Students may be proficient in using a range of digital technologies but evidence suggests that they use them in a relatively shallow way to support their learning. They are particularly in need of sophisticated search strategies and critical evaluation skills for online information. Institutions need a digitally literate teaching culture if they are to support positive experiences and strategies on the part of students. Student expectations are also placing new demands on staff. Where technology is used, students expect it to be used appropriately and competently, with consistency, and with a clear rationale for how the technology will enhance their experience of learning..
I’d have never ever thought in a million years of using YouTube at A-Level but it’s quite useful for my degree and to be fair I didn’t use any language software but now I’ve got online dictionaries and online activities and things
Student, E4L project
To address the development of pedagogic skills, JISC has undertaken a number of ‘effective practice’ initiatives in recent years, often in partnership with the Higher Education Academy. Netskills and infoNet provide staff development services direct to staff or for strategic use by institutions. The Libraries of the Future campaign is exploring what libraries and learning resource services can do to support information literacy more effectively, while LLiDA and some projects within the Transforming Curriculum Delivery programme are investigating digital literacies in the context of different subject areas.
Many development projects have explored the potential of web 2.0 technologies to enhance the experience of higher level study. There is now a considerably body of evidence linking the social affordances of web 2.0 with academic practices, such as:
· Shared knowledge building (wikis, social book-marking, folksonomies)
· Peer review (tagging, recommending and rating)
· Freedom of ideas (open content, open source software, blogs and discussion sites)
· Personal research (new tools for navigating and analysing information spaces)
· Specialist communities of interest (community sites)
Institutions wishing to respond strategically to these opportunities can consult a wide range of JISC-sponsored resources.
JISC-sponsored resources
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 Podcast: What is Web 2.0 and how is it impacting on education? (Duration 9:57) |
There are also important technical advances in web 2.0 which facilitate educational innovation for the future. So for example it is now much easier to design and distribute small-scale applications (‘widgets’) for use in learning, to consume and remix educational content from a variety of sources, to update content dynamically using syndication, and to exploit online tools for basic functionality, removing many costs of development (Users and Innovations projects see particularly APT STAIRS project).
Students want a balance between paper-based, computer-based and face to face teaching, and the right balance can vary across subject areas. The new JISC programme onTransforming Curriculum Delivery will offer tools for thinking through subject curricula in terms of which technologies truly enhance and transform the student experience. Students also want educational experiences that help them meet their personal learning goals. The Design for Learning programme investigated how learners could be involved in the process of designing their own curriculum, how learning design systems could help teachers review and enhance the learner’s experience of a particular activity, and the opportunities for student-centred pedagogies afforded by new technology. (Final Report PDF).
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