JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

From the JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

Resources mainly for developersPeter Hartley

Introduction For each element of the United Kingdom Professional Standards Framework (UKPSF), this paper:

Identifies some particular ways in which developers can help staff to develop, apply, and then assess their attainment of, this UKPSF element, in a digital context

Lists some relevant resources, taken from current UK HE projects and practice Provides contacts and links to those resources, and Suggests some of the staff and educational development implications of pedagogic

approach suggestedExcept where indicated otherwise, we suggest that of all these initiatives can also be supported and embedded using the standard range of tools now available to staff and educational developers, including:

The course in learning and teaching for new/existing academic staff Workshops and other training initiatives Continuing professional development OER - open educational resources, including resource banks and case studies.

This resource will be reconfigured as a wiki so that users can add links to and comments on new resources.

A complementary paper by Helen Beetham is written mainly for teachers, including those taking courses and CPD in teaching and learning in higher education. Helen’s paper:

Identifies activities and expertise of UK HE teaching staff that enhance the digital literacy of students

Maps these to headings from the UKPSF Provides links to relevant resources that will allow staff to enhance their practice and

expertiseAgain this resource will be reconfigured as a wiki so that users can add links to new resources.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

A1: Design and plan learning activities and/or programmes of study

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Redesign the curriculum planning process around digital tools to both demonstrate their value and increase staff awareness and skills

The T-SPARC project at BCU project has developed ‘electronic support for course team dialogue during their programme design activity’ in which external evaluators can also participate, using Sharepoint.

T-SPARC website:http://www.netvibes.com/tsparc#T-SPARC

Change initiatives like this are likely to require some changes/updates to institutional rules and regulations.

Incorporate tools into the curriculum planning process which take account of digital activity in order to increase staff awareness and adoption

The Viewpoints project at University of Ulster offers a range of discussion support and planning tools for use by course teams – all of these can be downloaded.

Resources can be viewed/downloaded at: http://wiki.ulster.ac.uk/display/VPR/Home

This may also have implications for institutional processes.

Write learning outcomes that incorporate authentic, meaningful, relevant uses of digital technology on the part of students

The digital version of Bloom's taxonomy can offer guidance and inspiration here.

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

There may be institutional conventions on the formatting of learning outcomes which make this easier or more difficult.

Design assessment regimes that reward relevant uses of digital technology on the part of students, or that allow a range of technologies to be used to achieve and evidence the outcome

The FASTECH project led by Bath Spa University in the current JISC Assessment and Feedback Programme is designed to use readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, school and institutional levels.

FASTECH website:http://www.winchester.ac.uk/studyhere/ExcellenceinLearningandTeaching/research/Pages/FASTECH.aspx

Any change in assessment regime will have implications in terms of institutional rules and regulations, particularly if you offer choice in assessment vehicles.

Embed into programmes of study opportunities for students to practise the use of subject-specific tools and the subject-relevant use of generic technologies and services.

The aim of the JISC Digital Literacy in Transition project at the University of Greenwich is to develop a model to support digital maturity linked to graduate attribute development.

The Greenwich project has developed an online community which you can join at:http://dlinhe.ning.com/

The notions of transitions and/or stages in digital literacy have major implications for curriculum design and staff development.

Embed into programmes of study opportunities for students to demonstrate achievements using

Various Universities now make statements about digital literacy as a graduate attribute, e.g. Oxford Brookes, Leeds Metropolitan.

An overview of e-portfolios with further links is available at:

There will be implications for institutions planning or implementing HEAR.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

A2: Teach and/or support learningHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Make confident use of digital technologies to enhance teaching interactions e.g. lecture theatre and classroom technologies

The University of Exeter Business School Integrative Technologies Project ‘addressed the educational challenges faced by the University’s Business School as it entered a phase of considerable student expansion and international diversification. School staff and students, collaborating with the University’s Education Enhancement Unit, were involved in designing and delivering a ‘step change’ so that technology is used to enhance learning across all aspects of the curriculum.’

Details of all the technologies explored in the project can be found at:http://jiscdesignstudio.pbworks.com/w/page/23494047/Integrative-Technologies-Project

The use of new tools will require effective co-ordination between IT Services, classroom facilities and SED staff.

Make confident use of digital technologies to support asynchronous learning

Various tools can be used e.g. online discussion, collaborative tools and environments, virtual learning environments. A variety of such tools were explored in the JISC Curriculum Delivery programme

Programme overview and resources at:http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery.aspx

The use of asynchronous tools is likely to raise issues of workload and staff location.

Actively support students in choosing and evaluating online resources relevant to their learning

The Dynamic Learning Maps system in medical education at Newcastle includes the facility for students to add and evaluate resources. This system is now being adopted by other courses and institutions.

Demos and resources for DLM at:https://learning-maps.ncl.ac.uk/

Student evaluation of resources raises questions of their training and experience. Are teaching staff fully equipped to support this?

Actively support students in choosing and adapting digital tools relevant to their learning

The Digitally Ready JISC project at University of Reading is exploring a range of resources with students, including a toolkit designed to support how they manage their digital identity.

See the project blog at:http://blogs.reading.ac.uk/digitallyready/

The use of new tools with/by students raises questions about staff training and awareness.

Actively support students in virtual Methods can include tagging, commenting, https://kube.kingston- These applications raise

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

discussions and collaborations shared bookmarks, contributing to wikis, and collaborative authoring. The JISC KUBE project provided a wiki to students before they started attending college, with existing students providing information and providing an early sense of community.

college.ac.uk/ issues of access and accessibility as well as questions of workload and student expectations, e.g. how fast is an answer or response expected?

Develop and make available digital resources to support learning e.g. podcasts, screencasts, video, open educational resources, reusable learning objects.

Examples of relevant and accessible tools for staff use would include freely available tools like Xerte and GloMaker or commercial products such as Camtasia.

Xerte:http://www.nottingham.ac.uk/xerte/GloMaker:http://www.glomaker.org/

The increasing range of tools brings issues of staff training and technical support, e.g. should the institution only support selected tools?

Use online presentation and collaboration tools to supplement or replace contact sessions

Some HEIs are investing in custom solutions to lecture capture such as Echo360. An alternative strategy is to use desktop conferencing systems like Blackboard Collaborate which can enable both physical and virtual participants.An example of Collaborate use in the PGCert would be the Bradford University module delivered to Namal College in Pakistan.

Resources from the recent ALT conference on lecture capture at:http://www.alt.ac.uk/events/lecture-capture-conferenceBradford Contact: w.stewart@brad.ac.uk

These systems need institutional support in terns of both the facilities and training. Replacing contact sessions raises questions of workload allocation and measurement.

Response technologies such as ‘clickers’ (student response systems) can be used to provide instant feedback in live sessions

While many courses have invested in clicker systems such as Turning Point, there are now a range of alternatives including: designing a ‘back-channel’ into the VLE; using online systems such as TxtTools; using the students’ own devices such as smartphones through dedicated apps.

Useful summaries and resources at:http://www4.uwm.edu/ltc/srs/faculty/articles_research.cfmAnd from Steve Draper at Glasgow:http://www.psy.gla.ac.uk/~steve/evs/main.html

These systems need institutional support in terns of both the facilities and training. And what do ESD staff need to know in order to offer sensible recommendations or advice?

Online discussion groups can Online discussion groups can be used within or For a brief introduction These applications raise

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

support both module and project activity

without the VLE to support group seminars or project meetings. An example of use with postgrad students would be students running their own seminars and using wikis at Napier, led by Karen Strickland.

to the work at Napier, see:http://www.seda.ac.uk/resources/files/9_Strickland.pdf

issues of access and accessibility as well as questions of workload and student expectations, e.g. how fast is an answer or response expected?

Open Educational Resources (OER) can be used to support both staff and studen learnng

OER can be developed and used in the delivery of the PGCert as a way of introducing the principles and demonstrating their use/value. For example, Bradford have developed OERs across the PGCert and are now establishing a network to look at issues of embedding (ECCTOERP project); Bath have also developed a suite of materials supported by JISC/HEA.

ECCTOERP:http://www.heacademy.ac.uk/projects/detail/oer/OER_PGC2_BradfordOER at Bath:http://www.heacademy.ac.uk/projects/detail/oer/OER_OMS2_Bath

If we are to encourage teaching staff to make more use of OERs, then should not ESD staff be offering exemplars and role models in their own teaching and workshops?

OER can support change in curriculum design and delivery

Different delivery models can be used and analysed, using approaches like the ‘flipped’ classroom where the conventional approach to lecture contact followed by student work out of class is ‘flipped’ – the lecture is presented online and the class contact involves discussion of the assigned student work and issues arising.

Useful discussions on flipped classrooms at:http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

These new approaches and designs can have important implications for the standard workload models used by institutions as well as the issues for training and support.

Use Blogs to provide ongoing commentary and progress reports

Goldsmiths College in London are publicising links to student blogs as a way of demonstrating what their student life is like

See at:http://www.gold.ac.uk/student/blogs/

How are ESD staff themselves using and demonstrating good

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

practice in the use of this technology?

Use Wikis to provide resources which can be updated by staff or students

Wikis were used by the JISC INTEGRATE project to provide an authentic international group experience for a very large cohort (465 students from 40 countries) to stimulate international co-operation and international management skills.

Final project report available from:http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/integrativetechnologies.aspx

How are ESD staff themselves using and demonstrating good practice in the use of this technology?

Investigate and encourage innovation in the use of the VLE and similar systems

The Dynamic Learning Maps project in medical education at Newcastle provides a system where students and staff can access resources from right across the course – from all modules and from previous and future years. Other subject area and other universities are now considering the system for adoption.

Demos and resources for DLM at:https://learning-maps.ncl.ac.uk/

How are ESD staff themselves using and demonstrating good practice in the use of this technology?

A3: Assess and give feedback to learnersHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Support students to understand the reports from plagiarism detection systems and use them developmentally

Various strategies can be used and many Universities have produced guides such as the one by Jane McNeil at Nottingham Trent University.

Jane McNeil’s guide is at:www.ntu.ac.uk/cadq/quality/res_learn_teach/87009.doc

SED staff should understand both the benefits and limitations of plagiarism detection software to advise on its use for student learning.

Assess work in a range of formats including digital formats as appropriate

The JISC eBiolabs project at the University of Bristol has developed a set of integrated tools that help students prepare for laboratory classes and help staff track student achievement.

See at:http://www.bristol.ac.uk/

SED staff should be aware of the range of formats available and be able to advise on their appropriate

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

ebiolabs/ use in different contexts.Use digital technology to grade and give feedback on electronically submitted assignments

Methods range from using the comments facilities in Word to annotating pdfs on tablets such as the iPad.

SED staff should be aware of the range of formats available and be able to advise on their appropriate use in different contexts.

As well as the systems for comments within commercial VLES such as GradeMark within Blackboard, there are open source alternatives such as the work of Phil Denton at Liverpool John Moores.

Philip Denton’s system: http://www.ljmu.ac.uk/ITHelp/software/feedback.asp

Provide audio feedback to learners

JISC projects such as ASEL (Bradford) and Sounds Good (Leeds Met) have demonstrated that audio feedback can deliver significant advantages, and these findings are in general supported by the growing research literature. Audio feedback has been used successfully on the PGCert course at Bradford.

The AFAL project compared different approaches to audio feedback:https://sites.google.com/site/audiofeedbackuk/

SED staff should be aware of the advantages and practical issues associated with these approaches and be able to advise on their appropriate use in different contexts.

The 2011 ALT-Epigeum award-winner was the system developed by James McDowell to provide better feedback to his computer games students. They receive feedback with audio and video comments on the code and examples they have produced.

James McDowell at Huddersfield:http://www.jamesmcdowell.com/Epigeum/

Use digital tools to increase reflection and dialogue around student work

The e-reflect tool developed at University of Westminster enables students to reflect on their assessed work. This tool is being taken forward by the MACE consortium and integrated into common VLEs.

See the MACE evaluation project at:http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback/mace.aspx

SED staff should be aware of the advantages and practical issues associated with these approaches and be able to advise on their appropriate use in different contexts.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Use computer-aided assessment to increase the extent and range of assessments and feedback.

The JISC ITS4SEA project at Bradford demonstrated very significant increase in the use of CAA and is now demonstrating impact in supporting more flexible teaching.

The ITS4SEA project is described at http://www.brad.ac.uk/educational-development/educational-research/IT4SEA/For an update, contact J.dermo@bradford.ac.uk

SED staff should be aware of the range of formats available and be able to advise on their appropriate use in different contexts.

A4: Develop effective learning environments and approaches to student support and guidanceHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Provide online induction tools for new students to develop contacts and receive information before they join the course.

Develop Me at Bradford was developed to provide a ‘one-stop shop’ for new students and has been further developed through social networking. The facilities are being integrated into the Bradford mobile app.

Mobile access at Bradford:http://www.brad.ac.uk/lss/mobile/Develop Me archive: http://www.brad.ac.uk/developme/

These resources require effective co-ordination between student support, IT and course staff where SED can provide important facilitation,

Provide specific online support tools to give dedicated student support.

To use mathematics as an example, there is now a wide range of free resources available including those from the Mathcentre and those from the LearnHigher CETL, as well as dedicated university sites such as Leeds.

Mathcentre at:http://www.mathcentre.ac.uk/LearnHigher:http://learnhigher.ac.uk/

Many SED units are now developing a database of these resources to help academic staff and course teams.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Students/Numeracy-maths-and-statistics.html

Embed specialist educational technologies where appropriate into teaching

Useful sources of information included: Resources from the professional associations,

e.g. ALT, ALDinHE, SCONUL, also AGCAS Student-facing resources from the JISC

Developing Digital Literacy programme JISC Designing Learning Spaces publications and

case studies

Most resources are linked from the JISC Design Studio:http://jiscdesignstudio.pbworks.com/w/page/12458422/Welcome%20to%20the%20Design%20Studio

Many SED units are now developing a database of useful resources explaining and demonstrating different technologies to help academic staff and course teams.

Support students to use personal and public technologies where appropriate in their learning

The Institutional Student ePioneer Partnerships project (InStePP) led by Oxford Brookes has developed a reward and recognition programme for the Student ePioneers.

InStePP project:https://wiki.brookes.ac.uk/display/instepp/Home;jsessionid=EA79F5FD80F121BDFDC5527DCA401995

SED can play an important role in establishing channels of communication with the Students’ Union and NUS.

Work with other professionals to support students' use of digital scholarly resources

The SCONUL’7 Pillars of Information Literacy through a Digital Literacy ‘lens’, described in Section 5, is a good and useful example

Via www.sconul.ac.uk

Support learners to evaluate, choose, adapt and use technologies effectively for study.

The Students as Change Agents project at Exeter has looked at a range of technologies for teaching. Students are invited to join the initiative as follows: “You can identify areas you want to improve, and then research solutions with your fellow students, which we’ll help you put into action as a Change Agents project.”

Weblink:http://as.exeter.ac.uk/support/educationenhancementprojects/

SED staff need to be aware of major changes in student approaches and perspectives so they can advise staff effectively about teaching/learning.

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How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

current_projects/change/

Work with other professionals to support student's use of digital tools in academic writing and presentation

A useful model here is the mix of face-to-face and online support offered to both staff and students by the Centre for Academic Writing (CAW) at Coventry University.

CAW at:http://wwwm.coventry.ac.uk/caw/Pages/Centre%20for%20Academic%20Writing.aspx

Where institutions do not have a dedicated writing centre, this responsibility may fall to the SED unit

Work with other professionals to support students in acting safely and professionally online and developing a positive digital identity

The Digitally Ready JISC project at University of Reading is exploring a range of resources with students, including a toolkit designed to support how they manage their digital identity.

See the project blog at:http://blogs.reading.ac.uk/digitallyready/

The use of new tools with/by students raises questions about staff training and awareness.

Be involved in departmental and institutional decisions about the digital learning environment

Many SED units have been pro-active in initiating and/or co-ordinating institutional decisions on VLE strategy. Examples of issues and approaches can be found in the materials from the two events organised by the Learning Environment Review Special Interest Group (LERSIG).

LERSIG events at:http://lersig.alt.ac.uk/pages/reviewing_the_vle_event , andhttp://lersig.alt.ac.uk/pages/111951

This is an important strategic issue for all SED units.

A5: Engage in continuing professional developments in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Use electronic CPD tools to summarise and reflect upon their own development

Staff in both academic areas and in educational development are using the PebblePad e-portfolio in their annual performance review at University of Bradford.The same technology is used at Cumbria.

Ruth Whitfield:r.whitfield@bradford.ac.ukCumbria approach:https://portfolio.pebblepad.co.uk/cumbria/viewasset.aspx?oid=332253&type=webfolio&pageoid=332255

It is important that SED units are seen to be ‘practising what they preach’ and this is one area where they can demonstrate the advantages of digital tools.

Follow experts in their respective fields and use digital tools to track their progress and development

The postgraduate course on the Circular Economy at university of Bradford requires students to ‘follow’ experts in the area on Twitter.

Will Stewart:w.stewart@bradford.ac.uk

SED units can demonstrate and encourage this form of digital behaviour.

Keep abreast of digital scholarship in your subject area e.g. through meetings, conferences, virtual communities

There are a range of relevant materials available: Developing Digital Literacy (DDL) webinars JISC online conference Evaluation resources including from JISC Infonet

and from DDL

Most resources are linked from the JISC Design Studio:http://jiscdesignstudio.pbworks.com/w/page/12458422/Welcome%20to%20the%20Design%20Studio

This is an important area for SED to demonstrate best practice in their own approach and behaviours.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Keep abreast of advances in the use of digital technology for learning and teaching e.g. through membership of relevant circulation lists, newsletters

There is now a growing list of relevant sources and online communities.

See the JISC Design Studio as listed above or the resources available from ALT:http://www.alt.ac.uk/The new SEDASIG can also help:weblink

An up-to-date awareness of current and likely advances is an important strategic requirement for all SED units.

Critically evaluate new approaches that aim to develop students' digital capabilities

For example, teaching staff can use a variety of presentation tools (over and above the standard Powerpoint) and analyse their relevant strengths and weaknesses – is anyone doing this systematically on their PGCert?

See the JISC Design Studio, or ALT, or the new SEDASIG, all as listed above.

The development of a critical perspective is an important strategic requirement for all SED units.

K1: The subject material How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Use resource banks, online communities and digital sources which are particularly related to their own subject area

Digital Resources in the Humanities and Arts (DRHA) is a series of annual conferences whose goal is to bring together the creators, users, distributors, and custodians of digital resources in the arts and humanities.

http://www.arts-humanities.net/digital_resources_humanities_arts

SED staff need to be aware of the key resources in the major discipline areas.

Demonstrate an understanding of how digital data, methods, tools or media are changing the subject

The ‘Digitised Diseases’ JISC-funded project at the University of Bradford is producing a web-searchable 3D record of chronic diseases that affect the skeleton using archaeological and historical exemplars from several

Project website:http://barc.sls.brad.ac.uk/digitiseddiseases/

SED units need to be aware of these types of development but that will depend on the

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

area, for example by including new topics, options or examples in course material.

world-renowned collections. These records will provide access to material which would not be practical through traditional means.

index.php relationships they have cultivated with academic departments.

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

K2: Appropriate methods for teaching and learning in the subject area and at the level of the academic programmeHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Review and adopt (where appropriate) methods which have proved particularly fruitful in their subject discipline.

The Professionalism in the Digital Environment (PRIDE) JISC project at the University of Bath is exploring what digital literacy means in different disciplines.

PRIDE blog:http://digilitpride.wordpress.com/

SED staff need to be aware of major disciplinary differences to adjust their approach accordingly.

Demonstrate an understanding of how teaching methods are changing in response to new digital opportunities, for example by incorporating new techniques (as at K4) or peer assessing the work of other teachers.

Problem-based learning is particularly popular in health and medical programmes and the G4 project at St George’s has developed online cases where students can immediately investigate the consequences of their decisions. The iEthics case provides an open access demonstration of the method.

G4:http://www.elu.sgul.ac.uk/virtualworlds/current.htmiEthics case study:http://www.elu.sgul.ac.uk/iethics/

SED staff need to be aware of developments in teaching methods such as G4 which are being applied in specific disciplines.

K3: How students learn, both generally and within their subject/discipline areaHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Collaborate with students to investigate the application of technology to support/enhance learning in their subject area

The Greenwich project in the JISC Digital Literacy Programme has recruited a student group to undertake the research on defining digital literacy requirements and needs at various stages in the student lifecycle.

The Greenwich project has developed an online community which you can join at:http://dlinhe.ning.com/

Some HEIs will demand ethical clearance for projects of this type. SED staff need to be aware of these rules and constraints.

Demonstrate an The Students as Change Agents project at Exeter has Weblink: SED staff need to be

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

understanding of how students' approaches to learning – e.g. access to learning materials, academic writing and note-taking, and presentation of academic ideas – may be changing as a result of their ownership and use of digital technologies.

looked at a range of technologies for teaching. Students are invited to join the initiative as follows: “You can identify areas you want to improve, and then research solutions with your fellow students, which we’ll help you put into action as a Change Agents project.”

http://as.exeter.ac.uk/support/educationenhancementprojects/current_projects/change/

aware of major changes in student approaches and perspectives so they can advise staff effectively about teaching and learning support.

K4: The use and value of appropriate learning technologiesHow we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Staff can review recommendations regarding good practice in the use of digital tools and apply this to their own context

The summary of the SLIDA project suggests key factors which characterise institutions which are making effective use of new technologies.

Project report available from:http://www.jisc.ac.uk/publications/briefingpapers/2011/slida.aspx

All SED units need to be aware of reports and recommendations like this and be able to apply them to their own context.

Demonstrate an understanding of the impacts, benefits and limitations of different technologies in the subject area.

The Professionalism in the Digital Environment (PRIDE) JISC project at the University of Bath is exploring what digital literacy means in different disciplines.

PRIDE blog:http://digilitpride.wordpress.com/

SED staff need to be aware of major disciplinary differences to adjust their approach accordingly.

K5: Methods for evaluating the effectiveness of teaching

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Gain feedback from students using digital methods, e.g. online questionnaires, electronic polling, digital storytelling.

Several examples of innovations can be found in the JISC Sustaining and Embedding Innovation Good Practice Guide.

https://sustainembed.pbworks.com/w/page/38574781/Understanding%20the%20student%20perspectiveWeblink:

SED units need to employ and evaluate these methods themselves in order to advise other staff across the university.

Record teaching sessions using digital tools for review.

Loughborough University have used the commercial Echo360 lecture capture system for both new methods of curriculum delivery and for staff development.

Echo360 case study:http://echo360.com/customers/case-studies/loughborough/

SED units need to employ and evaluate these methods themselves in order to advise other staff across the university.

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V1: Respect individual learners and diverse learning communities How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Demonstrate commitment to accessibility through an appropriate choice of digital tools for interaction with students and colleagues

To improve access by work-based learners based in SMEs, the University of Wolverhampton developed an e-portfolio based model for delivering short units of online learning (the JISC-funded ePPSME project using PebblePad). This model makes particular use of the blogging facilities within PebblePad.

Website:http://www.wlv.ac.uk/Default.aspx?page=20007

SED staff need to be aware of and fluent in the appropriate tools used in their institutional context.

Respect learners' desire to use their own digital devices to access learning materials and conversations where possible.

The mbclick system being piloted in the Faculty of Engineering and Physical Sciences at the University of Manchester facilitates interactive lectures by permitting students to respond to questions or statements using their own digital devices.

Detailed description of mbclick at:http://www.heacademy.ac.uk/assets/documents/stem-conference/GEES/Geoff_Rubner.pdf

SED staff need to be aware of and fluent in the appropriate tools used in their institutional context.

V2: Promote participation in higher education and equality of opportunity for learners How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Staff can demonstrate their commitment to widening participation through an appropriate choice of digital tools for interaction with students and colleagues

The COWL project from the Centre for Academic Writing at Coventry University offers both face-to-face and online support for students and staff to improve their academic writing in order to make the service as widely accessible as possible.

Website:http://cuba.coventry.ac.uk/cowl/

The role boundaries between teaching staff and academic advisors can sometimes blur and lead to misunderstandings and conflict.

Use digital tools and networks to give access to

Leicester College developed an online community for all its learners and tutors on its higher education courses

HELLO:http://

SED staff need to be aware of important

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

learning, for example through asynchronous and synchronous online discussion, remote access to learning materials.

through its JISC-funded HELLO project. This included VLE (Moodle), e-portfolio and social networking (Mahara) to give students relevant experience to help them move on to later University courses.

moodle.lec.ac.uk/moodle_projects/course/view.php?id=10

differences in experience and expertise between student groups coming into the University from different routes.

Allow learners to use familiar digital devices and services where possible to access learning resources and conversations.

An increasing number of institutions are experimenting with new devices such as the iPad which are becoming increasingly popular with students. For example, the iPads in Legal Learning project (iLEGALL) at Northumbria Law School is exploring effective ways that mobile learning, and iPads in particular, can be used in legal education.

The iLEGALL project:http://ilegall.net

The focus on learners’ own or familiar devices can offer serious challenges to standard IT facilities and SED staff may need to be involved in this debate.

Recognise inequalities of digital access and opportunity among learners and work to reduce the impact,

The Department of Continuing Education at the University of Oxford reviewed its curriculum design and delivery strategy in the JISC-funded Cascade project and has implemented a number of changes to improve learner access, e.g. by integrating a new assignment-handling system into the VLE (Moodle).

The Cascade project:http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/cascade.aspx

SED staff should become familiar with initiatives which can be extended to benefit all student groups.

Promote assistive technologies for use by all learners who may benefit.

The JISC TechDis site offers a number of case studies and investigations into the best way of using particular assistive technologies. These include collaborations between disability advisors, SED units, and academic staff, e.g. at University of Bradford.

TechDis:http://www.jisctechdis.ac.uk/techdis/home

SED staff should be working with disability advisors and academic staff to promote the most effective use of assistive technologies.

V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

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JISC & Professional Associations Guide to Implementing the UKPSF in the Digital University

How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Staff can demonstrate evidence-informed approaches in their application of digital tools

The Re-engineering Assessment Practices Project (REAP) at the University of Strathclyde has published examples of assessment and feedback redesign based on established principles across a range of large first year classes in different disciplines using technology

Website:http://www.reap.ac.uk

SED units need to know both the application and the underlying principles employed by projects such as REAP.

V4: Acknowledges the wider context in which higher education operates, recognising the implications for professional practice.How we can develop and assess this element in a digital context?

Relevant resources and examples Contacts/weblinks for further information

Implications for staff and educational development

Staff can subscribe to digital sources which provide a broader context on the use of digital tools across HE

Many staff and students are subscribing to the Scoop-it page curated by the JISC DIAL project.

http://www.scoop.it/t/developing-digital-literacies/

Access to some external sources may be an issue in certain institutional contexts.

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