Group items tagged

The JISC funded Digitally Ready project, part of the Developing Digital Literacies programme has enabled us to further the work done on the Eduserv funded This Is Me project.  By bringing the original project outputs in to University of Reading ownership, the materials are more sustainable, and set in the twin contexts of Digital Literacy and Employability. A drinks coaster, for all your Digital Identity needs The This Is Me project looked at ways of helping people to learn more about what makes up their Digital Identity (DI) and at ways of developing and enhancing it.  "Digital Identity" is made up of multiple parts - it isn't just what we have published about ourself on the web, but also includes things other people have published about us.

Ithaka S+R, Jisc, RLUK "In 2012, Ithaka S+R partnered with Jisc and Research Libraries UK (RLUK) to  survey academics in the UK higher education sector in order to learn about their  attitudes and practices related to research, teaching, and communicating.  In addition to the findings reported here, this project will provide a national  dataset that can be analyzed by discipline, institution type, and other  demographic characteristics, compared with findings from a parallel USbased project, and tracked for changes over time."

Bamboo DiRT is a tool, service, and collection registry of digital research tools for scholarly use. Developed by Project Bamboo, Bamboo DiRT makes it easy for digital humanists and others conducting digital research to find and compare resources ranging from content management systems to music OCR, statistical analysis packages to mindmapping software.

At stage 4 ICT apprenticeship training, Functional skills requires that students complete an Employability module as key elements. Given the diverse mix of students on the course, from those yet to start work, those on day release and those undertaking retraining, the employability module in the words of Dominic Thompson lecturer at Highbury College "Is a bit of a dry subject". So he decided to combine an ICT website design project with this subject area to improve interest and engagement. The result was a series of excellent websites, far better engagement by the students, better results than the year before and completion by the whole class of the employability module.

The Digilit Leicester project is designed to ensure school staff and learners are getting the most from the significant investment in technology being made across the city, and that schools are able to make best use of technology to meet their aspirations for transforming educational provision. It will help schools make sure every learner attending a BSF Programme school benefits not only from a school with world-class technology provision, but from an education that is supported and enhanced by the use of technology to raise achievement and aspiration, connect communities and open opportunities.

Mapping assessments as part of curriculum design

Audio feedback project LJM 2010

Copyright & Creation A Case for Promoting Inclusive Online Sharing LSE Media Policy Project

Case Studies - A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement

The aim of this project is to investigate the student experience and to explore the characteristics of audio feedback given to students. Our objectives were to gain a greater understanding of the issues surrounding the use of audio feedback in higher education and whether new technology might provide additional benefits and offer exemplars of best practice in audio feedback. Data were obtained via short questionnaires and individual interviews which allow

This study explores students' attitudes to the provision of formative feedback on academic work using audio files together with the ways in which students implement such feedback within their learning. Fifteen students received audio file feedback on written work and were subsequently interviewed regarding their utilisation of that feedback within their learning. The written work provided by twelve of the students was also conventionally marked and this feedback was quantitatively compared with the audio feedback comments following classification of individual comments. The students responded very positively to the audio file feedback judging it to be good quality because it was easier to understand, had more depth and was more personal. Most students annotated their work as they listened and stated that they would use the audio feedback to improve their work for other tutors. Pitfalls of this form of feedback included the large size of the audio files (up to 11Mb) being incompatible with some e-mail systems. Comment classification showed a greater emphasis on developmental aspects of learning within audio file feedback. Guidance is provided for tutors concerning the effective use of audio file feedback. As feedback is integral to all learning this project has wide applicability across the disciplines

A Study on the Effective Use of Social Software by Further and  Higher Education in the UK to Support Student Learning and  Engagement

"Sounds Good: Quicker, better assessment using audio feedback" Leeds Metropolitan University

Practice tips on using digital audio for assessment feedback Leeds Metropolitan University

"Coming and Going on Facebook by Lee Rainie, Aaron Smith, Maeve Duggan"