Hopwood Hall College: Touchscreen technology overtakes interactive whiteboards as interactive teaching tool of choice

Hopwood Hall is adopting the use of touch screen technology and gradually replacing its interactive whiteboards to improve access to interactive learning. The touch screen monitors connected to LCD TV’s provide a cheaper classroom build with technology that’s more user-friendly and better suited to classroom delivery. Until now, interactive boards had been the mainstay of classrooms but they created teaching barriers for staff including the additional software to learn and master. They are also expensive and often have usability issues with 'pens' not working or having a delay when used as the mouse tool.

Lancaster and Morecambe College: Uses serious computer games as a teaching tool

John Latham, International Projects Co-ordinator at Lancaster and Morecambe College (LMC), got involved with the project Serious Computer Games as a Teaching Tool (SCOGATT) after using the game EnerCities with his students. The web based platform at www.scogatt.eu serves as a One Stop Toolkit for vocational teachers and trainers who want to use serious computer games (SCG) in their teaching environments but might need a helping hand. There they will be able to find a compendium of serious games, SCOGATT pilot results, teacher reports and the exemplar games, EnerCities.

Curriculum innovation: pragmatic approaches to transforming learning and teaching through technologies

This report draws together outcomes from the JISC Curriculum Delivery Programme on behalf of JISC and includes recommendations for further investigation.

Case study: Technology - a fundamental aspect of teaching, learning and assessment

Case study on how Reading College is taking a holistic approach to developing their digital strategy, focusing on good practice in teaching and learning and extending learning beyond the classroom walls.

Digital ‘lens’ on the UK PSF: supporting the digital capabilities of teaching staff in UK HE

This resource can also be used by professional staff who are seeking accreditation via the UK PSF for relevant aspects of their role, e.g. staff who support the use of technologies for learning and/or support the development of digital literacies.

Research Software Sustainability: Report on Knowledge Exchange Workshop

The report introduces software sustainability, provides definitions, clearly demonstrates that software is not the same as data and illustrates aspects of sustainability in the software lifecycle. The recommendations state that improving software sustainability requires a number of changes: some technical and others societal, some small and others significant. We must start by raising awareness of researchers’ reliance on software. This goal will become easier if we recognise the valuable contribution that software makes to research – and reward those people who invest their time into developing reliable and reproducible software. The adoption of software has led to significant advances in research. But if we do not change our research practices, the continued rise in software use will be accompanied by a rise in retractions. Ultimately, anyone who is concerned about the reliability and reproducibility of research should be concerned about software sustainability. Beside highlighting the benefits of software sustainability and addressing the societal and technical barriers to software sustainability, the report provides access to expertise in software sustainability and outlines the role of funders. The report concludes with a short landscape of national activities in Europe and outside Europe. As a result of the workshop steps will be explored to establish European coordination and cooperation of national initiatives.