Education 2.0 & 3.0

"One of the core aims for our national centre for AI in tertiary education is to help institutions along their journey to mature adoption of AI services.  To do this, we are unpinning our work with a maturity model, which we first introduced in our AI in Tertiary Education Report. This model brings together ..."

Technological innovation has improved the quality of life for many people with disabilities, delivering more independence and greater equality of opportunity. Jisc subject specialist Julia Taylor and National Star College student, Murray Field, assess the impact.

According to Matthew Fell, chief UK policy director at the Confederation of British Industry (CBI) “adult learning is heading in the wrong direction at precisely the wrong time for our economy and our society”.

Key messages:

Prepare students for digital learning
Arriving students need to know what to expect from
digital learning. Our findings point to the key practices
and tools that students find useful in each sector but
there is no one-size-fits-all solution. This is where
institutions can make excellent use of their local
insights data.

Make bring your own devices (BYOD) work
Most students now bring their own devices for
learning but many can’t use them to access subjectspecialist software and online content. Students learn
more efficiently if they have access to the full range
of learning tools on a device of their choice.

Assistive technology is for everyone
One in five students is using assistive or adaptive
technologies, often by choice rather than necessity.
Institutions should recognise the value of ‘inclusive
for all’ and investigate how digital technologies can
support inclusion in learning and assessment.

Help students stay happy and well
FE students would benefit from better access to
health and wellbeing services online. HE students
would benefit from more help to stay safe online.
All students want to feel that they belong, so their
log-in should give access to personalised services,
student societies and social networks.Digital experience insights survey 2018: findings from students in
UK further and higher education.

Authors: Tabetha Newman, Helen Beetham and Sarah Knight
SEPTEMBER 2018

Time for an update. The last time I wrote about our co-design project, I let you know that we’re pursuing five exciting ideas, as chosen by you. Since then, we’ve been working with experts and those on the ground to gather research and draw conclusions, and generally work out where to take the projects from here.

Vice-chancellors and senior executives from more than 40 UK universities have contributed to a new framework, launched today, to help higher education leaders realise the benefits of a long-term strategic approach to digital technology.

In March 2020, UK higher education embarked on a sudden shift to digital learning. In the vast majority of cases, it wasn’t a designed and fully realised transformation of teaching and learning.

It was an emergency response to an unprecedented situation that relied on upskilling staff rapidly enough to enable them to deliver the remainder of their courses, and assess them, in as effective and equitable way as possible. 

The extent of this digital shift, and the tools, techniques and platforms used, varied not only between universities but also within them, depending on the demands of different departments and the confidence and capabilities of the staff.

Library hub discover, library hub compare, and library hub cataloguing will make it easier for UK higher education libraries and researchers to access, discover and manage academic collections.

The Digital discovery tool provides links to a wide range of resources for each of the digital capability framework areas.

The platform delivers these resources in two ways.

How can skills providers make the most of digital technology to support their learners to gain employment and progress in their careers?