Online supplementary resources - Emerging Practice in a Digital Age
Supplementary online resources provide readers of Emerging Practice in a Digital Age (JISC, 2011) with opportunities to explore in greater depth how institutions are using emerging technologies to enhance learning.
These resources are offered in different media to provide individual users with alternative ways of accessing up-to-date thinking about the role of technology to enhance teaching and learning. The resources may be used in staff development or for wider distribution within educational institutions.
Video case studies
Four institutional case studies that highlight the development and embedding of technology-enhanced learning using emerging technologies are available to view below.
Also available is a video of expert voices drawn from the JISC Emerging Practice Symposium 2011.
All the videos are available to download as either Windows® Media® or QuickTime® formatted files.
Transcripts are available for users of screen readers.
Video playlist
Podcasts
More detailed viewpoints from the JISC Emerging Practice Symposium 2011 are available as audio files in MP3 format. These can be downloaded or played online.
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James Clay, ILT and Learning Resources Manager, Gloucestershire College emphasises the importance of establishing the right culture and approach to technology, promoting it as a solution to many common problems and highlighting how technology can enrich and enhance the learning experience, enabling students to do things easier, faster or better.
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Cristina Costa, Research Technologies Development Officer, Research and Graduate College, University of Salford talks about the importance of using technologies to engage students in their learning, developing new ways of collaborating and sharing knowledge and ensuring students have explicit skills that will benefit their employability potential.
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Shri Footring, JISC RSC Services Co-ordinator, JISC Advance, identifies meeting learners’ needs as one of the biggest challenges for institutions, highlighting changing learner expectations and the benefits that technologies offer but argues that keeping pace with technology shouldn’t be an aim in itself.
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Emily-Ann Nash, Vice President, Academic Affairs, University of Brighton Students Union [2010-2011] makes a case for institutions, staff and students to work together to ‘get on-board’ with technology and shares her experiences of how technology has enhanced her own learning.
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Karl Royle, Curriculum Innovation and Knowledge Transfer, CeDARE – Centre for Development and Applied Research in Education, University of Wolverhampton is interested in how educational establishments can harness the digital habits of learners outside the classroom to support learning and argues that teachers need to be given the space to experiment and be innovative to develop new ways of teaching, learning and assessing to make it more authentic, active and engaging.
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Professor Maggi Savin-Baden, Director, Learning Innovation, Coventry University feels that much of our teaching and learning is still very traditional and that we need to work more closely with our students to understand their needs and to design learning and assessment experiences that incorporate technology that will make a difference to their learning and reflect the way they work, study and communicate.
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Professor Mike Sharples, Professor of Learning Sciences and Director of the Learning Sciences Research Institute, University of Nottingham, discusses the importance of learning design – understanding the science of learning, how people learn and how technology can enable people to learn more effectively.
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Professor Mark Stubbs, Head of Learning and Research Technologies, Manchester Metropolitan University is responding to student demand for a consistent experience across modules by redesigning all first-year modules as part of the JISC Curriculum Design programme. Mark explains how a review of all learning technologies across the institution has led to the development of a model of a core integrated learning environment that the university provides which is enhanced by additional features that are either ‘arranged’, ‘recommended’ or ‘recognised’.
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Professor John Traxler, Professor of Mobile Learning and Director, Learning Lab, University of Wolverhampton looks at the relationship between emerging or innovative technologies and what they offer teaching and learning. Acknowledging issues in staff development as a result of the rapid pace of change John asks ‘who controls the learning?’ and argues that increased personal ownership, higher student expectations and the changing economic context mean that the rules of the game have changed.
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David White, Co-manager, Technology-Assisted Lifelong Learning (TALL), University of Oxford draws on his current research around learners’ use of the web, to share what motivates learners to engage with the web for learning, the importance of developing digital literacy skills and some of the challenges and opportunities ahead.
Copyright
These works have been issued under a Creative Commons Attribution-NonCommercial-NoDerivatives 2.0 UK: England and Wales licence. They may be used within your institution for non-commercial educational purposes provided that the source is acknowledged and use does not infringe the rights of any third party. Copyright resides with HEFCE on behalf of JISC. If you have a copyright query, please contact info@jisc.ac.uk
Emerging Practice: Moving forward planning tool
A freely adaptable downloadable planning tool is available for those interested in implementing the use of emerging technologies to enhance learning and teaching.
Download the planning tool (Word)
Emerging practice: Quick start guide
The quick start guide identifies where you can find examples of technology-enhanced practice for a range of common challenges.
Download the quick start guide (Word)