Exploring the Digital University

Bill JohnstonSheila MacNeill

Keith Smyth

Macquarie University Thursday 5th December 2013

Part 1

Moving from ‘e’ to ‘d’ – what does a Digital University really look like?

Overview

• Background • Introduction and explanation of matrix• Case study – Edinburgh Napier University • Mapping Exercise• Group feedback and discussion

The rise of digital

Image: www.centerdigitaled.com

“The new competition, the real threat . . . is the emergence of entirely

new models of university which are seeking to exploit the radically

changed circumstances that are the result of globalisation and the

digital revolution.”

An Avalanche is coming, Higher Education and the Revolution Ahead IPPR , March 2013

(http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-

and-the-revolution-ahead)

“There is no doubt that digital technologies have had a profound impact upon the management of learning. Institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive”

Decoding Learning, the proof, promise and potential of digital educationNesta, November 2012 (http://www.nesta.org.uk/library/documentsDecodingLearningReport_v12.pdf)

What is a digital university?

Where is a digital university?

Image: newsroom.cisco.com

A Digital University: key themes

Digital Participation

Information Literacy

Learning Environments

Curriculum & Course Design

Our model for the digital universityDigital Participation Information Literacy

*Glocalization *Widening access*Civic role and responsibilities*Community engagement*Networks (human and digital)*Technological affordances

*High level concepts and perceptions influencing practice*Staff & student engagement and development*Effective development and use of infrastructure

Curriculum and Course Design Learning Environment

*Constructive alignment*Curriculum representations, course management, pedagogical innovation*Recruitment and marketing*Reporting, data, analytics

*Physical and digital*Pedagogical and social*Research and enquiry*Staff and Resources

Digital Participation

Digital Participation

• Glocalization

•Widening Access

•Community Engagement

•Networks (human & digital)

•Technological affordances

•(http://bit.ly/wMgL0W)

Curriculum & Course Design

Curriculum & Course Design

•Constructive alignment

•Curriculum representations, course management, pedagogical innovation

•Recruitment and marketing

•Reporting, data, analytics

•(http://bit.ly/ypTdqx)

Information Literacy

Information Literacy

•High level concepts and perceptions and influencing practice

•Staff and student engagement

•Effective development and use of infrastructure

(http://bit.ly/zaZX7H)

Learning environment

Learning Environment

•Physical and digital

•Pedagogical and social

•Research and Enquiry

•Staff and Resources

•(http://bit.ly/JJIDhJ)

Information Literacy

• "Information literacy is the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society.”

(Johnston, B. & Webber, S. (2003) Information literacy in higher education: a review and case study. Studies in higher education)

Learning Environment:Key features

• prepare students for lifelong, self-regulated, cooperative and work-based learning;

• foster high quality student learning;• change teaching methods in response to students’

increasing metacognitive and self-regulatory skills, • increases the complexity of the problems dealt with

gradually and systematically.

Vermunt, J.D, Student Learning and University Teaching (2007), British Journal of Educational Psychology

Process orientated teaching: key features

• lecturer skills - diagnostician, challenger, monitor, evaluator and educational developer.

• self-regulation for students e.g. collaborative working spaces, complex projects and personal reflective spaces.

• Institutional support to encourage this type of student in a self regulating researcher culture.

Digital Participation Information Literacy

Aim 1: Our graduates and postgraduates make an impact in their chosen fields, with the skills and knowledge to shape and lead society in the professions, research, and the wider world.

Aim 2: Our curricula are designed for breadth and depth allowing for experimentation, changeand diversity: breadth to recognise the need for our graduates to experience inter- and cross-disciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems.

Curriculum & Course Design Learning Environment

Aim 2:  Our curricula are designed for breadth and depth allowing for experimentation, change and diversity: breadth to recognise the need for our graduates to experience inter- and cross-disciplinary learning; and depth, because our graduates need to develop critical enquiry and deep thinking skills, enabling them to have open minds to challenge problems.

Aim 5: We will create a sustainable learning environment which exploits all the appropriate approaches and technologies, maximises income and ensures that all our students, in Dundeeand elsewhere, are supported for success

University of Dundee http://www.slideshare.net/sheilamac/dundee-symposium-31may13-21833957

Digital Participation Information Literacy

*Engagement – social interaction,*Personalisation – digital identity, individual learning journeys*Connectivity – social, professional and community

Curriculum & Course Design Learning Environment

*Curriculum and Research*Professional Practice*Personalisation

*Learning Spaces (virtual and physical),*Supporting collaboration and interaction*Curriculum and Research

University of Greenwich https://journals.gre.ac.uk/index.php/compass/article/view/79/121

Glasgow Caledonian University http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20June%20(2)%20-%20final%20version%20approved.pdf

Feedback/comments

Part 2

Exploring Digital Futures at Edinburgh Napier University

Where we’re currently at

3E Framework for TEL

What’s making us think ahead?

North Carolina State University Learning Space

Cross-campus learning and support

Digital Futures Working Group

Background• Initial round table discussion about current digital practice and

provision within the University in September 2012

• ‘Digital Futures: exploring Edinburgh Napier University’s technological ambitions’ Symposium December 2012

• Digital Futures Working Group formed to further explore current practice and future possibilities in six key areas, with input from Bill and Sheila as external critical friends

Developing digital literacies

Digital student support provision

Digitally enhanced education

Digital research and leadership

Digital infrastructure and integration

Digital communication and outreach

Three key outputs1. Initial ‘rich picture’ report of current practice

2. Short-term recommendations

3. ‘Visioning’ document of possible future options

In addition to a Benchmarking document covering national policy, funded national initiatives and institutional practices within and beyond the UK Higher Education sector

Consultation and dissemination• Directly via Working Group representatives

• Through online reference group

• Faculty Executives, School and Subject Group Meetings, attendance at NSA meetings and events

• Faculty Open Events (November)

• Wrap-up event ‘Digital Futures Symposium: shaping the recommendations of the Digital Futures Working Group’ to be held Thursday 19th December 2013

Contact Details

Bill Johnston b.johnston@strath.ac.uk

Sheila MacNeill sheila.macneill@gcu.ac.uk @sheilmcn

Keith Smyth K.Smyth@napier.ac.uk @smythkrs

Blog posts: http://bit.ly/wUzP2p http://howsheilaseesit.wordpress.com/