exploring the digital university
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Exploring the Digital University
Bill JohnstonSheila MacNeill
Keith Smyth
Macquarie University Thursday 5th December 2013
Part 1
Moving from ‘e’ to ‘d’ – what does a Digital University really look like?
Overview
• Background • Introduction and explanation of matrix• Case study – Edinburgh Napier University • Mapping Exercise• Group feedback and discussion
The rise of digital
Image: www.centerdigitaled.com
“The new competition, the real threat . . . is the emergence of entirely
new models of university which are seeking to exploit the radically
changed circumstances that are the result of globalisation and the
digital revolution.”
An Avalanche is coming, Higher Education and the Revolution Ahead IPPR , March 2013
(http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-
and-the-revolution-ahead)
“There is no doubt that digital technologies have had a profound impact upon the management of learning. Institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive”
Decoding Learning, the proof, promise and potential of digital educationNesta, November 2012 (http://www.nesta.org.uk/library/documentsDecodingLearningReport_v12.pdf)
What is a digital university?
Where is a digital university?
Image: newsroom.cisco.com
A Digital University: key themes
Digital Participation
Information Literacy
Learning Environments
Curriculum & Course Design
Our model for the digital universityDigital Participation Information Literacy
*Glocalization *Widening access*Civic role and responsibilities*Community engagement*Networks (human and digital)*Technological affordances
*High level concepts and perceptions influencing practice*Staff & student engagement and development*Effective development and use of infrastructure
Curriculum and Course Design Learning Environment
*Constructive alignment*Curriculum representations, course management, pedagogical innovation*Recruitment and marketing*Reporting, data, analytics
*Physical and digital*Pedagogical and social*Research and enquiry*Staff and Resources
Digital Participation
Digital Participation
• Glocalization
•Widening Access
•Community Engagement
•Networks (human & digital)
•Technological affordances
•(http://bit.ly/wMgL0W)
Curriculum & Course Design
Curriculum & Course Design
•Constructive alignment
•Curriculum representations, course management, pedagogical innovation
•Recruitment and marketing
•Reporting, data, analytics
•(http://bit.ly/ypTdqx)
Information Literacy
Information Literacy
•High level concepts and perceptions and influencing practice
•Staff and student engagement
•Effective development and use of infrastructure
(http://bit.ly/zaZX7H)
Learning environment
Learning Environment
•Physical and digital
•Pedagogical and social
•Research and Enquiry
•Staff and Resources
•(http://bit.ly/JJIDhJ)
Information Literacy
• "Information literacy is the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society.”
(Johnston, B. & Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in higher education)
Learning Environment:Key features
• prepare students for lifelong, self-regulated, cooperative and work-based learning;
• foster high quality student learning;• change teaching methods in response to students’
increasing metacognitive and self-regulatory skills, • increases the complexity of the problems dealt with
gradually and systematically.
Vermunt, J.D, Student Learning and University Teaching (2007), British Journal of Educational Psychology
Process orientated teaching: key features
• lecturer skills - diagnostician, challenger, monitor, evaluator and educational developer.
• self-regulation for students e.g. collaborative working spaces, complex projects and personal reflective spaces.
• Institutional support to encourage this type of student in a self regulating researcher culture.
Digital Participation Information Literacy
Aim 1: Our graduates and postgraduates make an impact in their chosen fields, with the skills and knowledge to shape and lead society in the professions, research, and the wider world.
Aim 2: Our curricula are designed for breadth and depth allowing for experimentation, changeand diversity: breadth to recognise the need for our graduates to experience inter- and cross-disciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems.
Curriculum & Course Design Learning Environment
Aim 2: Our curricula are designed for breadth and depth allowing for experimentation, change and diversity: breadth to recognise the need for our graduates to experience inter- and cross-disciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems.
Aim 5: We will create a sustainable learning environment which exploits all the appropriate approaches and technologies, maximises income and ensures that all our students, in Dundeeand elsewhere, are supported for success
University of Dundee http://www.slideshare.net/sheilamac/dundee-symposium-31may13-21833957
Digital Participation Information Literacy
*Engagement – social interaction,*Personalisation – digital identity, individual learning journeys*Connectivity – social, professional and community
Curriculum & Course Design Learning Environment
*Curriculum and Research*Professional Practice*Personalisation
*Learning Spaces (virtual and physical),*Supporting collaboration and interaction*Curriculum and Research
University of Greenwich https://journals.gre.ac.uk/index.php/compass/article/view/79/121
Glasgow Caledonian University http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20June%20(2)%20-%20final%20version%20approved.pdf
Feedback/comments
Part 2
Exploring Digital Futures at Edinburgh Napier University
Where we’re currently at
3E Framework for TEL
What’s making us think ahead?
North Carolina State University Learning Space
Cross-campus learning and support
Digital Futures Working Group
Background• Initial round table discussion about current digital practice and
provision within the University in September 2012
• ‘Digital Futures: exploring Edinburgh Napier University’s technological ambitions’ Symposium December 2012
• Digital Futures Working Group formed to further explore current practice and future possibilities in six key areas, with input from Bill and Sheila as external critical friends
Developing digital literacies
Digital student support provision
Digitally enhanced education
Digital research and leadership
Digital infrastructure and integration
Digital communication and outreach
Three key outputs1. Initial ‘rich picture’ report of current practice
2. Short-term recommendations
3. ‘Visioning’ document of possible future options
In addition to a Benchmarking document covering national policy, funded national initiatives and institutional practices within and beyond the UK Higher Education sector
Consultation and dissemination• Directly via Working Group representatives
• Through online reference group
• Faculty Executives, School and Subject Group Meetings, attendance at NSA meetings and events
• Faculty Open Events (November)
• Wrap-up event ‘Digital Futures Symposium: shaping the recommendations of the Digital Futures Working Group’ to be held Thursday 19th December 2013
Contact Details
Bill Johnston b.johnston@strath.ac.uk
Sheila MacNeill sheila.macneill@gcu.ac.uk @sheilmcn
Keith Smyth K.Smyth@napier.ac.uk @smythkrs
Blog posts: http://bit.ly/wUzP2p http://howsheilaseesit.wordpress.com/
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