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Gwen van der Velden , Director, Learning and Teaching Enhancement PowerPoint Presentation
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Gwen van der Velden , Director, Learning and Teaching Enhancement

Gwen van der Velden , Director, Learning and Teaching Enhancement

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Gwen van der Velden , Director, Learning and Teaching Enhancement

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  1. Gwen van der Velden, Director, Learning and Teaching Enhancement • KyriakiAnagnostopoulou, Head of e-Learning • University of Bath

  2. Funded by JISC, match funding by HEIs 1 of 12 HEI-based projects in the UK Each project provides a different perspective on digital literacies 2 year project (Aug 2011 – July 2013) Funding up to £100,000 per project UK-wide funding £1.5m Sector body and association involvement National context • University of Exeter • University of the Arts • University of Reading • University College London • Institute of Education • Cardiff University • Plymouth University • University of Greenwich • Oxford Brookes University • Worcester College of Technology • ColegLlandrillo

  3. Institutional context • Single campus, research intensive • Strong student engagement • Very high student satisfaction • Well-defined community with many stakeholders • ‘Generatimdiscitecultus’(learn each field of study according to its kind) • Leads change through the disciplines supported by a robust administrative and physical infrastructure • Subjects have a strong physical presence (labs, engineering workshops, etc)

  4. Info Resources Administration Learning Experiences Research Staff Students Other stakeholders Provides access For Functions When Pre-entry Whilst at uni Alumni Communication Collaboration Administration Learning Need to develop Manifests Online Skills, competencies and capabilities In physical spaces Infrastructure and systems Digital environment

  5. Project’s context

  6. Aim • Establish an institutional visionfor the development of digital literacies • Embeddigital literacies in core institutional strategic processes • Engage studentsin the process as change agents • Map how disciplinary differencesand cultures shape the development of digital literacies • Explore how institutional structures and processes enableand/or hinderthe embedding of digital literacies • Outputs • Discipline-specific statements for digital literacies • Good practice case studies on embedding digital literacies • Change management tools/staff development resources (OERs) • Guidance on effect organisational change • Institutional processes • A framework for evaluating the impact of digital literacies projects

  7. Methodology

  8. PriDE Steering Group • Students (UG, PG) • Faculty learning community • Academic PriDE Project Team STUDENTS UNION • Placements Officer • Faculty learning community SCAP • Prog. Admin Institutional learning community VITAE • Faculty learning community • Manager UKOLN • Etc • School learning community HEA Student engagement

  9. Faculty learning communities • Define and articulate ‘digital literaciesin the disciplines’ • Baseline/audit and carry out needs analysis for students/staff

  10. “A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing, presenting relevant information, supported by access to the appropriate hardware and software.” “A digitally literate person in the Faculty of Humanities and Social Science is critically and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments, and in establishing coherent identities.”

  11. Analysis 50% Science Management Humanities Eng & Design

  12. Outcomes of PriDEare informing the University’s student development provision

  13. Self-assessment

  14. Self-assessment • Work in progress • Map against what is important in each faculty • Direct each student to appropriate developmental opportunities – overcome fragmentation of experience • Part of our FYE provision • Analysed by students, built by students

  15. Developmental activities/events • Careers Service – new workshops on managing digital identity • Student Union skills development– by students for students

  16. Outcomes of PriDEare informing the University’s staff & studentdevelopment provision

  17. Researcher Development Framework (VITAE)

  18. Job descriptions

  19. Outcomes of PriDEas part of studentrecognition schemes

  20. The Bath Award • Accreditation of digital literacies through extra-curricular activities, work experience, volunteering and additional learning (portfolio submission) • Appears on degree transcripts

  21. Outcomes of PriDEare informing and influencing developments in the wider sector

  22. Sector developments • VITAE Researcher Development framework – we helped design a digital literacies lens for it • We mapped the statements against SCONUL’s 7 pillars of information literacy and provided them with feedback • We brought together a discipline-specific digital literacies interest group • We developed and evaluation framework for DL projects, tested at two HEIs • Change management materials available as OERs • Case studies are being produced – showcasing good practice • Dissemination events, conferences, workshops • Journal articles

  23. Still to achieve • Build even greater ownership • Embedding digital literacies into the curriculum • Only half are probably assessed? • Can we influence the design/review of programmes? • We are bringing together staff development providers from across the institution offering technology-related developmental opportunities. Currently exploring: • Joint calendar of events • Building on each others’ offerings • Means of recording digital literacies development • Consider other institutional processes in which digital literacies can be embedded.

  24. Questions? • Project sponsor: Gwen van der Velden Project manager: KyriakiAnagnostopoulou Project officer: Julian Prior Project officer (Dissemination): Sarah Turpin Project Adviser: Alex Pool, VP Education BUSU