Student expectations of a digital university

      A good starting point to thinking about the student’s expectations of a digital university is this JISC publication
      ‘Enhancing the student digital experience: a strategic approach’
      Supporting institutions to develop digital environments which meet students’ expectations and help them to prepare for higher study and employment:


    Do you know what BYOD stands for? Bring Your Own Device

    Defining ‘bring your own’ (BYO)

    “ ‘Bring your own’ is the term used to describe the use of personal devices, services, data, apps and software in institutional settings.  Many institutions manage this through a policy or set of policies” ( )

    JISC and Professional Associations Guide to Implementing the UKPSF in the Digital University

      I love the idea of the ‘seamless digital university’. This links these ideas to the UKPSF and although they are talking about PGCertHE is transfers more generally to our work.
        JISC and Professional Associations Guide to Implementing the UK Professional Standards Framework (UKPSF) in the Digital University

        “How are PGCertHEs adapting to digital technologies, in their design and operation and in the educational practices for which the PGCertHEs are preparing staff? This guide offers answers and links, including analysis of sources and case studies, from professional associations concerned with the development of teaching and learning in higher education” (JISC via link above).

    QAA Higher Education Review Group themes 2015-2016 Student Employability and Digital Literacy

      I have found this document a really useful way to reflect on where we are with TEL and where we want to be with TEL by 2018. I have copied some of the suggested review questions across from the document.
        QAA Higher Education Review Group themes 2015-2016 Student Employability and Digital Literacy

    How providers manage and show leadership in their approach to digital literacy and enabling students to develop digital skills: Possible review questions from QAA

    • How do you communicate your vision and position on enabling students to develop digital literacy?
    • Can you cite any examples at provider level of how you have identified and removed barriers to enabling students to develop digital literacy?
    • What steps have you taken to resource digital literacy?

    How digital literacy is embedded in the curriculum: Possible review questions from QAA

    • Can you cite any examples at provider level of how you have identified and responded to opportunities to embed digital literacy in the curriculum?
    • How are students engaged in ongoing discussions and decision making about ICT, and the use of technology in their programmes of study?
    • How do employers inform the use of technology in programmes?
    • How do you ensure that your provision promotes students’ digital literacy?
    • How do you promote the use of technology in learning and teaching?
    • How do you use technology in assessment and feedback?
    • How do you embed authentic technology-enhanced assessment tasks in discipline areas?
    • How does assessment feedback support the development of students’ digital literacy?
    • How do you showcase technology-enabled academic and professional practice through your teaching/

    Staff development to support inclusive provision: Possible review questions from QAA

    • How are staff informed of their responsibilities to promote digital literacy within their curriculum area?
    • Can you cite any examples of how you have enabled your teaching staff to ensure students are supported to develop their digital literacy?
    • Can you cite examples of opportunities for staff to develop their digital literacy in the curriculum and fully realise all that technology-enhanced learning has to offer?
    • What resources and support do you have for staff to enhance their use of technology enhanced learning?
    • How are staff supported to develop a professional online presence and engage in open online practice?

    Mobile technologies to engage in learning

    On my list of things to explore more with my students next year is how they engage with online portals, Blackboard and/or Pebblepad, using their mobile devices and applications.

    Do you know about these? Are you using them? It would be great to hear your experiences. (Apologies- I’ve only put the iOS links so far).

    Blackboard Mobile Learn


    Student Ambassadors for Digital Literacy- could this work here?

    This week I have been inspired reading about how other universities are developing the digital literacy of staff and students. One concept that has really caught my attention is the impact that Student Ambassadors for Digital Literacy. It seems very effective and importantly student driven. The website for LSE is particularly impressive.

    Links to Student Ambassadors for Digital Literacy schemes (SAfDL): e.g.

    Please do leave a comment with your thoughts. Also please post links to any other schemes you know of.

    Enhancing employability through digital literacy

    book cover

    Following Moira and Anthony’s recent book Digital Literacy for Primary Teachers, the authors have commenced an 18-month project to explore the relationship between employability and digital literacy from multiple perspectives.

    This page will provide an overview of the project’s four stages and outline progress so far.

    We will also focus on how we will use these insights to improve the experience of trainee and experienced teachers with whom we work. In particular we will report on phase 1 in which we re-examined the drivers including the Computing National Curriculum Programmes of Study (DfE 2014); the Higher Education Review Group Themes for 2015-2016 (QAA) and institutional measures to embed student digital literacy development opportunities within courses.

    We will then match particular elements of our previous work using a simple model of values, dispositions and capabilities to underline the limitations of viewing digital literacy as a narrow set of skills to be attained.

    We will exemplify the model with an employability focus which includes scrutinising elements implied (or not) in the Teachers’ Standards, inspection guidance, graduate attributes and popular digital literacy models from the UK and global context related to ‘the key tools a 21st century teacher needs’.

    This is very much an open and practice-based project and we welcome collaborators- leave a comment and we will get in touch.

    ITTE 29th International Conference (we are Institutional members)

    Keynote 1

    Miles Berry is well known for his work developing the new computing curriculum in the primary phase (as well as his many contributions to Computing at School).

    His keynote explores the idea of ‘computational thinking’ as a golden thread running through the new computing curriculum but with wide applications beyond it to problem solving, creativity and critical thinking in other disciplines. He looks at how these concepts and approaches can be used by teachers in the pursuit of their ‘craft’, and some of the implications of this for their professional formation.

    Keynote 2

    Lynn Roberts a lecturer at UCL Institute of Education with a research interest in the use of new media technology in learning and teaching. Lynn teaches on the Primary PGCE programme at the IOE leading on the specialism in New Media in the Primary Classroom, and the Computing, and Professional Practice components. In 2014 Lynn helped to develop, run and evaluate the first UCL IOE MOOC and is currently supporting its second appearance on the Coursera platform. The evaluation report is available here.

    The MOOC grew out of a partnership between the UCL Institute of Education and the UNESCO Institute for IT in Education, led by instructors from eight countries. The MOOC aimed to provide professional development for primary phase teachers, head teachers and policymakers working through an examination of ICT in Primary Education. The resources for the course were derived from an IITE funded UNESCO project which had collected practices, experiences, policies, case studies and data from several countries. An important element of the MOOC was its focus on developing a community of learners who were able to share their own experience and knowledge.

    Lynn’s keynote considers the outcomes of the first MOOC by illustrating the participants’ experiences in the community of learning and the reflections and analysis of the instructor team. Initial findings from the second iteration of the MOOC (May 26th-July 7th 2015) will also be presented.

    Keynote 3

    John Nixon, an OfSTED HMI since 2013 works closely with David Brown HMI the OfSTED national lead for Computing. An ex-headteacher (NPQH), with considerable experience in advisory work, primary leadership and school improvement from EYFS to secondary, John inspects schools, non-association independent schools, ITE establishments and Local Authority School Improvement services. See his recent presentation at the MGL Spring conference entitled Inspection of Computing & E-Safety. His keynote will include some coverage of the new inspection framework to be implemented from September 2015.

    P.S. Let me know if you want to join the ITTE mailing list.

    Want to know how other HEIs are approaching e-assessment?

    There is a free webinar on e-assessment next Wednesday 20th May 10-11am which may be of interest. As long as you have speakers you can access the webinar- usually text is used for asking questions.  (They usually use Blackboard Collaborate so you can see what it looks like as this should be available here next academic year.) You can borrow a headset with a microphone from Sue Scott if you need to.

    A webinar on the Jisc Assessment and Feedback programme and current Electronic Management of Assessment project is taking place next Wednesday, 20th May at 10am – 11am UK time as part of a series being run by the Time to Assess Learning Outcomes in E-learning (TALOE) project. If you are interested in joining us, please see here for more information and details of how to participate.

    See you there (virtually)


    Finding the answers or more questions: e-assessment

    A final post on e-assessment for today! In trying to help me work out what Blackboard could or cannot offer in terms of supporting the assessment and feedback process I am working my way through these ‘help videos & materials’. It will no doubt generate more questions.

    Blackboard assignments: help materials

    Creating an assignment in Blackboard: help materials

    Blackboard: assignment settings help materials

    Blackboard: Staged assignments or multiple attempts– help materials

    Blackboard: Editing and managing assignments-help materials

    Blackboard: how to use Safe Assign in Blackboard Video-tutorial

    Blackboard: video tutorial for SafeAssign

    Blackboard: using SafeAssign help materials

    Blackboard: self-and peer-assessment help materials

    Blackboard: inline marking video tutorial

    Blackboard rubrics video tutorial

    Blackboard: How to grade using Rubrics video tutorial

    Blackboard: Grading Assignments help materials

    Blackboard: Delegated grading help materials

    Blackboard grade centre help materials

    Blackboard: Anonymous, delegated and multiple markers– video tutorial

    Blackboard: How to Download and Upload Grades from the Grade Centre video tutorial

    Blackboard: customising the grade centre– instructional video

    Blackboard: Smart view of the grade centre– video tutorial

    Blackboard: How to Use Grade  Details to See Attempts and Assign Grades

    Blackboard: downloading assignments help materials