This is an archive of the original site and you may encounter broken links and/or functionality

Emerging Practice in a Digital Age (Workshop 0105)

13:40 - 14:40 on Tuesday, 6 September 2011 in 8.90
0105 Emerging Practice in a Digital Age – institutional approaches to changing practice Sarah Knight, Clare Killen, Andy Ramsden
0105 Emerging Practice in a Digital Age – institutional approaches to changing practice Sarah Knight, Clare Killen, Andy Ramsden

This workshop will provide an introduction to a new JISC guide ‘Emerging Practice in a Digital Age’ aimed at promoting effective practice by practitioners in higher and further education in use of technologies sometimes considered to be disruptive. The workshop will explore how universities and colleges are using social software, mobile technologies, virtual worlds and other innovative technologies to effectively improve the quality of the learner experience. It will consider the institutional implications of using and embedding these technologies for learning and teaching, including what support staff and learners require, legal and ethical aspects and quality assurance/enhancement processes.

There has been rapid and exponential growth in personal ownership of technology and in the use and development of new technologies. The sometimes viral nature of their adoption presents new opportunities and challenges for institutions and practitioners. The emphasis and locus of control has shifted away from the provision of hardware to enabling learners to use their own devices to support their learning. Learners are making use of the social and collaborative opportunities afforded by these new technologies in their everyday lives and in their informal learning. This workshop will explore how institutions are harnessing the technologies and experimenting with their use in formal learning situations, moving from small-scale innovations to evaluated and embedded practice. A case study from the University Campus Suffolk (UCS) will explore the systematic design and implementation of an institutional project designed to enhance the likelihood of staff embedding effective location aware (mobile learning) activities in their teaching. The technology solution is QR Codes, a low threshold technology, while the applied implementation framework is based the Collis and Moonen (2001) 4 Es model. The case study identifies the drivers for mobile learning at UCS, the coordinated approach across a number of teams, and the emerging impact. The discussion will draw on the participant’s earlier activities and a set of group activities providing a collective critique of the UCS approach in terms of its strengths and weaknesses and a set of recommendations from participants exploring how we can make things happen with respect to mainstreaming disruptive technologies at institutions.