms, and technology-equipped teaching spaces to enable flexible, remote, and blended learning. These organizational supports helped teachers progress in innovative online instruction.
Accessibility is not enough
This document summarizes a keynote presentation about universities' role in promoting inclusion of disabled students through technology. The presentation argues that accessibility is not enough, and digital inclusion is a better framework. It acknowledges that disabled students have complex relationships with technologies, use them in many ways, and universities must consider diverse stakeholders and practices to fully include disabled students. A digital inclusion approach transforms university structures and processes to ensure disabled students can participate in higher education through meaningful technology use and access to necessary resources.
Slides For Longbridge V2
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
Diglit and student experience
This document discusses digital literacy and its impact on the student experience. It defines digital literacy as the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply these skills to academic tasks. The student experience is enhanced when educational benefits of technology are clear and support is provided to develop students' digital capabilities. Institutions need to involve students in shaping technology use, integrate technologies into learning spaces, and prepare students for learning with technology. Developing digital literacies across the sector requires collaboration between higher education institutions and professional organizations.
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This presentation explains the utility of MOOCs in higher education. It also cites some examples of MOOC platforms like edX, Coursera, and SWAYAM.
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The Internet and Technology Essay
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This document discusses digital literacy from several perspectives:
1) As a set of skills needed for personal, academic, and professional use.
2) As a graduate attribute that universities aim to develop in students.
3) As a measure of learning gain that can be developed over time through experiences.
The document reports on a study that tracked students' digital practices, interviewed alumni on their development of digital skills, and proposes future research on understanding how students' conceptions of digital literacy change during and after their studies.
Digital literacy: from a definition to a graduate attribute to a measure of l...
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.
Researching digital literacy
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.
‘Sweet’ strategies for higher education developers working in the third space
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
Attributes of effective learners for a digital age
The document discusses attributes of effective learners for a digital age. It explores research conducted at Oxford Brookes University between 2005-2015 on student experiences using technology. The research uncovered that effective learners are connected, confident, adaptable, and intentional in their approach. They are adept at online communication, open to sharing ideas, able to experiment with new technologies, and aware of managing their own learning. The university aims to prepare graduates who can contribute to a global, networked society by developing these attributes through access to digital resources and teaching that incorporates technology appropriately.
Becoming a digital scholar plan
Plan for a whole day workshop for Phd students on digital scholarship. Contact ocsld@brookes.ac.uk for details.
Digital Student: Further Education and Skills project
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
Developing Digital Literacy: 5 Ps for online learning
Learner experience research has helped us to understand a great deal about the habits and strategies that effective online learners adopt and the challenges that they face. How can we use this knowledge to design online learning activities? Our online courses should support learners' ability to: prioritise, personalise, participate, present and play.
A shameless plug for my new book in the '53 series' due out later in 2016.
Learners Technology use in Further Education
Workshop to the ALT-C Conference, September 2015. Reporting some of the findings from the Jisc funded FE Digital Student study.
Embedding Graduate Attributes into the Curriculum
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Online learning for all? Meeting the needs of all learners
The document discusses meeting the needs of all learners in the digital age. It summarizes research that identified different types of learners - the unconnected and vulnerable, mainstream pragmatists, and intensive and specialist enthusiasts. Each type experiences digital learning environments differently. The research suggests learners are best supported when their specific needs, skills, and preferences are taken into account. It also outlines key challenges in providing an inclusive digital learning experience and questions that remain about understanding changing learner experiences and behaviors.
Course Design Intensives
Course Design Intensives are programme based professional development for HE staff.
This presentation covers their history, approach and evaluation.
For Dublin Institute of Technology, 7 May 2015
Using engagement surveys to evaluate institutional students enhancement initi...
The document discusses using cognitive interviewing techniques to evaluate questions for a student engagement survey at Oxford Brookes University. It provides examples of questions tested before and after cognitive interviews that led to revising the wording to be clearer and avoid misinterpretation by respondents. The interviews identified issues with questions about engagement with social justice, self-assessment, contact with academic advisors. The revised survey includes scales on higher-order learning, course challenge, academic integration, collaboration, sense of belonging, co-curricular engagement, skills development, and other domains relevant to the university's goals.
Confident and connected: learners for a digital age
Keynote for DEANZ 2014, the conference of the New Zealand Association for Distance, Open and Flexible Learning. Christchurch, April 2014
Developing Digital Literacy: 5 Ps for online learners
1. The document discusses developing effective practices for online learning. It suggests activities that focus on prioritizing, personalizing, participating, presenting, and tracking progress.
2. Learners' experiences of online learning are explored through research studies, finding that personalization of tools and participation in groups supports learning.
3. Effective practices encourage developing skills tailored to each learner and provide opportunities for active involvement, presentation of work, and recognition of progress.
Welcome to ELESIG Symposium, November 2013
My introduction to ELESIG, and highlights of some of our upcoming activities.
This was shared at the Symposium on 4 November 2013 in Liverpool
Developing our digital literacies: the imperative
Session for Changing the Learning Landscape event, 29 May 2013
http://www.heacademy.ac.uk/events/detail/2013/29_May_CLL_Aston
Writing and publishing
1. Writing should be a regular part of the research process in order to produce scholarly works through practice.
2. It is important to prioritize research and writing activities, and write in a structured way by breaking projects into manageable chunks and setting deadlines.
3. Sharing writing with others through writing groups or triads and seeking feedback is helpful for improving writing skills and advancing research ideas.
Elesig 110313 welcome
ELESIG is celebrating its 5th birthday with 306 members. The document announces a call for small grants of up to £750 to help build shared resources for the community. It also advertises upcoming webinars on various topics related to digital learning. Finally, it provides information on the organizing committee, which finds sponsorship, administers the community site and small grants, and supports new interest groups.
Developmental evaluations for institutional impact
This document outlines Dr. Rhona Sharpe's developmental evaluations of support services at Edge Hill University from 2010-2013. The evaluations used iterative, participatory methods including surveys, interviews, and focus groups with students and staff. Key findings included a preference among students for academic advisors over other support services. Based on the evaluations, the university implemented mandatory advisor training, meeting requirements for advisors, and clarified advisor roles. The evaluations demonstrated an effective developmental approach for understanding programs and enacting positive change.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Jiscle2 Institutional
- 1. Learners’ experiences of e-learning 08/06/09 | | Slide Rhona Sharpe Project Director, Support & Synthesis project Oxford Centre for Staff and Learning Development Oxford Brookes University Bridging the gap JISC conference 2009
- 2. Key messages 08/06/09 | slide
- 10. Something your institution is doing 08/06/09 | slide
- 11. Something your institution could be doing 08/06/09 | slide
- 13. 08/06/09 | slide
- 15. LLiDA project: learning literacies for a digital age 08/06/09 | slide http://www.academy.gcal.ac.uk/llida/
- 16. Support 08/06/09 | slide
- 18. Examples: feedback 08/06/09 | slide Guidelines on embedding the learner voice
- 19. Want to know more? 08/06/09 | slide
Editor's Notes
- With particular thanks to Rhona Sharpe for collaboration on several of these slides