{"id":8905,"date":"2018-09-18T08:23:58","date_gmt":"2018-09-18T08:23:58","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=8905"},"modified":"2018-09-18T08:26:51","modified_gmt":"2018-09-18T08:26:51","slug":"professor-debbie-holley-talks-digital-toolkits-at-altc","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2018\/09\/18\/professor-debbie-holley-talks-digital-toolkits-at-altc\/","title":{"rendered":"Professor Debbie Holley talks Digital Toolkits at #ALTC"},"content":{"rendered":"
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ALT-C: Professor Debbie Holley presenting<\/p><\/div>\n<\/div>\n

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Dr Marketa Zezulkova, Charles University, Prague, has been leading the collaborative work on Digital toolkits with Bournemouth Universities Dr David Biggins and Professor Debbie Holley.<\/p>\n

Session Description<\/h3>\n

The tensions of UK Higher Education environment metrics (cf Research Excellence Framework (REF), Teaching Excellence Framework (TEF) Knowledge Exchange Framework (KEF)) can be seen in drivers of digital change at institutional in UK Universities. The increasing measurement and importance of student outcomes and learning gain (TEF) requires institutions to show the impact of their work, both internally and across sector benchmarks.<\/p>\n

It is within this context that we conducted a mixed method study exploring technology enhanced learning strategies and their applied frameworks and toolkits. The first two phases of research comprised a quantitative survey with 36 participants, subsequent content analysis and resulted in a draft framework (Biggins et al 2017). This framework has now been explored in the third and last phase through semi-structured interviews with the TEL leaders from seven UK HE institutions.<\/p>\n

Our preliminary findings indicate that to meet the requirements and demonstrate the externally set indicators of educational quality, technology enhanced learning (or digital learning) strategies and toolkits are often developed without academic staff and students\u2019 input. The three emerging themes relevant to the Participation through Learning Technology theme suggest that:<\/p>\n

(1) Educators are seen as providers rather than end users. The perceived TEL benefits for students have no or less comparable benefits in terms of the educators\u2019 work and life, a change in this policy could impact institutions in terms of the UK Teaching Excellence Framework criteria Teaching Quality (TQ2) valuing teaching.<\/p>\n

(2) Students are treated as receivers and users, rather than active participants in institutional TEL strategies and developments, a change in this policy in institutions has the possibility to address the Teaching Excellence Framework Employability and Transferable Skills Student Outcomes and Learning Gain (SO2), in terms of \u2018 students acquire knowledge\u2026that enhances their personal\/professional life\u2019<\/p>\n

(3) Immediate students\u2019 learning is prioritised over both educators\u2019 and students\u2019 life-long learning and digital capability\/competence\/literacies development. Here we argue that students of course need to develop skills that prepare them the world of work, but there is wider societal benefit in overcoming the digital divide. Our research suggests the Teaching Excellence Framework policy driver of Employment and Further Study (SO1) encourages a short term perspective of \u2018students achieve their educational and professional goals, in particular\u2026.to highly skilled employment.\u2019<\/p>\n

Session content: evaluation and reflection<\/h3>\n

Drawing upon these findings, this paper will argue that HE institutions should acknowledge digital capability or competence as a life skill equally important for educators as well students (Beetham 2011; Vuorikari et al 2016; Holley 2017) and consequently provide a space for their meaningful participation (Yanchar 2018) in the development of digital learning strategies.<\/p>\n

In our case studies, the UK HE institutions do value academic staff and students\u2019 active involvement and feedback, however, this is not a formal long-term participatory approach, which would enable meaningful dialogue during the decision-making processes. Of interest to the ALT audience, our research discovered a number of emerging initiatives at some of the institutions involved in the research.<\/p>\n

This talk will therefore draw upon the overall research findings, as well as these practical examples, while exploring the possibilities afforded by the shift from a top down, measured and managed set of internal drivers to what we term the \u2018upside down\u2019 approach. We will explore the potential value of this participatory approach to the UK HE institutions while gaining traction in an environment driven by external metrics and benchmarks, as well as to the academic staff and students from the point of view of their confidence, capacity and wellbeing.<\/p>\n

References<\/h3>\n

Beetham, H., 2011. Digital Literacy Anatomised: Access, skills, and practices. [online] Joint Information System Committee (JISC) Design Studio. Available at:<\/p>\n

Biggins, D., Holley, D., Evangelinos, G. and Zezulkova, M., (2017). Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy. In: E-Learning, E-Education, and Online-Training (ELEOT) Third International Conference. Dublin, Ireland, pp.46\u201353. doi: 10.1007\/978-3-319-49625-2_6<\/p>\n

Holley, D (2017) Bournemouth University: a new vision for learning case study in JISC Developing organisational approaches to digital capability JISC 4 May 2017
\nhttps:\/\/www.jisc.ac.uk\/guides\/developing-organisational-approaches-to-digital-capability\/<\/p>\n

Vuorikari, R., Punie, Y., Carretero Gomez, S., and Van den Brande, G., 2016. DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model. European Commission, 2017 [online] Available at:<\/p>\n

Yanchar, S.C., 2018. Agency, World, and the Ontological Ground of Possibility. Journal of Theoretical and Philosophical Psychology, 38(1), 1\u201314.<\/p>\n

The presentation is avilable on slideshare:<\/p>\n<\/div>\n

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Upside down:Staff and student led digital learning strategies in UK HEIs<\/a> <\/strong> from debbieholley1<\/a><\/strong><\/div>\n","protected":false},"excerpt":{"rendered":"

Dr Marketa Zezulkova, Charles University, Prague, has been leading the collaborative work on Digital toolkits with Bournemouth Universities Dr David Biggins and Professor Debbie Holley. Session Description The tensions of UK Higher Education environment metrics (cf Research Excellence Framework (REF), Teaching Excellence Framework (TEF) Knowledge Exchange Framework (KEF)) can be seen in drivers of digital… Read more » about Professor Debbie Holley talks Digital Toolkits at #ALTC<\/span><\/a><\/p>\n","protected":false},"author":1294,"featured_media":6343,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[5],"tags":[945,234,958,956,309,957,355,717],"class_list":["post-8905","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-altc","tag-bournemouth-university","tag-charles-university","tag-digital-toolkit","tag-he-students","tag-helen-beetham-digital-framework","tag-tef","tag-wellbeing"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/8905","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/1294"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=8905"}],"version-history":[{"count":11,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/8905\/revisions"}],"predecessor-version":[{"id":8918,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/8905\/revisions\/8918"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/6343"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=8905"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=8905"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=8905"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}