Roehampton’s digital learning journey
Xavier Briche, Head of Digital Learning at the University of Roehampton, discusses how the Digital Learning department has enhanced the student learning experience. Here at Roehampton, we have created a robust Digital Learning Services department (DL) to support technology for teaching and learning. The department strives for innovation within the University and focuses on new and existing technologies to support the learner’s journey and to provide digital tools to the teaching community. We have separated the two departments to allow a greater focus on cutting-edge educational technologies to support the outstanding student digital experience. A solution for diversity In 2015, the University decided it was time to enhance the virtual learning environment (VLE) as a key enabler for improving accessibility. The existing solution wasn’t fit for this purpose as it was too static. We needed a versatile solution, one that would easily allow regular upgrades and product functionalities to help improve the user experience for less able students as they enter HE. We’ve been implementing an SMS plug-in as an add-on to our online assessment workflow. The plug-in automatically sends a text message to students when their assessment feedback is on the VLE, to engage our students in their learning and close the feedback loop more effectively. Complying with GDPR The new GDPR regulations and EU directive on online accessibility needed some close attention, therefore discussions between both teams about GDPR, and the steps needed to ensure the online learning practices, processes and system compliance were addressed. Clear results for students Universities are underpinned by their scores in the National Student Survey (NSS) and the Teaching Excellence Framework. Our DL follows these performance results closely, to see how outsourced services are performing and whether they are adding value to the student experience. The Moodle platform and the service, provided by CoSector – University of London, has increased student satisfaction by around 6%. Students now feel the VLE is reliable and robust, and can be accessed 24/7 from any location. We are pleased with the Moodle platform and the benefits of supporting the VLE as well as the teaching and learning ecosystems. Blended and online learning are priorities to engage and support our extremely diverse student population. Students and staff often rely on assistive technology integrations in the VLE, its therefore vital to ensure the VLE is an inclusive and accessible digital environment. Online learning and VLEs are hugely beneficial for students with disabilities as e-resources and teaching material such as course slides are systematically uploaded to the VLE. Most VLEs now provide a way of navigating around an online course with ease, accessing web links and additional files by using keystrokes only. Changing a VLE host can be a big risk because the system is embedded in all aspects of the delivery of teaching and learning. In terms of account management and value added for our students and teaching staff, it has proven to be well worth the switch. See roehampton.ac.uk for more details on how the university uses digital learning to enhance the student experience.
5 reasons e-learning is a great option for introverted students
Livia Bran at Cypher Learning discusses why e-learning is a great option for introverted students… There are many things introversion is confused with. In a world that seems to have been designed based on extrovert ideals, introverted people get tags like shy, aloof, uninterested or anti-social. Even introverts have a hard time understanding themselves, and this can happen way into adulthood. Introverted kids have an even harder time. Chances are, one in three (if not even one in two) students is introverted. Meeting their specific needs besides their learning needs can be a challenge, especially for teachers that don’t understand what these students are going through. But e-learning has their backs. Why e-learning is a great option for introverted students Introverts live mostly in their inner worlds and they very much appreciate having options that allow them to do things their own way. Including e-learning in your instruction is a perfect way of providing that much-needed alternative to traditional instruction. Here are the main reasons why introverted students love this alternative: 1. E-learning happens online. A student does not have to be physically present in a certain place at a certain time to get new knowledge; they only have to be connected to the internet and usually logged in the school learning management system. Online there is no distraction like in the classroom — who says what, who does what, so the introvert student can spend their precious energy focusing on just the lesson. 2. E-learning is self-paced. There is less peer pressure and introverted students especially like the fact they can progress at their own pace. If they understand the lesson they’ll move on faster and finish the online course at a fraction of the regular time; if they need extra time to master a new concept they can take as long as they need, without feeling guilty for holding the rest of the class stuck at the same part of a lesson. 3. E-learning is all about writing. Introverted students often struggle to express themselves orally. (They can become surprisingly great debaters and presenters, mind you, but only if they’re interested in mastering this skill of public speaking). They prefer writing over talking anytime. In online courses everyone has to write more, so introverts feel more at ease and express their thoughts more easily as well. 4. E-learning puts the student behind the wheel. This extra control they get over their own learning process makes introverts rejoice. They can choose when to do their learning, how much time to allocate at once, if they want to engage in group discussions or compete with their colleagues, edit their thoughts before they publish anything, and so on. Online instruction comes with a degree of independence introverts simply love. 5. E-learning helps them improve. One thing that is often misunderstood about introverts is that they very much like competition; they just don’t like to compete against their friends and classmates. If their peers want to gain as many points as possible, add badges to their online profiles and get trophies for their work to be better that everyone else, introverted kids will do the same, but to be better than their yesterday’s selves. Closing thoughts Introversion is not something to be fixed. Being an introvert at schools comes with plenty of challenges from the start. Understanding introverted students is the first step in making them bloom into the great students they can be. Including e-learning in your teaching strategy may be a challenging task, but your students will be thankful for it — introverts and extroverts alike, because the above advantages of e-learning work for all students. For more information on Cypher e-learning, see cypherlearning.com
Resetting the education system to ensure digital literacy
Caroline Kennard, international business development director at Encyclopaedia Britannica, discusses the technical revolution and how schools can prepare by increasing digital literacy… Parliament has recently launched an inquiry into the education system and its standards in what they have termed the “Fourth Industrial Revolution”. This inquiry focuses on the suitability of the current school curriculum with the increased use of technology in all aspects of life, including in the classroom and in the workforce. With the vast increase in the use of technology in all stages of life, students and teachers are facing a dilemma: how do they comprehensively develop digital literacy skills while also feeling engaged with the course materials. Responding to this challenge, the next way of curriculum being explored shifts the focus in the classroom from a more rigid formulaic exam route to a more creative curriculum that provides greater opportunities for engagement and the enrichment of learning. This need for an education that teaches reflection, critical thinking, and questioning is becoming more apparent, particularly as the importance of digital literacy grows alongside the digital and tech-centric workforce of the future. Additionally, despite the skills gap in the workforce, employers continue to have an expectation that the employees already possess the necessary skills to live, work, and succeed in a digital society. Further, this expectation relies on educators preparing pupils for life after schooling by making sure digital literacy is engraved throughout their course work. Responding to this deficit, education technology providers have recognised the necessity of ensuring digital literacy of students and have started to develop products that empower teachers and students in developing these skills. In particular, tools that help students filter our misinformation can be extremely beneficial for their overall learning, but also allows them to improve their ability to filter out less credible sources. The internet is arguably the most frequently used dataset by students and effectively leveraging education technology resources of this nature, identifies unique relationships and produces valuable insights that provide deeper context and connections. This ability to ensure the accuracy of information limits students’ use of untrustworthy knowledge-sources and protects them from online manipulation. Shifting the learning frameworks to focus on the substance of learning will allow students’ digital literacy skills to be developed more effectively. Instilling critical thinking skills, an awareness of the necessary standards of behavior expected in online environments, and an understanding of the shared social issues created by digital technologies, is not only best-practice, it is a prerequisite for ensuring the next generation are well-equipped to tackle the workforce of the Fourth Industrial Revolution. See Encyclopaedia Britannica to help improve digital literacy.