Study of how UK FE and HE institutions are supporting effective learners in a digital age (SLiDA)
Download the final report
The final report has recommendations for further and higher education on how to develop effective institution-wide strategies and practices which better support effective learners in a digital age.
Download the case studies
See a report of the methodology used to create the case studies and the appendices
This project has been examining how UK further and higher education institutions are supporting learners for a digital age. Working with a range of institutions, we have created a set of web based case studies of institutional practice. These institutions have been selected for the work they are doing in translating learner experience research findings into teaching and learning practices. The case studies demonstrate how institutions are using what is known about their learners’ needs, expectations and experiences, collecting their own evidence and making use of existing research.
The case studies demonstrate a range of ways of creating and enabling opportunities that promote the development of effective learning in a digital age. This includes:
- focussing on induction support (Abingdon and Witney College)
- meeting students expectations for using personal technology (Birkenhead Sixth Form College)
- listening to student voices (University of Glamorgan)
- developing learning spaces to meet learners’ needs (Edinburgh University)
- supporting student enterprise (University of Surrey)
- embedding learners into the curriculum (University of Salford)
- developing graduate attributes through blended learning (University of Wolverhampton).
The ultimate aim is to promote strategies which support learners to develop the access, skills, strategies and attributes they need to learn effectively with technology.
Aims and objectives
The aim of this study is to critically examine the strategies, policies and practical developments being implemented by UK higher and further education institutions to support learning in technology rich environments. The ultimate aim is to promote strategies which support learners to develop the access, skills, strategies and attributes they need to learn effectively with technology.
In order to engage with institutions in a collaborative process of creating a case study, we will work with institutions over a period of time. Working with JISC consultants, we will provide each institution with a pack of tools, frameworks and readings to support the assessment and evaluation of their practice. We will identify suitable forms of evidence including previous course and project evaluations, student satisfaction; retention, progression and achievement data; feedback from employers, professional bodies, graduate destinations. The collation of the case study will culminate with an institutional visit, where we hope to meet with learners, academics and managers.
Anticipated outputs and outcomes
10 institutional case studies, based on an extended version of the case study template developed by the JISC e-learning programme
Audio and/or video extract to illustrate each case study
- A final report with recommendations for further and higher education on how to develop effective institution-wide strategies and practices which better support effective learners in a digital age
- Dr Rhona Sharpe, Oxford Centre for Staff and Learning Development, Oxford Brookes University, Wheatley Campus, Wheatley, OXFORD, OX33 1HX, Tel: +44 (0)1865 485923 email@example.com
Dr. Greg Benfield, Oxford Centre for Staff and Learning Development, Oxford Brookes University, Wheatley Campus, Wheatley, OXFORD, OX33 1HX, Tel: +44 (0)1865 485923 firstname.lastname@example.org
Dr. Shalni Gulati, Answers 2000, Chancery Court Business Centre, Lincolns Inn, Lincoln Road, High Wycombe, HP12 3RE, Tel: +44 (0)207 193 6524 email@example.com
Dr. Judy Hardy, The University of Edinburgh, James Clerk Maxwell Building, Room 3403, The King's Buildings, Mayfield Road, Edinburgh, EH9 3JZ , Tel: +44 (0)131-650 6716 firstname.lastname@example.org