The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
This presentation (that should be viewed in notes view) was delivered in 2010 by Professor Les Johnson, Head of the Business School at the University of Greenwich, as part of the Greenwich Opportunities in Learning and Development (GOLD) CPD programme. It complements the current delivery of workshops on enhancing presentations.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Distance Learning Is the New Normal Amid the Corona virus OutbreakSycamore School
No one is certain as to when the world and everyday life will return to normal, but until then, distance learning is a powerful resource that schools can easily take advantage of through a powerful and integrated school management system. To learn more about how Sycamore School can help keep your students engaged in the learning process Check out: https://sycamoreschool.com/ now
This presentation (that should be viewed in notes view) was delivered in 2010 by Professor Les Johnson, Head of the Business School at the University of Greenwich, as part of the Greenwich Opportunities in Learning and Development (GOLD) CPD programme. It complements the current delivery of workshops on enhancing presentations.
These slides relate to a practical workshop delivered on 31st Oct as part of the Greenwich Opportunities in Learning and Development (GOLD) CPD programme. It is is aimed at any staff who wish to develop their use of presentational software in structuring and presenting information, such as in lectures or other presentations. Increasingly presentations using tools such as PowerPoint and Prezi are being used collaboratively and shared across user networks. The purpose of this workshop is to help you to develop skills in using PowerPoint and Prezi and extend their use to enhance both your teaching and students’ learning. The session is intended to enable you to:
1.Structure a simple presentation in PowerPoint and Prezi
2. Compare and select appropriate presentational tools
3. Collaborate together on a presentation
4. Link their presentation into Moodle using cloud-based solutions
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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?
13. Global demand for higher education
By 2025, the global demand for higher
education will double to 250m per year,
mostly from emerging economies
Davis, D,. Mackintosh, B (Eds) (2012)
Making a Difference: Australian International Education.
https://www.ieaa.org.au/research-projects/making-adifference
The new UNESCO goals for education:
•
•
Every child completes a full 9 years of free basic
education …
Post-basic education expanded to meet needs for
knowledge and skills …
(Draft for UNESCO post 2015 goals)
Source: Brandenburg, U., Carr, D., Donauer, S.,
Berthold, C. (2008) Analysing the Future Market –
Target Countries for German HEIs, Working paper
No. 107, CHE Centre for Higher Education
Development, Gütersloh, Germany, p. 13.
17. The future of the university as we know it?
Is there a future for the physical
university in 10 years in our knowledge
economy?
Show of hands
1. Yes, but…
2. No, but…
18. What’s interesting about MOOCs?
Creates opportunities to motivate
Promotes openness
Focuses on design
Opens up a range of technologies
Bridge informal and formal
/ lifewide and lifelong
Develops approaches for building
automatic support for learners?
E-Learning is recognised as mature
19. Environmental scanning
10 innovations most likely to
have on higher education
•
•
•
•
•
•
•
•
•
•
Massive open online courses
(MOOCs)
Badges to accredit learning
Learning analytics
Seamless learning
Crowd learning
Digital scholarship
Geo-learning
Learning from gaming
Maker culture
Citizen inquiry
http://www.open.ac.uk/blogs/innovating/
20. Horizon Report 2014 (educause) Key Trends (globally)
1.
Openness —open content, open data,
open resources, transparency and easy
access to data and information — is
becoming a value
2.
Massively open online courses are
being widely explored as alternatives and
supplements to traditional university
courses
3.
The workforce demands skills from
college graduates that are more often
acquired from informal learning experiences
than in universities
4.
Use of new sources of data for
personalizing the learning experience and
for performance measurement
5.
Role of educators continues to change
due to the vast resources that are accessible
to students via the Internet.
Related key Challenges
•
•
•
•
•
Unprecedented competition in HE
New forms of scholarship
Digital media literacy in staff
Limited educational practices
Lack of support for personalised
learning
• Most academics are not using new
technologies
21. OERs
Do you recognise the term "Open Educational
Resources"? If so, could you say, in a few words, what you
understand by this? N= 147
University of Greenwich OER staff survey [online]. (2013). [Accessed 2nd Nov 2013].
22. Challenges for the institution
• Formal strategy/policy documents lag
behind current thinking
• Educational principles are rarely enshrined in
strategy and policy
• Devolved responsibility makes it difficult to
achieve parity of learning experience
Gill Ferrell (2014 Oct). Challenge to change: enhancing assessment and feedback with technology. Presentation presented at Jisc
Experts Meeting, Birmingham, UK.
24. Learning activity design model (2009)
Beetham, H (2007) ‘An approach to
learning activity design’, in Rethinking
Pedagogy for a Digital Age, Beetham, H &
Sharpe, R (eds), Routledge, pp26–38
28. Design Challenge 2.
Designing curriculum and teaching across
a degree programme, with coherent and
aligned pedagogies and programme-level
educational goals
32. Design Challenge 3
Promote the importance of digital
literacy to develop critical practice –from
tools and benchmarking skills /standards
to thinking and use
skills
literacies
Digital literacy defines those who exhibit a critical
understanding and capability for living, learning and
working in a digital society.
Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)
33. What do we know/challenges for Learning Design?
Q1. Which would increase the effectiveness of
your learners – Literacy or Digital Literacy?
Q2. Which would increase the employability of your
learners - Literacy or Digital Literacy?
How/what/where should we teach DL (if at all)?
37. Learning
An inspiring and intellectual curriculum helps nurture
student engagement and learning how to learn, aligned with
use and development of digital literacies.
FIRST LECTURE
How might you support/develop students through these transition challenges?
KEY TRANSITIONS
What students say is a critical moment …
ENABLING TECHNOLOGIES
Ways in which students feel digital devices
& tools can support this transition …
“When I first entered the lecture room”
“Lectures with projector facilities was new to me”
“Lecture was challenging as well as interesting”
“Waking up early to come to lectures”
iPads to make notes in labs & record lectures
Pre-lesson study support & ARS during lectures
Made lectures more efficient and easy
Mobile phone for camera to take pics of
important info during lectures.
38. DL & Curriculum mapping. Institution and Programme considerations
40. Students’ experiences of online learning (UEL Key theme 1)
Students' expectations and experiences of the digital
environment
Helen Beetham and David White, October 2013
Students want:
• Ubiquitous free-at-the-point-of-use access to the whole of the web
• Robust and ubiquitous wifi across campus locations
• The capacity easily to connect their own devices to the university network and
to have (e.g. helpdesk) support in using their own devices and services on
campus
• access to a range of learning spaces with robust wifi, storage facilities, desk
space, power sockets
• consistent use of the VLE for course administration and course content
• teaching staff with the ICT skills to operate effectively in a digital environment
• access to institutional devices alongside their own, especially desktop
computers and printers
• a university web site with reliable and detailed information about their
(prospective) course of study
41. • ….course-related information and personal updates (e.g.
timetable, deadlines, library loans)
• to be accessible continuously via their preferred device/service
• an institutional email address and that email will be the primary
form of communication with their course and institution
• access to personal/social web services on university networks
(but are divided on whether they prefer these to be integrated
with institutional services)
• explicit instruction in using institutional systems (library
catalogue, VLE, assessment system) and specialist technologies
required for their course
• technology incorporated into their teaching/learning in ways
that are relevant to their academic success
42. Information practices are changing
Threshold practices
How many of you cite:
Analogue differences.
(ordering alphabetic
referencing)
Website with author
Website without author
Online image
Google Earth Image
Blog article
Podcast
Wiki
Video from youtube
Tweet
Facebook
Iphone or android
application
Access = free
Social media and
discovery
43. Digital Literacy
Considering the
pace at which HE
and the digital
environment is
changing, the
Learning Designs
that students
will need five
years from now
may look very
different
Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999
50. MOODLE
Small group – IBL. Simon Snowden. University of Liverpool
Tünde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies
through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK
54. Large group - Is-it Learning
Lawrie, G (2012) Is-It Learning. Implementing collaborative interdisciplinary scenario inquiry tasks in large first-year science classes
http://www.iolinscience.com.au/wp-content/uploads/2012/05/IS-ITs-IOL-Forum_Lawrie.pdf (accessed 25/10/13)
55. IS-IT Research Task
1. Choice of scenario
2. Self-selection of groups
3. Interdependence achieved through individual
responsibility
4. Collective output
5. Peer evaluation of group members (internal
6. Peer evaluation of other reports in same scenario
(external)
58. Evolution or step change?
Perhaps the the most critical challenges
facing most institutions will be to develop
the capacity for change ; to remove the
constraints that prevent institutions from
responding to the needs of rapidly
changing societies; to remove unnecessary
processes and administrative structures; to
question existing premises and
arrangements; and to challenge, excite,
and embolden all members of the campus
community
Dunderstadt, J.J (1999) Can Colleges and Universities Survive in the
Information Age? In Dancing with the Devil Eds Katz, N, et al.
Educause
59. Design Challenge 4
Developing recognition and reward for enhancement
and innovation. Rewards for establishing reputation;
development of programme teams; undertaking
evaluation; demonstrating impact; finding efficiencies;
sharing practice .
This short video clip is a wonderful crafted 30 sec clip which provides an real sense of dynamism. Type in: http://www.coloradotech.edu/education and you go to a page and video that describes their teaching approach
I started to get interested in looking at what globally leading institutions were positioned
250K upgrade
ConclusionsDigital technology is embedded into students learning practices both formally– and informallythrough use of personal devices and aps/web services. Students increasingly expect their digitalcapabilities to be enhanced by their university experience, especially in the area of workplace andresearch-like skills., digital provision does not seem to be a strong positivefactor in overall student satisfaction. Institutions do need to meet baseline expectations, as outlinedin our findings. Beyond this threshold, investment in the ICT environment has yet to be proven toenhance student satisfaction with their learning experience. However, confident use of ICT is a factor in the quality of teaching which remains the most influential predictor of students' satisfactionoverall. Our study has also identified that universities could do much more to inform students aboutthe digital resources, services and support already available to them, and to do so at points in theirlearning journey when they can use what's on offer for meaningful academic tasks.