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Jing enables users to capture videos and images on screen and record feedback on a range of assignment formats. The flexibility of the software means that it can be used to provide feedback on practical activities, written as well as graphical work and to provide commentary to support student use and understanding of their personal performance data. Read Kingston College case study in full. Systems need to provide customised data and services tailored to the needs of individuals rather than to push generic data and information sets to large groups.

Students appreciate being able to personalise the notifications they receive via the devices and services they choose. Learning analytics: the current state of play in UK higher and further education looks at the uses and intentions behind the use of learner analytics in 12 institutions and one organisation that provides outsourced services to other institutions. The report explores some of the legal and ethical issues involved.

Following recommendations from phase one and two of the digital student project , Jisc is exploring the development of a prototype service to support the collection and analysis of data on student expectations, experiences, attitudes and satisfaction with digital technologies in their studies in UK higher and further education.

Read MMU case study in full. Different courses require different technologies and approaches but students will quickly become aware of any variances in provision or lack of parity in resourcing. Ensure students can see that there is a rational approach to procurement and make the reasons for any differences clear.

Read University of Leeds case study in full. All new students at Portsmouth College will be provided with an Apple iPad device for the whole of their period of study. Read Portsmouth College case study in full. Prospects College of Advanced Technology acknowledge that providing an inclusive digital experience for all students is a key challenge and include assistive technology and a range of digital tools within their service provision.

The format of learning and assessment resources has widened to provide flexible learning opportunities for all, incorporating audio, video, images, text to speech and the use of games. The college has a trolley of laptops available for students and staff to book for use in class. Learning resource centres are available at all campuses for students to have access to computing facilities for self-study. Delivering a robust and flexible digital environment is complex and requires skilled participation from multiple stakeholders including students, academic staff, professional services and estates teams — a whole institution approach.

Explore how learner analytics could be used to benefit your learners and inform future developments and be aware of the code of practice for learning analytics , which sets out the responsibilities of educational institutions to ensure that learning analytics is carried out responsibly, appropriately and effectively. Keep up to date with our work on learner analytics via our learner analytics blog or join the discussion on Twitter using learninganalytics.

Keep up to date with our work on digitisation and content via our spotlight on the digital blog or join the Twitter discussion at JiscSpotlight2. Technology is dynamic and changing all the time causing shifts in culture. Identifying what these shifts are and how we should respond can only be done with both parties working together. A combination of surveys, statistical data and collaborative exploration, perhaps using our evaluating digital services: a visitors and residents approach mapping process, will provide a richer discourse and lead to deeper understanding for all and potentially the co-design of new solutions to jointly identified problems.

It is vital that such feedback is acted upon and that students continue to be actively engaged throughout the development and implementation process. The Student Engagement Partnership TSEP have identified a set of principles of student engagement covering learning and teaching, the quality assurance and enhancement processes and decision making, governance and strategy. Our guide to developing successful student-staff partnerships offers guidance, resources, case studies and the Viewpoints toolkit to support institutions to set up, implement, develop and embed student-staff partnership initiatives.

The NUS have also published a manifesto for partnership. Read University of Exeter case study in full. Read University of Glasgow case study in full. Pembrokeshire College uses a digital tool and methodology called VocalEyes Digital Democracy to improve learner involvement and satisfaction. VocalEyes supports democratic decision-making for any given community in a way that is transparent and engaging.

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VocalEyes uses a crowd-sourcing approach that enables students to suggest ideas through the online system which are then debated and rated by their peers online, before being analysed and presented to the senior management team at the college through learner voice representatives. Feasible ideas are then put into action and the college community is kept informed of actions taken and sometimes, the reasons why ideas are not taken forward. Rather, there will be a multiplicity of different and distinct user groups with different needs, experiences, backgrounds and aspirations who are managing sometimes complex work, social and personal commitments and adopting varying modes of study.

Effective use of technology can enhance the learning experience by, for example, providing additional channels of support or opening up enriched opportunities for learning and communicating for those who may otherwise find it difficult to participate. The challenge is for institutions to create an inclusive environment where students feel that their personal learning experience is important, that their learning needs will be met and that they will be both supported and challenged as they prepare for future work and study.

In a digital society, making innovative and appropriate use of technology is an essential part of that preparation, contextualised according to the subject or discipline studied. Students who feel an affinity with their learning institutions and who feel the institution cares about their experience are more likely to succeed, to maintain good relationships beyond their initial study and contribute through alumni activities.

The perception that students are more confident in using technology than staff is too simplistic and an over-generalisation. It is clear from our work on the Summer of Student Innovation SoSI and research on what students really want that there is no shortage of innovative ideas and well-considered solutions to student identified problems.

Unitu recognises the pressure that institutions are under to deliver a high quality student experience and has developed an online system that overcomes failures in traditional feedback processes, facilitates collaboration between staff and students and helps to resolve issues quickly and efficiently. The system also provides data showing how issues are raised and resolved, enabling more informed decision-making.

The project is being developed by students from four UK universities and is funded through the Jisc Summer of student innovation project. What is clear is that where students and staff work together to combine their skills and expertise the individual and collective learning, progress and outputs resulting from collaborative partnerships can far exceed expectations. Read University of Reading case study in full. It is staffed by volunteer DigiDesk advisors, typically level 3 students with good interpersonal and IT skills with an interest in careers in computing, IT, animation and training.

It is run as a professional IT helpdesk located within the learning resource centre at the wood street campus and is open daily between the hours of and and unofficially, one late evening until to accommodate part-time students. Read Barnet and Southgate College case study in full. DigiPals are students at Blackburn College who champion the use of e-learning and encourage peer engagement with technology to enhance learning.

Typical examples of the types of activities that DigiPals engage in include:. Two initiatives at Leeds City College are helping to build a powerful student-staff partnership and empower the student community:. Institutions that are fully committed to collaboration will adequately resource initiatives including any training and support needed and identify opportunities to recognise and reward student and staff achievements both digital and otherwise. Different models of recognition and reward are offered by different institutions.

Recognition may take the form of open badges, accreditation, graduate awards, paid internships, or payment in kind. Blackburn College rewards DigiPals with both badges and also offers a small number of student scholarship bursaries and Prospects College of Advanced Technology is recruiting a team of student digital learning ambassadors who will receive scholarship funding. The DigiDesk service at Barnet and Southgate College is staffed by volunteers who benefit from training, work experience and support to ensure their skills and experience are reflected in UCAS statements or by providing references to potential employers.

Read University of Bath case study in full. This accredited programme supports staff and students working in partnership on curriculum innovation projects in UK further education and skills and higher education. Offering professional recognition for staff and students, the pilot course has been designed to develop confidence and a range of professional and personal skills as well as to provide opportunities for networking, peer support and collaboration.

Wherever you start or whatever progress you have already made engagement is a continually evolving cultural process and there will always be new opportunities emerging to develop the digital student experience. Join the discussion relating to our Summer of Student Innovation project on Twitter using the studentideas hashtag. Scott Hibberson and Chris Thomson are our specialists in online learning and the digital student experience. We consult students on aspects such as layout and appearance and aim to present things in a user-friendly way for both students and staff. Many institutions manage this through a policy or set of policies.

BYO use introduces a tension between the institutional need to gather and manage data in closed digital systems and the desire by students and staff to use systems outside the control of the institution and push against restrictions that impact on preferred ways of working. Further tensions exist when implementing BYO in safeguarding the security of institutional systems, data protection and other legal responsibilities.

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When developing your BYO policy assess the needs of the institution and different stakeholder groups as well as taking account of issues relating to accessibility and inclusion. Consider the academic practices that students and staff will benefit from and the devices and apps they prefer to use. At the University of Bristol the student IT experience manager acts as an advocate for student users of IT services and facilities.

BYO policies and practices have been developed in response to student feedback and the rise in ownership of laptop and tablet devices. Wifi enhancements have been made for heavily used areas and support has been re-oriented to provide free support for use of personal devices, services and software. Read University of Bristol case study in full. Users may still expect institutions to provide all the equipment, services and systems that they feel they need to succeed alongside their own technologies.

Make it clear to users what is provided by the institution, how they can access institutional systems and services and use their own technologies. Ensure they are aware of relevant policies and understand their responsibilities as users. Encourage BYO use by ensuring access to networks and power is universally available, that users can easily connect their devices to the internet while on campus and are able to access personal services via institutional networks.

Secure storage for BYO device is also desirable. Students will be able to bring their own device and use the college network to access the VLE as well as other learning resources and documents stored on the cloud. Students who do not have their own device will be able to book the use of a laptop or use machines within the learning resource zones based at each campus. The BYOD policy is summarised in poster format around the college. Students wishing to use their own devices must first download software, so that college policies on internet safety and anti-virus can be followed.

Download speeds will be controlled, to protect network performance. The work is being informed by a working group comprising representatives from IT, senior management and teaching staff and with input from students through the digital student focus groups. Use of BYO should feature in induction training, be embedded in academic and professional practices and be further developed by a range of support options designed to extend digital literacy skills and personal digital capabilities. Support may include on-demand guidance, drop-in workshops, designated champions or peer mentors and support for expert or special interest groups.

DigiDesk advisers at Barnet and Southgate College provide support for students and staff to access the college wireless network and a range of other digital literacy skills through the support desk, drop-in workshops and scheduled training sessions. Bring your own devices for learning BYOD4L is a collaborative initiative between 12 institutional partners. The course provides support for students and staff to use their own devices in learning and teaching situations and models the use of social media and open online spaces to work on problems and scenarios in five areas of practice: connecting, communicating, curating, collaborating and creating 5Cs model, Nerantzi and Beckingham, BYOD4L is an open course that works online and in blended mode.

Certainly, those without their own technologies or the skills to use them will be at a disadvantage if they do not have parity of access. You may wish to consider loan or support schemes to address this concern and provide a level playing field for students and for those involved in designing and delivering digital activities. In addition to providing a high number of mobile devices for use by students and staff, East Berkshire College has upgraded the wifi network to Cisco Gigabit wireless network technology to ensure there is sufficient capacity to service the bandwidth these devices require and the expected increase in use of bring your own and college-provided devices.

The legitimate use of wireless connections is encouraged by enabling automated log on for validated devices to the network. Parity of access is addressed by installing over Traka intelligent self-service lockers in seven locations across both campuses. Read East Berkshire College case study on encouraging mobile device use in full.

Chichester College actively encourage students and staff to bring their own devices. The college includes managing mobile devices in their staff training on behaviour management, induction and teacher training. To ensure everyone has access to mobile devices they have resourced the library with mini-laptops that may be borrowed at any time. Read Chichester College case study in full. Growing student numbers and the demand for flexible spaces to accommodate varied approaches to learning has placed increase pressure on estates provision.

Users will need to be aware of their responsibilities and will require differentiated support. Provide clearly signposted guidance and differentiated support to suit different stakeholder groups. It is up to us whether we play an active role in shaping that experience or not. As educators we can support positive digital practices - those critical, thoughtful, professional and scholarly uses of technology that we know give learners the best chance of success.

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Or we can leave them to their own devices, which I believe has many risks for their learning and for our relevance as educators in the modern world. For many students the relationship with an institution begins online — the quality of information and the experience during initial investigations and the responses to any queries will make an impression.

Increasingly institutions are reaching out to prospective students to offer preparatory and open study modules to establish relationships before formal study commences; to maintain interest and facilitate independent learning; to introduce key topics; or perhaps to support widening participation. This blended learning course supported students with written English and helped them to make the transition into academic study as well as to develop digital literacy skills.

The collaborative and reflective approach used a range of digital technologies and developed valuable academic practices. Read Glasgow College case study in full. Postgraduate arts students at Birkbeck College, University of London have piloted a module designed to address information and digital skills. This has proved particularly valuable for students who may be returning to study after a long break and those who fit study around other commitments. After completing a self-assessment activity in six areas students work on tasks relevant to their chosen arts subject using a range of technologies.

Students are entering their MA programmes better prepared and are participating in seminars with greater confidence and skill. Read Birkbeck College case study in full. Online relationships can build commitment and affiliation with the institution, help to develop a sense of community and provide valuable transitional support. Many institutions already offer programmes to help learners make the adjustment from study at school to further or higher education and with comparatively little effort these resources could be adapted to suit a wider audience.

Some of these have been re-purposed as support materials for other students which are available via text, video or audio. Read Southampton Solent case study in full. Providing virtual campus tours and self-diagnostic quizzes can help students prepare for higher study. Giving guidance on recommended devices, the software and services students can expect to use during their course of study and explaining how technology will be used in the curriculum will provide clarity and establish the expectation that digital activities will feature in the overall learning experience.

Showing students how to develop a positive public digital identity will help to establish safe and ethical working practices and build confidence. Establishing use of an e-portfolio or other means of recognising and promoting achievement, and where appropriate publishing work as a digital or live Curriculum Vitae, from the outset will also help to establish a professional profile.

Treat the signing-on to your institutional systems as the foundation block that will support students throughout their whole learning experience with you and consider rewarding their progress in doing so with badges, credits or some other recognition. To achieve the award students complete four activities amounting to approximately 30 hours of study including a workshop, self-assessment activities and support to develop customised to meet their digital literacies development needs.

A How-To Guide on Bringing Undergraduate Research to Community and Technical Colleges

Read University of Ulster case study in full. Not all students have clear ideas on how digital technologies can support their studies or how they may be important in their lives beyond education — a view supported by the Educause Centre for Analysis and Research ECAR in their ECAR Study of Undergraduate Students and Information Technology, Technology is so pervasive in everyday life that ensuring students are digitally capable by the end of a programme of study has to be considered as one of the key employability skills that institutions need to help students develop.


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With further disruptions and advancements. The skills system and the changing structures of work , the Skills Commission: November First year students studying BA Health and Social Care at Nottingham Trent University complete a year-long digital skills module which starts pre-induction with an online survey to assess levels of confidence. Throughout the year students undertake a variety of authentic digital tasks which vary according to student needs and aspirations.

Read Nottingham Trent case study in full. The UCISA Digital Capabilities Survey identifies the importance of staff digital capabilities as a positive influence on students highlighting the need for staff who are confident and proficient in using technology and designing appropriate digital activities. Threading the use of digital technologies throughout the whole learning experience from pre-entry to induction, to specialised and contextualised use and emerging professional practice will help students become familiar with common workplace practices and embed technology more naturally within personal practice.

Embedding use of technology throughout the learning journey will help to develop sustainable and robust habits as well as transferable skills. Reinforce the importance of this embedded approach and reflect the potential of technology to have a positive impact on the whole student experience by referencing appropriate use of technology in all relevant institutional strategies.

This is likely to include strategies such as: teaching, learning and assessment; libraries and learning resources; data management; and communications and estates. The maximum impact of expanded awareness of and use of technology can only be achieved if this also includes accessible practice and procurement. The traditional approach to skills development by training staff and students separately is a model that is at odds with the fast pace of change and can result in delays in implementing new technologies and new approaches.

A more agile approach where staff and students are supported to work in partnership may be more effective. This might help to overcome difficulties of identifying separate time, resources and offer a more responsive approach. An established partnership of seven authorities in the north-east are working together to develop and recognise digital literacy skills for staff who will be supported by a team of digital champions. Both staff and champions will work through the NETSPass online programme, learning how to develop and curate high-quality and effective digital learning resources. The accredited course will use open badges to recognise the achievements of those taking part in the project.

Read Gateshead Council case study in full. Each activity takes no more than 10 minutes to complete and users can browse for activities that meet their immediate needs or follow one of several 'pathways'. The resources have been used extensively by a range of students from sixth form to doctorate programmes as well as staff.

Read the Open University case study in full. There will still be a need to provide focused and differentiated support, training and guidance for staff as well as for students. Simple approaches like establishing minimum expectations setting out what staff should reasonably be expected to do will guide staff and provide a base level from which customised practice can develop eg create resources in digital formats, upload resources to institutional learning platforms and adhere to basic accessibility practices. Helen Beetham provides further information on the rationale for the revised model on the digital capability blog.

These six elements of: ICT proficiency; information, data and media literacies; digital creation, innovation and scholarship; communication, collaboration and participation; digital learning and self-development; and digital identity and well-being provide opportunities for the contextualised development of personal and professional digital literacy skills. Staff from the libraries of the universities of Leeds , Manchester and York have worked together with students from their institutions to produce an interactive guide to using social media in learning.

The guide covers a range of social platforms and focuses on how social media can be used to enhance learning. Read case studies in full. Read Imperial College London case study in full. The UCISA Digital Capabilities Survey identified that students were generally offered greater variety in training, development and accreditation than staff. They recommend that institutions are supported to harness the potential or emerging practices to provide a broad portfolio of opportunities to motivate and reward students and staff positively.

You have to get the fundamentals right. The contractual aspects of the relationship between students and institutions should be clear but should not dominate digital spaces. Policies such as acceptable use, use of own devices and others should be clearly expressed and readily available along with essential information such as access and response times to faults or queries, what support students can expect and how they can access this.

Do your students know how well they are doing? In an environment where greater learner independence is encouraged it makes sense to allow them greater access to their own data so they can better monitor and manage their progress. The Open University is piloting machine-learning based methods for early identification of students at risk of failing.

OU Analyse compiles a list of such students and communicates this each week to the module and student support teams to help them consider appropriate support. The overall objective is to significantly improve the retention of students. Allow students to personalise the digital spaces and services they use perhaps including photographs, favourites, friends and followers on their personal dashboard.

Creating a framework in which differentiated and contextualised support can sit requires a holistic approach. Enhancing the digital student experience involves the collaboration of many roles and stakeholders including students, schools, departments, curriculum teams and supporting services. For maximum impact a senior member of staff with broad influence will assume overall ownership and responsibility for driving the digital vision forward and developing and realising the digital identity of the institution.

This leadership will be clearly communicated and publicly upheld. Oxford Brookes University has developed an open access version of their online course developing leaders for a digital age aimed at FE leaders and decision makers with responsibility for the learning experience, the curriculum and the digital learning environment. Governance is an aspect of leadership that is important to FE.

Several FE colleges are working on initiatives to ensure college governors are supported to contribute to digital leadership and to make effective decisions on digital strategies. The vision for the digital aspects of the institution should both encompass, and be embedded in, all major strategies, especially those focusing on: learning, teaching and assessment; research and knowledge transfer; IT infrastructure and support; information services; estates; inclusion and widening participation; employability; libraries and learning resources; data management; recruitment and marketing; student services; and communication.

They further recommend that leaders and managers should take steps to ensure these strategies are informed by staff and student perspectives as well as ensuring that the strategies are underpinned by local and national evidence. We have developed a benchmarking tool in collaboration with the National Union of Students and the change agents' network. In developing the tool we drew on discussions with students as to which aspects of their digital experience they feel entitled to - the things they really need to be in place if they are going to get the most from their studies.

The benchmarking tool will help you to assess what your organisation is already doing to support students' digital practices and what it could do to make things better. This may highlight the centrality of digital technology as mission-critical to other priorities and leverage further support. Our building digital capability project is working with stakeholders and sector bodies to explore aspects of digital leadership, pedagogy and efficiency. The project aims to provide clear guidance over what digital skills are required, and equip leaders and staff with the tools and resources they need to improve digital capability at a local or institutional level.

Establish digital technologies as a routine consideration when reviewing or planning any new project or improvement to services. From , the seven elements of digital literacy we've identified will be used as a framework to incorporate digital literacies in all new modules and programmes. The revised technology-enhanced learning strategy recognises digital literacy as a graduate attribution and aspiration.

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Education Papers and Journal Articles. Article Title Book Review: Improving the student experience: A practical guide for universities and colleges, edited by Michelle Morgan. Publication Details McNaught, K. Abstract In my view, the most valuable components of the book are those chapters that provide a basis for educators concerned with the scholarship of teaching and learning to devise questionnaires that they can use for both formal and informal feedback.

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Check for Full Text. Enter search terms:. The student experience encompasses all aspects of student life, i.

Changing student demographics and changing relationships

Staff at all levels, and across all areas within an institution, are developing and implementing initiatives to improve and enhance the student experience whether they are at the coal face or on the periphery thus making them a "Practitioner" in the student experience. In this book, the Editor, Michelle Morgan describes how her new student experience "Practitioner Model" provides an organised and more detailed structure; guiding Practitioners in the identification of what they have to deliver, who they need to deliver it to and when they need to deliver it across her six key stages of the student lifecycle: 1 First Contact and Admissions; 2 Pre-arrival; 3 Arrival and Orientation; 4 Induction to Study; 5 Reorientation and Reinduction Returners' Induction ; and 6 Outduction preparation for life after undergraduate study.

The Practioner Model offers a new way of thinking in terms of delivering "interlinked" academic, welfare and support activities at the home unit and university level to support the student in their university journey.