Desperately seeking students Plymouth College of ArtJisc
How do learners find the courses they need? A look at the outcomes from the JISC coursedata programme. Covering FE, undergrad, postgrad online and CPD.
Jisc conference 2012
Student experience experts meet up - introduction and updateJisc
This document summarizes the agenda for a meeting of the Jisc student experience experts group. The meeting will include presentations and discussions on Jisc's recent research into student technology use during the pandemic, sharing examples of effective practices to support digital learning experiences, and short member spotlight presentations on interactive simulations and personalized teaching tools. Attendees are asked to provide feedback and discussions will aim to help guide Jisc's future student experience work.
Identifying and driving change in partnership with students - Simon walker, M...Jisc
Jisc has supported the creation of a UK wide Change Agents Network to support staff and students working in partnership on technology enhanced curriculum change projects. The network provides a virtual and face-to-face forum for staff and students across the UK to share approaches/experiences and offer support. The network was created as it was identified that working in partnership increases the success of technology-led projects and delivers the identification of student need and appropriate action. Delegates will have an opportunity to hear examples of how institutions are working in partnership with students to identify and affect sustainable change. Students who have participated in the network will share their experiences and outline the benefits they have experienced in working in partnership with staff on curriculum change initiatives.
The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
The network has also developed a guidance toolkit to support colleges and universities with implementing student partnerships, which has been developed from the collective resources of a range of Jisc, Higher Education Academy, QAA and institutional initiatives in this area. Delegates will participate in a group activity using these interactive materials so as to evaluate their use in supporting their own practice in taking forward student partnership working in their own institutions. Find out more about the Change Agents Network and follow it on Twitter (or #CAN2014)
Getting started with personal and professional digital capacity: An Open CourseSharon Flynn
The document summarizes an open course for educators in Irish higher education to develop personal and professional digital skills. The course is based on the European Framework for Digital Competency of Educators and uses an ABC Learning Design approach. It has 6 units that can be completed self-paced over approximately 25 hours. The course does not provide technical training but aims to help educators explore, demonstrate, and plan digital enhancements for teaching and learning. Over 60 educators from 7 universities have earned a pilot badge for completing course activities. The course developers will continue to offer and embed the course in accredited professional development opportunities.
Desperately seeking students Plymouth College of ArtJisc
How do learners find the courses they need? A look at the outcomes from the JISC coursedata programme. Covering FE, undergrad, postgrad online and CPD.
Jisc conference 2012
Student experience experts meet up - introduction and updateJisc
This document summarizes the agenda for a meeting of the Jisc student experience experts group. The meeting will include presentations and discussions on Jisc's recent research into student technology use during the pandemic, sharing examples of effective practices to support digital learning experiences, and short member spotlight presentations on interactive simulations and personalized teaching tools. Attendees are asked to provide feedback and discussions will aim to help guide Jisc's future student experience work.
Identifying and driving change in partnership with students - Simon walker, M...Jisc
Jisc has supported the creation of a UK wide Change Agents Network to support staff and students working in partnership on technology enhanced curriculum change projects. The network provides a virtual and face-to-face forum for staff and students across the UK to share approaches/experiences and offer support. The network was created as it was identified that working in partnership increases the success of technology-led projects and delivers the identification of student need and appropriate action. Delegates will have an opportunity to hear examples of how institutions are working in partnership with students to identify and affect sustainable change. Students who have participated in the network will share their experiences and outline the benefits they have experienced in working in partnership with staff on curriculum change initiatives.
The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
The network has also developed a guidance toolkit to support colleges and universities with implementing student partnerships, which has been developed from the collective resources of a range of Jisc, Higher Education Academy, QAA and institutional initiatives in this area. Delegates will participate in a group activity using these interactive materials so as to evaluate their use in supporting their own practice in taking forward student partnership working in their own institutions. Find out more about the Change Agents Network and follow it on Twitter (or #CAN2014)
Getting started with personal and professional digital capacity: An Open CourseSharon Flynn
The document summarizes an open course for educators in Irish higher education to develop personal and professional digital skills. The course is based on the European Framework for Digital Competency of Educators and uses an ABC Learning Design approach. It has 6 units that can be completed self-paced over approximately 25 hours. The course does not provide technical training but aims to help educators explore, demonstrate, and plan digital enhancements for teaching and learning. Over 60 educators from 7 universities have earned a pilot badge for completing course activities. The course developers will continue to offer and embed the course in accredited professional development opportunities.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
The document outlines Bridge21's learning model which aims to champion innovative 21st century learning through technology-mediated project-based learning. The model incorporates technology as a tool, resource sharing in teams, scaffolded and team-oriented SMARTER projects, a stimulating learning space, social learning protocols, skills focus, facilitators/mentors, and reflection. The goal is to expand this model nationwide to support over 250 schools and 6,000 students in developing 21st century skills through a student-led approach to team-based learning.
Transforming the student experience using learning analyticsJisc
This document discusses using learning analytics (LA) to improve the student experience. It argues that students should be interested in LA because of potential benefits, but risks must be addressed. A good student-staff partnership requires clarity of purpose, advocacy, student representation, governance protecting student interests, transparency, and regular communication. Effectiveness of LA can be monitored through feedback loops, reviewed interventions, improved student outcomes, and greater understanding of teaching and learning. The document uses Greenwich University as a case study, highlighting the purpose of improved engagement and outcomes, advocacy, partnership between the university and student union, governance, ethical framework, transparency, and student engagement. What works includes staff finding value in the data, positive student feedback on attendance monitoring, the
International Alumni Relations the time is now. AIEC 2014 Dobson_LoonIngeborg Loon
1) International alumni relations is currently underdeveloped and fragmented within institutions. Developing alumni networks provides value by strengthening brands and leveraging alumni to recruit students and provide career support.
2) A case study of Academies Australasia Group's efforts showed assessing readiness, identifying challenges like outdated databases, and a 5-month coaching process to develop a plan including appointing alumni ambassadors.
3) Initial results were positive, showing alumni were interested in networking and providing advice. A dedicated alumni manager position was created to help manage the relationships and programs established.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
This is the Powerpoint presentation by Jacqueline Geekie, Aberdeenshire Public Libraries, from our joint CILIP ILG TeachMeet event in Leeds on Wednesday 10 February 2016.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
The Cisco Networking Academy Program in Uganda aimed to build human capital through information and communication technology (ICT) education. The program established 10 networking academies across Uganda to train students for industry certifications like CCNA and CCNP. It faced challenges with implementation but achieved goals like Uganda becoming the first least developed country to offer CCNP. Lessons learned included having patience, persistence, developing consensus, follow through and cultural sensitivity. The program collected data on enrollments and placements to monitor success and share best practices. Overall it provided educational opportunities that helped develop ICT skills and compete globally.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
Beco w7 what is a conference - Universities as sites of knowledge-production;...Sandra Sinfield
The activities moved from drawing 'research' to discussing how universities act as sites of knowledge-construction. Also covered: student as producer, student as change agent and student as partner. The first year students were asked if they had a model for active students they would like to explore in an HEA Bid - and if they wanted to organise the University's next student-facing conference (Feb 2014). Excellent poster presentations given.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Presentation by Fabio Nascimbeni, Universidad Internacional de La Rioja, EDEN Senior Fellow at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Roundtable: How can education providers improve the employability prospects o...Jisc
This roundtable invites you to listen and share examples of effective practice in your organisation regarding how peers have approached employability from the perspective of:
- What does the employment market look like?
- What does an ‘employable learner’ look like?
- How can educators incorporate relevant employability skills into the curriculum?
- How can technology for employability be embedded into course delivery?
- How to ensure organisational support for employability?
This event was held on 9 June 2021.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
The document outlines Bridge21's learning model which aims to champion innovative 21st century learning through technology-mediated project-based learning. The model incorporates technology as a tool, resource sharing in teams, scaffolded and team-oriented SMARTER projects, a stimulating learning space, social learning protocols, skills focus, facilitators/mentors, and reflection. The goal is to expand this model nationwide to support over 250 schools and 6,000 students in developing 21st century skills through a student-led approach to team-based learning.
Transforming the student experience using learning analyticsJisc
This document discusses using learning analytics (LA) to improve the student experience. It argues that students should be interested in LA because of potential benefits, but risks must be addressed. A good student-staff partnership requires clarity of purpose, advocacy, student representation, governance protecting student interests, transparency, and regular communication. Effectiveness of LA can be monitored through feedback loops, reviewed interventions, improved student outcomes, and greater understanding of teaching and learning. The document uses Greenwich University as a case study, highlighting the purpose of improved engagement and outcomes, advocacy, partnership between the university and student union, governance, ethical framework, transparency, and student engagement. What works includes staff finding value in the data, positive student feedback on attendance monitoring, the
International Alumni Relations the time is now. AIEC 2014 Dobson_LoonIngeborg Loon
1) International alumni relations is currently underdeveloped and fragmented within institutions. Developing alumni networks provides value by strengthening brands and leveraging alumni to recruit students and provide career support.
2) A case study of Academies Australasia Group's efforts showed assessing readiness, identifying challenges like outdated databases, and a 5-month coaching process to develop a plan including appointing alumni ambassadors.
3) Initial results were positive, showing alumni were interested in networking and providing advice. A dedicated alumni manager position was created to help manage the relationships and programs established.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
This is the Powerpoint presentation by Jacqueline Geekie, Aberdeenshire Public Libraries, from our joint CILIP ILG TeachMeet event in Leeds on Wednesday 10 February 2016.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
The Cisco Networking Academy Program in Uganda aimed to build human capital through information and communication technology (ICT) education. The program established 10 networking academies across Uganda to train students for industry certifications like CCNA and CCNP. It faced challenges with implementation but achieved goals like Uganda becoming the first least developed country to offer CCNP. Lessons learned included having patience, persistence, developing consensus, follow through and cultural sensitivity. The program collected data on enrollments and placements to monitor success and share best practices. Overall it provided educational opportunities that helped develop ICT skills and compete globally.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
Beco w7 what is a conference - Universities as sites of knowledge-production;...Sandra Sinfield
The activities moved from drawing 'research' to discussing how universities act as sites of knowledge-construction. Also covered: student as producer, student as change agent and student as partner. The first year students were asked if they had a model for active students they would like to explore in an HEA Bid - and if they wanted to organise the University's next student-facing conference (Feb 2014). Excellent poster presentations given.
Flipped classroom or just flippin' technology? - Sarah Davies and Lawrie Phip...Jisc
Where are we now with technology, student experience and organisational change?
A snapshot of some of the key themes and challenges which have emerged through those conversations, and look at some of the approaches that have been taken in the sector to address the issues. We will also consider some of the key change management issues which have surfaced.
Presentation by Fabio Nascimbeni, Universidad Internacional de La Rioja, EDEN Senior Fellow at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
This document provides an overview of digital literacy and frameworks for understanding it. Digital literacy involves having the skills, knowledge, and mindset needed to engage safely and meaningfully in a digital society. It overlaps with information and academic literacies. The focus should be on cognitive abilities and contextual practices, not just functional skills. Effective digital literacy initiatives embed it in curricula, involve stakeholders collaboratively, and measure impact. Case studies from LSE and UEA showcase successful student-centered programs.
Leadership for connected and global learning: Session 1 ChineseJulie Lindsay
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
Netherlands, Sept 2013. Foresight and choices for 21st Century learningAlejandro Armellini
This document provides an overview of a presentation on foresight and choices for 21st century learning. It discusses four parts: context and principles, design for student engagement and participation, learning and teaching in an open world, and conclusions and future challenges. The presentation aims to inspire attendees to try one new thing and further inspire their learners and colleagues. It promotes principles of low cost and sustainability in design. Examples of challenges addressed include how to get started with online teaching and exploring different learning technologies. The document also discusses the Carpe Diem approach to course design and redesign in 2 days through storyboarding and prototyping.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
The document discusses digital literacy among students and supporting their development. It defines digital literacy and outlines key digital skills. It also discusses assessing students' digital skills, providing learning support, and embedding digital literacy training in academic programs. Barriers and enablers to developing students' digital abilities are addressed. The document emphasizes aligning digital literacy efforts with institutional strategies and considering learners' experiences.
Approaches to developing staff and students' digital capabilityJisc
With growing evidence of a digital skills gap, how are colleges and universities supporting the development of their staff and students digital capabilities? This workshop will share approaches on how to develop staff and students' digital capabilities.
Activity 1: Organisational digital capability and digital capability trivial pursuit
Activity 2: Designing for digital capability in the curriculum
Activity 3: Using the discovery tool to discover your digital confidence
This document summarizes a two-year project called DigiLit Leicester that aimed to develop secondary school staff's digital literacy skills. The project partnered Leicester City Council, De Montfort University, and 23 local schools. Schools implemented a self-evaluation framework to assess staff digital literacy levels from entry to pioneer. Project activities included training sessions and sharing best practices. Surveys found a statistically significant increase in staff confidence and cultural changes in schools' digital literacy approaches. The project reports provide details on the framework, activities, and impact on schools and university practices.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Webinar waymaker next gen learning & oer_shareLumen Learning
Waymaker is Lumen Learning’s new personalized learning courseware. It combines the advantages of open educational resources (OER) with mastery learning, personalization from the viewpoint of the learner, and tools to forge stronger personal learning connections between students and faculty. Join this webinar for a tour of Waymaker to see how it provides individualized insights to students and faculty, with a focus on improving learning. Also, preview future directions we’re working to further advance the learning experience Waymaker provides for students and faculty.
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Mentoring For Impactful Learning: Creating Effective RelationshipsSandra Coswatte-Mohr
Are you effectively using a mentoring process with your faculty and students? Have you thought about setting up a mentor process and do not know how to get started? Learn how mentors in the Online Teaching Certificate Program at the Online Learning Consortium (formally Sloan-C) impact the learning process for faculty to improve their teaching skills.
This document summarizes the minutes from a meeting of Jisc's student experience experts group. The meeting included:
- Welcome and introductions, with over 300 members of the group that has operated since 2004.
- An overview of Jisc's work advising on student experience and engaging experts to provide feedback.
- Presentations on digital learning environments, findings from a student digital experience survey, defining digital wellbeing, and examples of effective practice.
- Updates from Jisc's student experience team on new features of their digital experience insights surveys and building digital capability services.
The document discusses digital transformation using metaphors of caterpillars becoming butterflies. It provides quotes that analogize digital transformation done correctly to a caterpillar transforming beautifully into a butterfly, but done incorrectly resulting in just a hungry caterpillar. Another quote suggests digital transformation takes a more meandering path like a butterfly's flight rather than a direct bullet path. A final quote indicates that to undergo digital transformation, one must be willing to give up their prior form or self like a caterpillar becoming a butterfly.
Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
QA agencies are responding to micro-credentials in three main ways:
1) Many countries have no framework for micro-credentials but plan to integrate them into existing QA standards.
2) Some countries like Australia, Canada, and the UK apply existing standards to micro-credentials.
3) A few places including Malaysia, New Zealand, and Ireland have specific guidelines for micro-credential QA.
Leading institutions are responding by developing micro-credential frameworks, marketplaces, and integrating them into learning and teaching strategies. However, there are still holes like lack of course quality ratings, outcomes data, and learner support information that limit micro-credentials. Stakeholders are discussing how to strengthen quality assurance for online and cross-
National QA Guidelines for Digital Education: Crafting a Multi-layered Box of...Mark Brown
The document discusses the development of Ireland's National Quality Assurance Guidelines for Digital Education. It involved selecting existing quality literature, developing the guidelines over several years through stakeholder feedback, and emphasizing alignment with mainstream quality frameworks. Key lessons included defining quality as not dependent on delivery mode, integrating digital quality processes within institutions, and synthesizing diverse viewpoints on quality. The final guidelines were published in 2023 to provide coherence while allowing flexibility for different contexts.
Digital Education Leadership: Leading Today for Tomorrow’s World Mark Brown
This document outlines a discussion on digital education leadership. It proposes that leadership is important for navigating powerful change forces and increasing complexity in education. The discussion addresses what is known about leadership, how to develop more transformative leaders for an uncertain world, and suggestions for including in a leadership development program focused on digital education. Participants are asked to share their views on these topics.
Remixing Digital Education Playlist: Turning a New Page on Foo-Foo the SnooMark Brown
Professor Mark Brown discusses the importance of slow, thoughtful reading of professional journal articles instead of fast reading. He notes that there are over 270 journals and 146 open access journals alone, making it difficult to find time for slow reading. Brown advocates taking the time to slow read articles to allow for deeper critical reflection and new ideas. He encourages participants to consider how many articles they read last week and whether it was fast or slow reading.
Exploring the Gaps in the Quality Assurance of Micro-credentials: A Global Sc...Mark Brown
The document summarizes a global scoping review of quality assurance practices for micro-credentials. It finds that most countries have no standards for micro-credentials, though some are developing frameworks. A few countries apply existing standards. Leading institutions are developing their own guidelines around teaching, learning, and support. However, there are still quality gaps around information, ratings, careers guidance, support, and outcomes data. The presentation calls for strengthening quality assurance to support online, cross-border micro-credentials and better engaging learners in the process.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential troubles that could hinder plans, and decoding micro-credentials. Key points discussed include determining appropriate leadership structures and business models, calculating real costs and addressing demand, and ensuring quality assurance while limiting data gaps. The role of micro-credentials in serving larger strategic goals is also emphasized.
Untubing AI in Assessment: A Primer for Future’s SakeMark Brown
The document summarizes a presentation on AI in assessment given by Professor Mark Brown. The presentation addressed three main points: 1) Educators should avoid AI-centric thinking and own the narrative around how AI can help address existing assessment challenges; 2) Guidelines are needed for both allowing and prohibiting student use of AI tools in assessments; 3) Assessments need to be redesigned to emphasize authentic processes over products and evaluate uniquely human skills that AI cannot replicate. The presentation argued for augmenting human expertise with AI rather than automating assessments and discussed principles and actions needed to shape regulations, review practices, and support educators on the path to assessment change.
Decoding Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and their role in higher education. It addresses developing a plan for implementing micro-credentials, potential issues that could hinder plans, and decoding micro-credentials. Key points covered include determining appropriate leadership structures and business models for micro-credentials, calculating true costs and addressing demand, ensuring quality assurance, and examining evidence of benefits. The role of micro-credentials in serving broader strategic goals is also highlighted.
The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.
Quality Assurance of Micro-credentials: An International Review of Current Pr...Mark Brown
The document discusses quality assurance of micro-credentials in different countries and regions. It finds that most countries do not have specific quality standards for micro-credentials but some apply existing standards. A few places like New Zealand, Malaysia and Ireland have developed specific micro-credential guidelines. The document also discusses institutional quality assurance processes like developing strategies, implementing reviews, and providing learner support. It notes specific quality issues for online micro-credentials around organizational context, programs, and learner support. Overall, the document examines external quality assurance, institutional processes, and supports that can enhance quality assurance of micro-credentials.
Opening a New Page on Foo-Foo the Snoo: Remixing the Digital Education PlaylistMark Brown
The document discusses opening a new page on remixing the digital education playlist. It references a blog post on identifying top 10 open access journal articles for 2022 based on selection criteria and methodology. It notes 44 total authors were featured across a diverse range of journals, with some geographical gaps. It asks what the recipient's top read of 2022 was and how much slow, deep reading of literature they are able to do each month.
National QA Guidelines for Digital Education A Multi-layered Box of ChocolatesMark Brown
- The document discusses the development of national quality assurance (QA) guidelines for digital education in Ireland.
- It begins by summarizing a recent OECD study that found varying approaches to QA of digital education across countries.
- The next section describes Ireland's Quality and Qualifications Ireland ongoing process of developing specific national QA guidelines for digital education, which includes an open consultation period that recently closed.
- The document concludes by discussing how European QA standards and guidelines may need updating to better address digital education.
International Standards, Practices and Supports for the Quality Assurance of ...Mark Brown
1) The document discusses quality assurance of micro-credentials. It notes that while many countries currently lack frameworks for micro-credentials, some are developing standards to apply existing quality assurance processes.
2) Institutional quality assurance of micro-credentials is also discussed. Some universities have internal approval processes and collect data on student engagement and outcomes, though approaches vary.
3) Supports for quality assurance mentioned include learning design reviews, appropriate assessment strategies, and institutional reviews of micro-credential offerings. The talk concludes with remarks on enabling quality conversations.
Uncaging Digital Education: A Talk on the Wild SideMark Brown
This document appears to be a collection of notes and references on the topic of education. It includes photos, quotes, links and brief text snippets on a variety of subtopics like the future of learning with technology, microcredentials, critical thinking skills, and history of educational projects like Project Plato from the 1960s. The overarching theme seems to be exploring changes and challenges in education systems.
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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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Networking Event: Building Digital Capacity in Irish Higher Education
1. Networking Event:
Building Digital Capacity in Irish Higher Education
Hosted by the
National Institute for Digital Learning
Wednesday 16th
July
Dublin
2. Welcome
• Billy Kelly
Dean of Teaching and Learning
• Mark Brown
Director, National Institute for Digital Learning
THIS EVENT IS INDEPENDENT FROM THE NATIONAL
FORUM FOR THE ENHANCEMENT OF TEACHING AND LEARNING
6. • Welcome
• Event purpose
• Brief introductions
• Overview of the funding call
Afternoon Tea
• Identification of potential projects
• Finding suitable collaborative partners
• Questions and next steps
Outline
7. • To help participants understand the types of
projects that appear to fit the selection criteria:
• To identify potential project proposals and help
tease out their focus, methodology, deliverables,
and so on; and
• To assist people and institutions to connect with
suitable collaborative partners.
Event Purpose
8. • Name
• Institution
• Current role
• Particular interests
• What you want to get from today
Brief Introductions
10. • What do we know?
• What is the major focus?
• What is the scope of the call?
• What can we take from the criteria?
• What else did we learn from the webinar?
Overview of the Funding Call
11. Overview of the Funding Call
http://teachingandlearning.ie/priority-themes/enhancement-theme
12. • What do we know?
• What is the major focus?
• What is the scope of the call?
• What can we take from the criteria?
• What else did we learn from the webinar?
Overview of the Funding Call
13. Overview of the Funding Call
Do we have any questions that we would like
to submit to the National Forum?
16. Identification of Potential Projects
• Student success and
readiness for flexible learning
• Curriculum leaders toolkit for
programme redesign
• Rich media learning for
student engagement
• Preparing digital age learners
for success in STEM
• Teachers’ guide to digital
assessment for learning
• Using digital technology for
evaluations of teaching for
quality enhancement
17. Identification of Potential Projects
• Learning analytics from insight to
action
• Integrating e-portfolios for
successful transitions
• Guide to flipping the classroom
for first year success
• Digitally enhanced active
learning spaces
• Student success guide to
academic integrity
• Toolkit for managing and
facilitating synchronous learning
environments
• Student success and
readiness for flexible learning
• Curriculum leaders toolkit for
programme redesign
• Rich media learning for
student engagement
• Preparing digital age learners
for success in STEM
• Teachers’ guide to digital
assessment for learning
• Using digital technology for
evaluations of teaching for
quality enhancement
18. Identification of Potential Projects
What other projects are worthy of pursuing?
-m-Learning
-OERs
-MOOCs
-etc
19. Identification of Potential Projects
Student Success & Readiness for Flexible Learning…
• What is it?
• How does it meet the criteria?
• What would be some of the deliverables?
Example 1…
20. Identification of Potential Projects
Learning Analytics from Insight to Action…
• What is it?
• How does it meet the criteria?
• What would be some of the deliverables?
Example 2…
21. Identification of Potential Projects
What other projects are worthy of pursuing?
Returning to the question….
•
•
•
•
•
22. Identification of Potential Projects
1. Ranking projects
2. Group activity for selected projects
• What is it?
• How does it meet the criteria?
• What would be some of the deliverables?
23. Finding suitable collaborative partners
• Strategic alignment
• Leading or partnering
• Investing upfront in collaboration
• How you share ownership of the project
• Collaboration in a competitive environment
• Establishing principles for genuine collaboration
We need to think about…
24. Questions and next steps…
• What other questions do we have?
• How do we share today’s discussion?
• What are the next steps we should take?