Making the most of digital resources - Hazel White and Alicia Wallace
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The document outlines initiatives for enhancing the use of digital resources in UK research and education, focusing on content availability, resource discovery, and support for libraries. It emphasizes the importance of collaboration, digital literacy, and institutional savings while addressing challenges related to online learning integration. Strategies include engagement with digital students, improving decision-making, and fostering an ecosystem of trust among faculties and libraries.
Making the most of digital resources - Hazel White and Alicia Wallace
- 2. Making the most of digital resources
- 3. What we do? We deliver services that support the procurement, management and discovery and use of content for UK research and education 23/6/16 Making the most of digital resources 3
- 4. Digital content Making content available to support teaching and research 23/6/16 Making the most of digital resources 4 » Providing wide coverage of content for research and teaching by collecting, licensing and preserving high quality digital content » Procuring excellent deals for institutions for access to third party resources for research and education » Working with partners to create and delivering high quality content for different needs
- 5. Resource discovery Enabling researchers and students to discover the rich resources held across libraries and archives in theUK 23/6/16 Making the most of digital resources 5 » Supporting interdisciplinary research and opening up new paths of inquiry » Helping institutions expose their collections to researchers across the UK and internationally » Enabling library staff to provide enhanced researcher support » Building community trust and confidence through our close working collaboration with libraries and archives
- 6. Library Support and Analytics Services Helping libraries more efficiently manage their collections 23/6/16 Making the most of digital resources 6 » Helping universities save time and money – saving the sector £70m each year – through licence negotiation » Providing strategic business intelligence tools, helping institutions to improve decision-making capacity » Helping the UK academic sector demonstrate international leadership through standards development and implementation » Removing work entirely from the local institution by doing it at a level above the institution
- 7. Open Access Support Enabling UK higher education to realise the rewards of open access 23/6/16 Making the most of digital resources 7 jisc.ac.uk/content/open-access
- 8. Engagement challenges » Discoverability » Delivery barriers » Changing technologies » Digital behaviours » Digital capabilities » “Digital resources” can mean many different things 23/6/16 Making the most of digital resources 8
- 9. Meeting the challenge »Understanding digital students, learners and staff » Reducing technology barriers »Addressing digital literacy and capability » Effective use of data »Accessibility and inclusion »Communication » Building trust relationships »Collaboration
- 10. Meeting the challenge »Understanding digital students, learners and staff » Reducing technology barriers »Addressing digital literacy and capability » Effective use of data »Accessibility and inclusion »Communication » Building trust relationships »Collaboration 23/6/16 Making the most of digital resources 10
- 11. Making the most of our support Account managers and subject specialists are working with our DR services to ensure members are able to make the most of digital resources and library services 23/6/16 Making the most of digital resources 11
- 12. jisc.ac.uk HazelWhite account manager hazel.white@jisc.ac.uk 23/6/16 Making the most of digital resources 12
- 13. 10% online @arelearning Alicia Wallace – Digital Learning Manager GlosCol
- 14. Why? Why Online Learning? We believe in it. Why Now?
- 15. Jan 2013 March 2014 June 2014 Oct 2014 Feb 2015 April 2014 2015/16 Feltag progress report SFA Response Government Response Feltag formed by Matthew Hancock, Minister for Skills and Enterprise. Task: make practical recommendations aimed at ensuring the effective use of digital technology in learning, teaching and assessment in FE and Skills Feltag report with recommendations produced Etag formed Targets FE courses include 10% online learning SFA introducing online-only funding rate
- 17. About me Dim and distant past… More recently October 2013 The date’s on my CV… Degree in Cybernetics and Virtual Worlds Digital Resource Developer and Co-Ordinator at Hartpury College Family of teachers Digital Learning Manager at Gloucestershire College
- 18. So why are you here? Where on the journey are you?What is your interest in digital technology?
- 19. 2Potentially progressing towards 20% online in FT L3 courses 2017/18 1 10% online across full- time substantial Level 2 and Level 3 courses in 2016/17
- 20. We aren’t the first. But there are still challenges.
- 22. Image from Imgur
- 23. How to make your lessons outstanding – TES (undated) 5 ingredients of outstanding teaching – SecEd May 2013 What makes an outstanding lesson – SecEd June 2013 Aim for Outstanding
- 24. What’s key to being outstanding? Planning Self Reflection Perceptiveness Resilience
- 25. Planning 16/17 with teachers began in November 2015 Planning
- 26. The Good • Scheme of Work • Teachers choose online elements • Flipped learning • Auditors • Online Study Skills Planning
- 27. The Worrisome • Changing courses • Changing awarding bodies • Restructuring • Teachers’, executives’ and governors’ concerns • Student engagement • Student success • Development time • Technical skills Planning
- 28. Choosing resources – self produced or purchased? Planning
- 29. Planning Pre-built Resources Blended Learning Consortium Subject specific materials Whole packages available Awarding body unit materials
- 30. Planning Student development activities Self Made Resources Make activities from resources Project units Make activities from scratch
- 31. Self Reflection How is what we’re doing supporting the classroom sessions? How are we helping the students? If I had to do this, would I? Would I understand what I’m expected to do when confronted with this?
- 32. Resilience Design resources with teachers; Developers make custom resources. Find resources and share with teachers. Train teachers to make their own. Clear model for tracking and assessing students. For Now Train teachers to make their own digital resources.
- 33. Resilience For Then Students don’t do it? Students can’t do it? What if…? Students don’t like it?
- 34. So What?
- 35. Story so far 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I use the VLE quite often. The VLE front page is attractive. It's easy for me to get to my course/ units on the VLE. My course/ unit on the VLE has good resources. My online learning is an important part of my course. Online learning is good for revision. Pilot Students Strongly Disagree Disagree Neutral Agree Strongly Agree 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I use the VLE quite often. The VLE front page is attractive. It's easy for me to get to my course/ units on the VLE. My course/ unit on the VLE has good resources. My online learning is an important part of my course. Online learning is good for revision. None-Pilot Students Strongly Disagree Disagree Neutral Agree Strongly Agree
Editor's Notes
- #29: Question – advantages and disadvantages