Supporting Learners in a Digital Age

Dr Greg Benfield

Oxford Centre for Staff & Learning Development

LSIS Learning Fair

31 March 2011

Oxford Centre for Staff and Learning Development Learner experiences of

e-learning (c 2005)

Scoping study (Sharpe, Benfield et al 2005)

“There is in general a scarcity of studies of the learner experience. In particular there is a scarcity of studies which can be characterised as expressing a ‘learner voice’ i.e. in which the learners’ own expressions of their experiences are central to the study.”

Sharpe, R., Benfield, G., Lessner, E. and De Cicco, E. (2005). "Final Report: Scoping Study for the Pedagogy strand of the JISC e-Learning Programme." [Online] Retrieved 22 February, 2011, from http://www.jisc.ac.uk/elplearneroutcomes.

Oxford Centre for Staff and Learning Development Learner experience

studies (c 2010)• 9 JISC Learner

experiences of e-learning projects over 4 years

• ELESIG special interest group reaches 1000 members

Oxford Centre for Staff and Learning Development Growing body of

complementary technology use studies

Oxford Centre for Staff and Learning Development Complexity

STROLL project mind map, https://wiki.brookes.ac.uk/display/JISCle2m/Analysing+qualitative+data

Oxford Centre for Staff and Learning Development Key messages

• Enormous diversity• Institutional context highly influential

Oxford Centre for Staff and Learning Development JISC Learner Experiences

of eLearning• 2005-09 Learners' experiences of e-learning

programmeStudents' success depends on strategies for integrating ICT into academic practice; students' strategies and preferences differ widely

• 2009 Learning Literacies for a Digital Age studyDigital literacy needs to be integrated across the curriculum: learners develop through authentic tasks in meaningful situations

• 2010 Supporting Learners in a Digital AgeNine institutional case studies in developing learners' digital capabilities: listening to and responding to learners as a theme

Oxford Centre for Staff and Learning Development The SLiDA Project

How are institutions creating and enabling opportunities that promote the development of effective learning in a digital age?

Teaching studio in use, University of Edinburgh

Oxford Centre for Staff and Learning Development SLiDA Case Studies

https://wiki.brookes.ac.uk/display/slidacases/

Oxford Centre for Staff and Learning Development Key findings from SLiDA

WHAT are institutions doing to support the development of learners for a digital age?

1. Preparing students for their experience of learning with technology

2. Enabling learners to use their own devices and services

3. Reconfiguring campus spaces for social learning

4. Listening to learner voices

5. A strategic emphasis on course design for blended learning

Oxford Centre for Staff and Learning Development 1. Preparing students

Digital and learning literacy induction session for all full time students

(E.g. Abingdon and Witney College )

Oxford Centre for Staff and Learning Development 2. Learners’ own devices

Use personal devices (personal laptops, smart phones, camcorders and audio devices) across the curriculum

(E.g. Birkenhead Sixth Form College)

Note: the College maintains a small pool of devices for those students who do not own one.

Oxford Centre for Staff and Learning Development 3. Social learning spaces

Preparing learners for the digital age requires spaces and pedagogical approaches that enhance learner engagement and involvement in the learning process

(E.g. University of Edinburgh)

Oxford Centre for Staff and Learning Development 4. Listening to learner voices

Seeking active input from their students in policy-making and implementation

(E.g. Student Voice Reps, University of Glamorgan

Oxford Centre for Staff and Learning Development Learner voices cont’d

Other approaches:• Student enterprise (University of Surrey)• Learner experience research (Oxford Brookes)• Consultations with current students and

graduates (University of Wolverhampton, Abingdon and Witney College)

Oxford Centre for Staff and Learning Development 5. course design for

blended learningStrategic learning and teaching focus, embedding

digital literacies development in the curriculum through blended learning course design

(E.g. London Metropolitan University, Oxford Brookes University, University of Salford, University of Wolverhampton)

Oxford Centre for Staff and Learning Development Entitlements

E.g. 6 Blended Learning entitlements at University of Wolverhampton

‘Minimum digital learning resources’ requirements in other institutions

Oxford Centre for Staff and Learning Development

Thank you