Digital technology is fundamentally changing learning and teaching in higher ...Jisc
Is digital technology fundamentally changing learning and teaching in higher education, altering how courses are planned and delivered, and how learners experience higher education?
Or is the use of digital technology in education more of an evolution of existing practices, with economic forces likely to be a much more significant driver of change over the next ten years?
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
A new challenge is on the horizon for the education sector. The AQF is currently under review and the sector is rapidly trying to adapt to the changing needs of industry. Digital/Micro-credentialing and badges may be the answer. In this webinar session we will take a look at what is currently happening around the sector, discuss what the future workforce will look like and the types of learners that education providers will need to produce, what this all means to our current curricula and how ePortfolios could be a perfect tool to help facilitate the credentialing and badging process.
Digital technology is fundamentally changing learning and teaching in higher ...Jisc
Is digital technology fundamentally changing learning and teaching in higher education, altering how courses are planned and delivered, and how learners experience higher education?
Or is the use of digital technology in education more of an evolution of existing practices, with economic forces likely to be a much more significant driver of change over the next ten years?
Innovate from Where You Are: Supporting, Celebrating, and Connecting InnovatorsMax Tsai
Tuesday, October 15 | 11:45a.m. - 12:30p.m. CT | W178a, Level 1
Session Type: Breakout Session
Delivery Format: Interactive Presentation
Three years ago California State University determined that constant demand for operations, services, and projects was driving out innovation. By creating a small central program to support, celebrate, and connect innovators, CSU improved its culture of innovation. Join us to explore strategies that can help any institution be more innovative.
Outcomes: Understand how one university successfully promoted an improved culture of innovation * Learn specific tactics that can be applied at your institution to promote innovation * Reflect on how these tactics can be applied to develop an innovation program at your institution
A new challenge is on the horizon for the education sector. The AQF is currently under review and the sector is rapidly trying to adapt to the changing needs of industry. Digital/Micro-credentialing and badges may be the answer. In this webinar session we will take a look at what is currently happening around the sector, discuss what the future workforce will look like and the types of learners that education providers will need to produce, what this all means to our current curricula and how ePortfolios could be a perfect tool to help facilitate the credentialing and badging process.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Defining future learning - the City of Wolverhampton College wayJisc
A presentation from our joint building digital capability and digital experience insights community of practice event in May 2021.
Presented by Conrad Taylor, business learning and technologies manager and Adam Dwight, learning innovator, lecturer from City of Wolverhampton College.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
DigiLearn: A practice informed approach to recognition and developmentJisc
Speakers:
Chris Melia, senior learning technologist, University of Central Lancashire
Alice Thompson, senior lecturer, University of Central Lancashire
Nick Bohannon, principal lecturer in mental health nursing, University of Central Lancashire
DigiLearn is a digital recognition initiative that has been successfully rolled out across the academic community at the University of Central Lancashire. Centering around peer support and the interdisciplinary sharing of TEL best practice.
In this session, university colleagues will share the transformational impact of the initiative on: teaching practice, the student experience and professional development.
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Defining future learning - the City of Wolverhampton College wayJisc
A presentation from our joint building digital capability and digital experience insights community of practice event in May 2021.
Presented by Conrad Taylor, business learning and technologies manager and Adam Dwight, learning innovator, lecturer from City of Wolverhampton College.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
DigiLearn: A practice informed approach to recognition and developmentJisc
Speakers:
Chris Melia, senior learning technologist, University of Central Lancashire
Alice Thompson, senior lecturer, University of Central Lancashire
Nick Bohannon, principal lecturer in mental health nursing, University of Central Lancashire
DigiLearn is a digital recognition initiative that has been successfully rolled out across the academic community at the University of Central Lancashire. Centering around peer support and the interdisciplinary sharing of TEL best practice.
In this session, university colleagues will share the transformational impact of the initiative on: teaching practice, the student experience and professional development.
The Mobile Learning infoKit is a developing resource from JISC infoNet launched at ALT-C 2011 alongside the new JISC publication Emerging Practice in a Digital Age (September 2011). Augmenting the Emerging Practice guide, this infoKit is a practical guide for educational institutions planning to implement a mobile learning initiatiative.
At launch, the Mobile Learning infoKit comprises a wiki-based resource collating information and guidance from JISC and other sources. It will develop to include a section on future trends, incorporate additional examples, and be made available in a variety of formats.
Slides for the presentation given in Fekra'17 on 2/2/2017
These slides talking about design for web and mobile, Jakob Nielsen, Jony Ive, Usability and User Experience, UI/UX, Responsive Vs. Adaptive design, Current design schools, Material design, Android and iOS
Potential applications of RGB-D cameras in mobile devicesSilviu-Tudor Serban
Depth data allows several computer vision challenges to be solved in a more robust manner, opening a multitude of opportunities for developers to create novel applications and user experiences. Android, meet Intel RealSense. #droidcon
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
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
Digital Capability Training for University Staff Developing a FrameworkGood Things Foundation
This is the Powerpoint presentation by Vicki McGarvey and Julie Adams, Staffordshire University, from our TeachMeet event with CILIP ILG in Leeds on Wednesday 10 February 2016.
Introducing some of the skills required of the digital practitioner. Delivered as part of The Digital Practitioner event hosted by the College Development Network on 24th April 2013.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
Similar to University of Stirling - Developing the Digital Practitioner - Aug 2014 (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter 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.
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!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
University of Stirling - Developing the Digital Practitioner - Aug 2014
1. Developing the Digital Practitioner 1
Developing the Digital Practitioner
Jisc RSC Scotland @ University of Stirling
Thursday 4th August 2014
Joan Walker Shelaine Fraser-Robertson
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
2. Developing the Digital Practitioner 2
Jisc
Jisc is a company with charitable status, which provides the
UK higher education, further education and skills sectors
support on the use of digital technologies.
3. 12/11/2014 Developing the Digital Practitioner
image from wikicommons licensed under the Creative Commons Attribution 2.0 Generic license
University of Stirling – Sept 2014
4. Developing the Digital Practitioner 4
Competency
How
Basic skills in
the digital
realm
Literacy
What
Capabilities
which fit an
individual for
living, learning
and working in a
digital society
Fluency
When and Why
Agile, instinctive,
sophisticated and
multifaceted use
of technology.
The Digital Practitioner
5. Developing the Digital Practitioner 5
The Digital Practitioner in Context
New
Professional
Standards
Key Trends
Restructuring
Learner
Expectations
6. Developing the Digital Practitioner 6
Digital Literacies
Access / Skills / Practice
techno-literacy choosing and using technologies, ICT & Web
skills, personalising the learning environment
....
information literacy finding, accessing, evaluating, reviewing,
using, analysing, managing, applying
information ....
media literacy critical evaluation, creative production, data
visualisation, expressing & sharing ideas ....
academic practice critical thinking, research, problem solving,
academic writing, analysis, synthesis,
experimentation ....
techno-social
practice
communication, collaboration, participating in
networks, sharing, tagging, peer review ....
7. Developing the Digital Practitioner 7
Your Digital Literacy Skills
How did you come across your digital literacy skills?
Was it primarily:
A. Self-taught? - 559062
B. Peer –taught? - 559068
C. Formal training? - 661207
http://www.polleverywhere.com/joanwalker
OR
Text the CODE to +447624806527
8. Developing the Digital Practitioner 8
Digital Literacies – Digital Natives?
»Learners’ ICT skills are less advanced that educators
think (Nicholas et al. 2008, JISC 2008-9)
»Learners’ experience many difficulties transposing
practices from social context into formal learning
(Cranmer 2006)
»Some aspects of learners’ everyday practice with
technology are at odds with practices valued in
traditional academic teaching (Beetham 2009)
9. Developing the Digital Practitioner 9
Digital Literacies – Supporting Learners
»Effective integration of digital literacies in Learning
and Teaching Strategy
»Tutor skills and confidence with technology is critical
to learners’ development
»Support in migrating to more ICT based study
practices
»Digital literacies need to be supported as learners
engage in academic and authentic tasks
Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA
project) 2009. (phase 1)
10. Modernising Learning
Changing Pedagogies
Discovery Learning
Collaborative Learning
Reflective Activities
Using & Creating
Multimedia
Peer Review
eAssessment
Technology Solutions
Web-based Software
• Virtual Learning
Environments
• ePortfolios
• Social Media
Mobile & Wireless
Technologies
11. Developing the Digital Practitioner 11
The Accessibility Affordances
»Accessibility & Widening Access
»Differentiation
»Assistive Technologies
»Mobile Developments
http://tinyurl.com/tablet-accessibility
http://www.scoop.it/t/tablet-devices-living-learning-productivity
12. Developing the Digital Practitioner 12
What does it look like?
Case studies – www.rsc-scotland.org
Jisc RSC Scotland Showcase
Editor's Notes
Key Trends
People expect to be able to work & learn in a more flexible way, wherever and whenever they want
Technologies used are increasingly cloud based
The world of work is increasingly collaborative using collective intelligence, teamwork and group communications & employers have specific expectations for new staff, including communication, collaboration and critical thinking skills
The same trend is emerging in education with a shift towards online collaborative pedagogical models
The Open education movement exemplified by the huge amount of open content and open collections
The possibilities for new relationships using social media tools
Alternatives and supplements to traditional university courses and accreditation (MOOCs, open badges)
There is an increasing interest in using new sources of data for personalizing the learning experience and for performance measurement.- Learning Analytics - As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights.
Learner Expectations
Increasingly learners are ICT literate with high expectations of ICT availability, interactive teaching resources & learning materials and want to be able to use their own technologies along with institutionally provided tools.
Peers play an important and often unacknowledged role in the learning experience. Whether through one to one text messages, instant messaging or facebook groups it mostly occurs without the support or knowledge of their tutors. IMO the significance of informal social activities for learning is underestimated and it places more emphasis on having effective communication channels.
Restructuring & Regional Outcomes
We all know that the Post 16 education in Scotland is undergoing a significant change and refocssing more explicitly on
The Right Learning in the Right Place / High Quality and Efficient Learning / Developing the workforce - so ther eis a drive to provide a flexible curriculum that meets regional economic need
Professional Standards
Newly refreshed standards that acknowledge the need for continuing professional development to meet the future needs, challenges and expectations of those in the FE sector who have responsibility for learning & teaching.
Techno - literacies characteristic - rapid change with economic and social drivers
Academic literacies typically slow change with cultural and institutional inhibitors
Key skills required by learners learning in the cloud / future:
You’ll be familiar with this term Digital Natives – there’s an implication when it’s used - that because learners have grown up with computers that there ‘s an expectation that they would in turn have excellent digital literacy skills but research has not corroborated this theory: -
As well as the educators perceptions perhaps being inaccurate, learners have little awareness that their information literacies are relatively weak - their skills are focused on a ‘need to know’ or ‘interest’ basis – maybe gaming / communicating but not articulating or reflecting necessarily.
Learners’ experience many difficulties transposing practices from social context into formal learning
And there is a clash of academic/internet knowledge cultures, particularly around plagiarism, assessment and originality in student writing
Some of the issues around digital literacies
1 - A lack of ownership at institutional level means that learning literacies and digital literacies are rarely the basis of an integrated strategy / staff working in the areas that traditionally support information literacy / academic scholarship and ICT still operate in relative isolation from one another
2 - Tutor still insufficiently competent and confident with digital technologies for learning despite evidence that learners are strongly influenced by their example
3 - Still quite poor support for learners to develop strategies to make effective use of technologies for learning - some institutional barriers still exist in terms of the use of personal technologies and social networks
4 - e.g. Be specific about what kinds of collaboration might be appropriate, establish peer review processes and setting group assignments. - in some subjects literacies are so embedded in subject teaching that its not recognised - e.g. visual / media literacies in art and it might be a first step to identify these within programmes
7 - The impact of new and ubiquitous technologies enable new paradigms of learning & teaching to be developed which increase the possibilities for Personalised Learning and improve Learner Engagement. Although online instructional materials are widely available and make use of digital images, video animation and are great for understanding and replaying processes – they are still in my opinion rather passive so it’s more about learning activities that engage learners to process & assimilate information in new and more exciting ways.
Discovery learning and enquiry based approaches / like structured web quests using eResources (e.g. simple activity sheets with hyperlinks to rich resources – means that the onus shifts from being given information to learners finding out information & sharing it with peers – a much more proactive activity)
Collaborative learning / with collective outputs that exploit new technologies (e.g. planning an event or constructing a and information resource using software features that enable co-editing that results in tangible output of the collaborative process – WIKI, Google doc)
Reflective activities using online tools which measures distance travelled and learning taking place rather than assessment of knowledge or skill and demonstrates to learners their own progress. (using Blogs or ePortfolio to record diary type journal entries)
Using multimedia creatively and for assessment purposes. Internet access is all that’s required to access, record, store and stream video and audio to the desktop. (e.g. Digital images may provide a mechanism for students to demonstrate and record skills acquisition, using audio may be a vehicle which would allow learners to provide a much richer account of what they have learnt than a written account )
Peer Review – a formal term to describe the process of commenting or adding to others’ contributions (tools that enable comment , discussion or enable a star rating for example)
eAssessment / both formative and summative which can provide quick and relevant feedback to learners and support personalisation of the learning experience. (and you know designing e-assessments – especially those that address higher order skills a critical area for staff development)
Technology holds the key to enabling new pedagogies and I’ll provide an overview of them here and try to outline how they can impact on learning & teaching. Together these technologies that you see here are collectively becoming known as “learning platforms” and there are more alternatives now to choose from and I guess that’s making strategic decisions even more difficult. If you add to that the move towards open source software & the range of free web based applications that are available now its not hard to see how difficult it is for an institution to accommodate individual preferences. There are more details topic briefings on each of these on our website each of which last no more that 15 minutes.