![Why Digital Learning Thresholds?
Image: "Tablets" by Ministerio TIC Colombia. Creative Commons licence CC BY - https://www.flickr.com/photos/ministerio_tic/6966968685/
The notion of threshold is grounded in threshold concepts (Meyer & Land,
2003) conceived as a means of opening up “previously inaccessible way[s] of
thinking about something” (ibid., p.1).
The principle aim of the CCCU DLT is that all CCCU students will have access to
digital learning, and that all staff and students will have clear expectations
about how, why and when to use digital learning.
Strategic Vision:
• Aligned to VLE Consistency Project
• Inculcate Digital Literacy
• Consistency in Electronic Management of Assessment (EMA)
• University strategic aim to increase more Flexible Modes of Delivery
• Affiliated with Internationalisation, Sustainability, Employability and
Inclusion (Post DSA) agendas](https://image.slidesharecdn.com/head21-06-2016bawb-160702163554/85/Towards-Consistency-Digital-Learning-Thresholds-4-320.jpg)
Uploaded byDr Wayne Barry
Towards Consistency: Digital Learning Thresholds
The document outlines the digital learning initiatives at Canterbury Christ Church University aimed at standardizing digital access and enhancing students' learning experiences. It emphasizes the introduction of digital learning thresholds and the rollout of mandatory learning platform activities over two academic years to improve consistency in online learning. The initiative aligns with the university's strategic vision of fostering digital literacy and includes various resources and tools for assessment, content, communication, and collaboration.
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Towards Consistency: Digital Learning Thresholds
- 1. Image: "Lattice CubeSequence" by Bas Schouten. Creative Commons licence CC BY-NC-ND - https://www.flickr.com/photos/bas_schouten/6203887064/ 2nd International Conference on Higher Education Advances (HEAd’16) 21-23 June 2016 Universitat Politècnica de València, Valencia, Spain Dr Bill Ashraf, Wayne Barry & Sam McFarlane Canterbury Christ Church University, UK Follow Us: @CCCUTEL | Join Us: cccutel.wordpress.com #HEAd16 Towards Consistency Digital Learning Thresholds
- 2. Image: "Canterbury ChristChurch University campus" by Zoltan Gaal. Creative Commons licence CC BY - https://www.flickr.com/photos/zoltangaal/8298143490/ Our Institutional Context • C of E Foundation | Post 1992 University | Million+ Group | Cathedrals Group • 4 x Campuses across the County of Kent, UK | 4 x Faculties | School-based • Predominantly offers courses for Public Sector careers • @ 18,000 FTE Students | @ 3000 FT & PT Staff (1600 Academics) Virtual Learning Environment (VLE): • Introduced VLE in 2002 using Blackboard • Host to: @20000 student | @4000 staff | @2000 L&T courses • Mixed Configuration: Module | Programme | Cohort • Mixed Usage: Repository | Communications | Interaction • Students have voiced dissatisfaction on the lack of consistent “look and feel”
- 3. CCCU Learning Platform Electronic Managementof Assessment Web Conferencin g Media Streaming Personal Learning Space Library Discovery Tool Library Management System Mobile Apps Bb Mobile Learn Christ Church App Additional Tools Respondus LockDown Browser Box of Broadcasts (BoB) Virtual Learning Environment
- 4. Why Digital LearningThresholds? Image: "Tablets" by Ministerio TIC Colombia. Creative Commons licence CC BY - https://www.flickr.com/photos/ministerio_tic/6966968685/ The notion of threshold is grounded in threshold concepts (Meyer & Land, 2003) conceived as a means of opening up “previously inaccessible way[s] of thinking about something” (ibid., p.1). The principle aim of the CCCU DLT is that all CCCU students will have access to digital learning, and that all staff and students will have clear expectations about how, why and when to use digital learning. Strategic Vision: • Aligned to VLE Consistency Project • Inculcate Digital Literacy • Consistency in Electronic Management of Assessment (EMA) • University strategic aim to increase more Flexible Modes of Delivery • Affiliated with Internationalisation, Sustainability, Employability and Inclusion (Post DSA) agendas
- 5. CCCU DLT encompassestwo digital learning thresholds (Stages I & II and Best Practice) and seven Learning Platform activities. Stages I & II to be phased in over two academic years (2016/17 and 2017/18). Stages I & II are mandatory. Best Practice is optional, though strongly encouraged. The CCCU Digital Learning Thresholds
- 6. Learning Platform Activities Module Information •Module Handbook •Timetable •ReadingList •Learning Outcomes •Key Dates •Module Expectations Assessment & Feedback •Details of Assessment Tasks •e-Submission •Online Tests •Blogs / Journals •Wikis •Grade Centre •Peer Review •e-Portfolios •Video Assessments Content •Lecture Slides •Scanned Materials •Journal Articles •Web Resources •Past Exam Papers •AudioSlides •eBooks •Videos •Podcasts •OERs Communication •Welcome Message •Announcements •Contact Details •Communication Expectations •Organising Tutorials •Student Monitoring Collaboration •FAQs •Group Discussions (e.g. Discussion Boards, Skype) •Group Collaborations (e.g. Blogs, Wikis) •Concept Mapping •Simulations / Models Evaluation •Module Evaluations •Learning Analytics Technical •Do links work? •Meet Accessibility Standards? •Help •Archiving
- 11. Model for BlendedLearning 1. Experience Blended Learning in PGCAP 2. Communities of Practice in Blended Learning (SIG) 3. Policy and Resources for Technology Selection and Use 2. Peer Review of Blended Learning 3. Learning Analytics 4. Student Voice (Aggregate Feedback) and Assessment Data 1. Digital Learning Thresholds QUALITY ASSURANCE / ENHANCEMENT 4. Guidance and resources for appropriate face-to-face activities ACADEMIC DEVELOPMENT All course materials and some individual/ collaborative activities are online Student- centred collaborative activities in face-to-face class
- 12. Image: “Question Mark”by djking. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/djking/8578067721/ Thank You & Questions?