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Epping Forest College: Digital Voice Experts (DVX): a student-staff partnership to develop digital capabilities
No full textEpping Forest College’s Digital Voice Xpert (DVX) initiative helps staff and learners make better-informed and more creative use of digital technologies as 21st century digital citizens. The DVX scheme follows on from the college’s 2009 e-mentoring scheme in which learners with digital expertise helped staff and peers get started with technology in learning and teaching. As a result of the success of this earlier scheme, nearly 95% of respondents in a 2016 survey of staff have reported average or above average confidence in using digital technologies in their work. The DVX scheme now aims to raise the level of digital capabilities we need to live, work and learn successfully and responsibly in a digital world to an equivalent level
Student digital experience tracker: Insights from institutional pilots 2017
No full textStudent digital experience tracker: Insights from institutional pilots 2017. These snapshots of institutional practice highlight how universities, colleges and providers have used the tracker to support the developments of their students’ digital experience. They show the different approaches institutions have used to encourage students to participate in the survey, how they are engaging students with the analysis of the data and working in partnership to take forward the resulting actions
Student Digital Experience Tracker at a glance
No full textA summary of key findings from the 2017 student digital experience tracke
Next Generation Research Environments Discovery phase report
No full textAs part of Jisc’s co-design consultation, Jisc identified six potential challenges that face people working in education and research. The Next Generation Research Environments challenge was one of these six and stated: “We think it’s time to define the future of research environments and determine how such environments can support the current and future needs of researchers.”
Researchers continue to push the boundaries of research, throughout the research lifecycle, using the latest tools and technologies to support their work. Jisc asked the community whether the time has come to define what a next-generation research environment should look like and if modular solutions might satisfy the increasing demands of researchers.
This report was commissioned to investigate the issue in greater detail
PROCAT: Thought leadership interview with Neil Bates, principal and chief executive
No full textPROCAT: Thought leadership interview with Neil Bates, principal and chief executive (December 2016
Learner story: Pepieter
No full textPepieter is in her early 20's. After completing a Level 3 Media course in a further education college, she is now in year 2 of a Media Production BA at the University of Bournemouth. She has an assessment for dyslexia and dyscalculia and receives a Disabled Students' Allowance (DSA)
Jisc HE teacher profile
No full textJisc HE teacher profile
This is a version of the Jisc ‘Six elements of digital capabilities’ (http://ji.sc/digicap_ind_frame) model, specifically designed for teachers in higher education (HE). No one individual will have all of the capabilities included in this profile: it is intended to demonstrate how new areas of practice are emerging, and how individuals might use their digital skills in different areas of their designated roles. It has been mapped to the UK Professional Standards Framework (UKPSF) (http://ji.sc/ukpsf_digital_lens)
Lancaster University: Digital fluency for everyone
No full textA case study from Lancaster University of their journey towards digital capability, written as part of the Building digital capability project
Digital capability checklist for curriculum developers
No full textThis is a checklist for curriculum teams who are working to embed digital capabilities into a course or subject area. It covers a range of issues that are investigated in more detail in the learner profile on the Jisc digital capabilities framework. The checklist can be used to assess how well a course of study is preparing learners with the kind of capabilities and practices outlined in the learner profile