How do you change the learning landscape?

Analysis of the Changing the Learning Landscape strategic conversations with senior managers, staff and students in 58 institutions was undertaken in order to identify trends and direction of change in relation to technology-enhanced learning (TEL) and the student experience.

A view of the Assessment and Feedback Landscape: baseline analysis of policy and practice from the JISC Assessment and Feedback programme

Assessment and feedback lies at the heart of the learning experience, and forms a significant part of both academic and administrative workload. It remains however the single biggest source of student dissatisfaction with the higher education experience. The JISC Assessment and Feedback programme (Sept 2011-Aug 2014) is supporting large-scale changes in assessment and feedback practice, supported by technology, with the aim of enhancing the learning and teaching process and delivering efficiencies and quality improvements. This report summarises baseline reviews undertaken by a number of institutions as part of their programme activity.

Emerging Practice in a Digital Age: A guide to technology-enhanced institutional innovation

Since the launch of the JISC guide Innovative Practice with e-Learning (JISC, 2005), so much has changed. At that time, early adopters were exploring the potential of mobile and wireless learning. Since then, the increased availability of public and institutional wireless networks, the emergence of new and more powerful technologies and an increase in personal ownership of these technologies are changing the way we connect, communicate and collaborate. Emerging Practice in a Digital Age, one of a series of Effective Practice guides, draws on recent JISC reports and case studies and looks at how colleges and universities are continuing to embrace innovation and respond to changes in economic, social and technological circumstances in a fastchanging world.

Learning in a Digital Age: Extending higher education opportunities for lifelong learning

Learning in a Digital Age is one in a series of Effective Practice guides. It demonstrates, through a range of case studies, how institutions are using technology to attract and retain diverse groups of learners, offer professional development opportunities for their staff, and enhance engagement and collaboration with employers and other organisations with a stake in effective lifelong learning.

Effective Assessment in a Digital Age

What contribution can technology make to ensuring that assessment and feedback processes are agile, streamlined and capable of promoting high-quality learning? Effective Assessment in a Digital Age, one in a series of Effective Practice guides, draws on recent JISC reports and case studies depicting different contexts and modes of learning to explore the relationship between technology enabled assessment and feedback practices and meaningful, well-supported learning experiences.

Effective Practice in a Digital Age

Effective Practice in a Digital Age is designed for those in further and higher education who aim to enhance the student learning experience through apt and imaginative uses of technology. A visually rich publication, Effective Practice in a Digital Age outlines key aspects of designing learning in a technology-rich context and is structured to address the needs of experienced practitioners as well as those new to technology-based learning and teaching – the ten newly researched case studies offer a choice of pathways reflecting the diversity of approaches taken by practitioners in current UK practice.

Digital storytelling at the University of Strathclyde

Images of Research is the annual competition and exhibition from the University of Strathclyde, which is designed to broaden the appeal of the university's research outputs to the general public. This year, to bring the research to life Chris Thomson, subject specialist - online learning and the digital student experience, Jisc, helped to support the participants in using digital storytelling. Rachel Clark, project coordinator at the university, talks about the thinking behind the exhibition.

Biogeographic analysis of the Tortugas Ecological Reserve: Examining the refuge effect following reserve establishment

Almost 120 days at sea aboard three NOAA research vessels and one fishing vessel over the past three years have supported biogeographic characterization of Tortugas Ecological Reserve (TER). This work initiated measurement of post-implementation effects of TER as a refuge for exploited species. In Tortugas South, seafloor transect surveys were conducted using divers, towed operated vehicles (TOV), remotely operated vehicles (ROV), various sonar platforms, and the Deepworker manned submersible. ARGOS drifter releases, satellite imagery, ichthyoplankton surveys, sea surface temperature, and diver census were combined to elucidate potential dispersal of fish spawning in this environment. Surveys are being compiled into a GIS to allow resource managers to gauge benthic resource status and distribution. Drifter studies have determined that within the ~ 30 days of larval life stage for fishes spawning at Tortugas South, larvae could reach as far downstream as Tampa Bay on the west Florida coast and Cape Canaveral on the east coast. Together with actual fish surveys and water mass delineation, this work demonstrates that the refuge status of this area endows it with tremendous downstream spillover and larval export potential for Florida reef habitats and promotes the maintenance of their fish communities. In Tortugas North, 30 randomly selected, permanent stations were established. Five stations were assigned to each of the following six areas: within Dry Tortugas National Park, falling north of the prevailing currents (Park North); within Dry Tortugas National Park, falling south of the prevailing currents (Park South); within the Ecological Reserve falling north of the prevailing currents (Reserve North); within the Ecological Reserve falling south of the prevailing currents (Reserve South); within areas immediately adjacent to these two strata, falling north of the prevailing currents (Out North); and within areas immediately adjacent to these two strata, falling south of the prevailing currents (Out South). Intensive characterization of these sites was conducted using multiple sonar techniques, TOV, ROV, diver-based digital video collection, diver-based fish census, towed fish capture, sediment particle-size, benthic chlorophyll analyses, and stable isotope analyses of primary producers, fish, and, shellfish. In order to complement and extend information from studies focused on the coral reef, we have targeted the ecotone between the reef and adjacent, non-reef habitats as these areas are well-known in ecology for indicating changes in trophic relationships at the ecosystem scale. Such trophic changes are hypothesized to occur as top-down control of the system grows with protection of piscivorous fishes. Preliminary isotope data, in conjunction with our prior results from the west Florida shelf, suggest that the shallow water benthic habitats surrounding the coral reefs of TER will prove to be the source of a significant amount of the primary production ultimately fueling fish production throughout TER and downstream throughout the range of larval fish dispersal. Therefore, the status and influence of the previously neglected, non-reef habitat within the refuge (comprising ~70% of TER) appears to be intimately tied to the health of the coral reef community proper. These data, collected in a biogeographic context, employing an integrated Before-After Control Impact design at multiple spatial scales, leave us poised to document and quantify the postimplementation effects of TER. Combined with the work at Tortugas South, this project represents a multi-disciplinary effort of sometimes disparate disciplines (fishery oceanography, benthic ecology, food web analysis, remote sensing/geography/landscape ecology, and resource management) and approaches (physical, biological, ecological). We expect the continuation of this effort to yield critical information for the management of TER and the evaluation of protected areas as a refuge for exploited species. (PDF contains 32 pages.)

Scientific Data Application Profile Scoping Study

This study was undertaken by UKOLN on behalf of the Joint Information Systems Committee (JISC) in the period April to September 2008. Application profiles are metadata schemata which consist of data elements drawn from one or more namespaces, optimized for a particular local application. They offer a way for particular communities to base the interoperability specifications they create and use for their digital material on established open standards. This offers the potential for digital materials to be accessed, used and curated effectively both within and beyond the communities in which they were created. The JISC recognized the need to undertake a scoping study to investigate metadata application profile requirements for scientific data in relation to digital repositories, and specifically concerning descriptive metadata to support resource discovery and other functions such as preservation. This followed on from the development of the Scholarly Works Application Profile (SWAP) undertaken within the JISC Digital Repositories Programme and led by Andy Powell (Eduserv Foundation) and Julie Allinson (RRT UKOLN) on behalf of the JISC. Aims and Objectives 1.To assess whether a single metadata AP for research data, or a small number thereof, would improve resource discovery or discovery-to-delivery in any useful or significant way. 2.If so, then to:a.assess whether the development of such AP(s) is practical and if so, how much effort it would take; b.scope a community uptake strategy that is likely to be successful, identifying the main barriers and key stakeholders. 3.Otherwise, to investigate how best to improve cross-discipline, cross-community discovery-to-delivery for research data, and make recommendations to the JISC and others as appropriate. Approach The Study used a broad conception of what constitutes scientific data, namely data gathered, collated, structured and analysed using a recognizably scientific method, with a bias towards quantitative methods. The approach taken was to map out the landscape of existing data centres, repositories and associated projects, and conduct a survey of the discovery-to-delivery metadata they use or have defined, alongside any insights they have gained from working with this metadata. This was followed up by a series of unstructured interviews, discussing use cases for a Scientific Data Application Profile, and how widely a single profile might be applied. On the latter point, matters of granularity, the experimental/measurement contrast, the quantitative/qualitative contrast, the raw/derived data contrast, and the homogeneous/heterogeneous data collection contrast were discussed. The Study report was loosely structured according to the Singapore Framework for Dublin Core Application Profiles, and in turn considered: the possible use cases for a Scientific Data Application Profile; existing domain models that could either be used or adapted for use within such a profile; and a comparison existing metadata profiles and standards to identify candidate elements for inclusion in the description set profile for scientific data. The report also considered how the application profile might be implemented, its relationship to other application profiles, the alternatives to constructing a Scientific Data Application Profile, the development effort required, and what could be done to encourage uptake in the community. The conclusions of the Study were validated through a reference group of stakeholders.

Digital student further education: FE learners' expectations and experiences of technology - synthesis report

A synthesis report based on the final report of the FE digital student study into FE students' expectations and experiences of the digital environment. The report outlines the key challenges, learning provider solutions, sector solutions and commentary on main findings. Appendix 2 includes a list of project outputs.

Case study: Digital life: e-safety and safeguarding

Case study on how Shrewsbury College has redeveloped their induction training for staff and students to enhance safeguarding and e-safety.

Case study: Digital approaches to English and mathematics

Case study on six partner organisations in the eastern region and how they have supported learners on apprenticeship and traineeship programmes.

Case study: Opening up opportunities for learning with digital technologies

Case study on Lewisham Southwark College and how they are encouraging students and staff to engage with a wide range of technologies to develop their digital confidence and capability.

Case study: Digital learning assets for engineering

Case study on how Furness College are collaborating with BAE Systems to co-develop an interactive learning package to support the delivery of the performing engineering operations qualification.