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Next Generation User Skills
Get PDFThe world is awash with statistics on the impact of the web on 21st century living, learning and working. They are accompanied by the pronouncements and predictions of experts from every camp, from those heralding a new brave new world of co-creation and choice, to warnings from the dark side in terms of ethics and educational standards, tempered by increasing recognition that ‘we’ may no longer be in control of such matters. Meanwhile, surveys report that around 80% of businesses have invested in IT and 60% have websites. Whilst the extent and value of adoption differs significantly across businesses and sectors, the foundations for new ways of working and doing business are broadly in place, with older and static businesses typifying the laggards. It would not be unsafe to project that, by 2013, even more people will be required to use ICT in the workplace and in their everyday lives, increasingly involving online communication and web-based applications. This represents a scenario to which those responsible for developing curricula and awards must respond – in the primary and secondary phases, vocational and applied learning, work based and adult community provision and higher education. To ensure the relevance of and to influence the ongoing enhancement of user ICT provision and the associated awards, Digital 2020 and the Scottish Qualifications Authority jointly commissioned Sero Consulting to develop a vision for ICT user skills in 2013 – ‘Next Generation User Skills’ – taking account of: • Skills that all employers will need, which they may not currently recognise. • Skills that people (especially young people) will already have, but which may not be accredited. • Essential skills for living and learning in a digital age. This paper is drawn from the resulting public report, ‘Next Generation User Skills – Working, Learning & Living Online in 2013’ (September 2008), which provides: • An overview of the current ICT user skills landscape. • A model representing digital activities and competencies that might constitute the ‘Next Generation User Skillscape’. • A mapping of that activity space onto tools and awards, with a gap analysis identifying weaknesses in provision. • An overview of the recommendations to the report sponsors
Taking the lead: learners’ experiences across the disciplines
Get PDFThe first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning
A Journey in Innovation. Powerpoint presentation
No full textInnovation in ICT continues to enable new and effective ways to open learning to all who seek it. The challenge for The Open University from the beginning was to deliver mass higher education on an individual basis. That challenge remains the same today. The Open University asks for no entry qualifications and delivers to over 200,000 students and users of their course materials each year. In this presentation Martin will reflect upon The Open University's pioneering use of technology for large-scale delivery of educational opportunities over the last 40 years and contrast that with where The Open University sees the greatest opportunity for the application of ICT and innovation over the coming years
Event Resources: e-Learning 2009: A Hands-on Workshop
Get PDFESCalate workshop to help HE and FE practitioners to use a range of e-learning applications
About ALT
Get PDFThis document provides information about the Association for Learning Technology (ALT)
Association for Learning Technology Conference 2009, Keynote Speech. Powerpoint presentation
No full textLearning is rapidly evolving from an activity that is designed, packaged and delivered by formal learning organizations, to one co-designed by individuals and networks of life-long learners. In this presentation Terry talks about the evolution of online learning from delivery models designed around monolithic virtual learning environments, to ones in which a variety of tools are used to connect learners with teachers, resources and collaborators. Effective learning now continuously morphs among individual, group, network and collective activities. Each requires learning designs and tools that adapt to and exploit the unique learning affordances of that context. Social software and web 2.0 applications create opportunity to move formal education from a content transmission to a knowledge creation models. However, such systemic change creates disruption in current practices, attitudes and required skill sets of faculty and education administrators. Adoption and effective use does not come easily for institutions especially for this with successful histories with older models of teaching and learning. This talk is designed to explore, expose and challenge educational leaders and to equip them as effective agents of change in their learning contexts. The presentation overviews a conceptual model that differentiates the functions of groups, networks and collectives in supporting formal education and informal learning. The effective use of these new technologies requires new pedagogical models of learning and teaching. The session overviews new pedagogies that have evolved within a network intensive context. These include connectivism - 'a pedagogy for the networked era' and traces its development from constructivist and chaos theory. Finally the session looks at how learning ecologies are developed and sustained throughout and beyond formal education
Transferability of e-Portfolios in Education
No full textA project looking at transferability of e-portfolios in education. A range of software was reviewed. The resource is a zip file containing a review of the literature on eportfolios, a survey of practitioners' view and a paper on the topic presented at the Solstice Conference 2008