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"The initial development and accreditation, and to an increasing extent also the continuing professional development, of those who teach in UK higher education are undertaken with explicit reference to the UK Professional Standards Framework (UKPSF). The UKPSF is designed to remain in use for many years between revisions. It is also designed to work across the full range of higher education institutions and provision. It therefore properly avoids getting into the levels of detail that those designing and running particular post-graduate certificates in teaching and learning in higher education (PGCertHE) courses and CPD processes must address.   One major and fast-changing factor affecting higher education (along with the rest of the world) is the use of digital technologies. How are PGCertHEs adapting to digital technologies, in their design and operation and in the educational practices for which the PGCertHEs are preparing staff? This guide offers answers and links, including analysis of sources and case studies, from professional associations concerned with the development of teaching and learning in higher education. "

CASCADE is designed to focus on the digital literacy of researchers - building on the University's strengths in research-led teaching. It also incorporates the concept of 'students as change agents', for which we  have national acclaim for our work involving undergraduate students in the design and delivery of the curriculum, and we intend to build on our experience of engaging Postgraduate Research students to cascade skills to undergraduates. How it will workA purpose-designed Exeter Digital Literacy Framework will underpin the project, and help us in refining our approaches, specifically with regard to digital literacy skills. A number of research-rich online and face to face activities will be developed and piloted in our five Colleges.

A net safety resource, designed for kids but adaptable for adults.

Tabetha Newman's site with links to her DigLit work

Appreciative Inquiry (often known as AI) was developed by David Cooperrider and Suresh Srivastva in the 1980s. The approach is based on the premise that 'organisations change in the direction in which they inquire.' So an organisation which inquires into problems will keep finding problems but an organisation which attempts to appreciate what is best in itself will discover more and more that is good. It can then to use these discoveries to build a new future where the best becomes more common.

Using Appreciative Inquiry to approach change in organisations.