All Aboard: Digital Skills in Higher Education

Description

“Are you keen to improve your digital knowledge, skills or confidence? If so, we’d love to help. All Aboard is a national project that aims to empower learners, teachers, and anyone who uses technology to support their work, their study, or other aspects of living in a digital age.”

Benefit of this resource and how to make the best use of it

In this resource, the creators have: *developed a simple, fun way of thinking about digital skills (in the form of a Metro Map), *produced and shared lessons and learning materials that anyone can access online, *promoted the use of ‘digital badges’ across a range of applications including, of course, digital skills, *worked in partnership with many organisations and groups, including supporting student engagement projects, *championed a focus on confidence, empowerment, identity, and wellbeing. Interested? Then access the resource and start your digital journey! You can also determine your own digital confidence profile by answering a few simple questions on a tool linked on the project’s homepage.

Related OER

Tutors is an professional and intuitive platform for the creation of compelling educational content. It is open source, well documented and now used by upwards of 160 modules at Waterford Institute of Technology. The platform employs the latest thinking in the production of media-rich web content, with a focus on delivering a simple, easy to navigate, elegant and compelling student experience. A central goal of Tutors is to fostering the sense on an online community of learners. These interactions are promoted by a set of non-intrusive measurements (we call TutorsTime) which help students and educators understand the use of the student’s time on a module.

A book chapter was also published as part of the initiative, which can be found here https://reader.tutors.dev/#/talk/wit-hdip-comp-sci-showcase.netlify.app/unit-3/talk-1-course-philosophy/course-philosophy.pdf

Developed from the initiative ” Enhancing Online Language Learning: Training the trainers and engaging the learners” the LILAC Project aims to help language teachers and learners to transform digital challenges into opportunities and acquire the digital proficiency needed to maximise the benefits afforded by e-learning.

Bookended by puberty and culturally defined adult roles, it is now established that adolescence extends from age 10 to age 24. The inner workings of the adolescent brain and how these workings develop and are expressed in behaviours and engagement with the external world have been the focus of an explosion of research inquiry. Seated in the pre-frontal cortex of the brain, cognitive abilities such as decision-making, planning, self-control, social interaction and self-awareness only develop by the mid-twenties. In addition, the brain regions governing risk-taking and reward are intensely active in adolescence, and so influence behaviour, which is also shaped by context and expectations of others.

To realise student success, higher education institutions must take into account that the majority (88% in 2017/2018) (HEA, 2018) of their students are still adolescents, without fully developed cognitive, social, emotional and self-regulatory capacities, living and learning in a socio-cultural environment that offers less external regulation than ever before. The knowledge that many students in higher education are in developmental transition spotlights opportunities to construct academic and campus contexts that supports this transition.

Drawing on this knowledge, and expertise in occupational science/therapy, psychology and neuroscience, we held ‘DOTS – Developing Opportunities for Transitions in Students’ Seminar to inform stakeholders of the biobehavioural transitions that influence undergraduate wellbeing and academic achievement in the current socio-cultural climate. The seminar was led by Dr. Eithne Hunt (Dept. Occupational Science & Occupational Therapy), Dr. Samantha Dockray (School of Applied Psychology), and Prof. Yvonne Nolan (Dept. Anatomy & Neuroscience), and 64 attendees gathered across academic and professional services and HEIs nationally. Presentation topics ranged from brain development in adolescence, to risks and opportunities relating to student life, and practical strategies for enhancing student success. Cross-sector participation was facilitated through panel discussion on learning, teaching, assessment and student support strategies. Opportunities for HE staff and structures to leverage the potential of developmental transitions that influence academic experiences and graduate attributes were discussed. The seminar was well received by staff across a range of disciplines, in particular, attendees commented on the range of perspectives presented, the strong evidence-base, and the applied value of the content presented, as it relates to the students’ experience in HEIs.

FYMMO – Final Year Matters – Moving On is an initiative that supports students in their final and penultimate years in their undergraduate degree, as well as graduates. The purpose of the initiative is to provide information, guidance and advice to help transitioning students; it works in conjunction with our First Year initiative as a ‘bookend’ to the undergraduate student experience. Additionally, it supports the lecturing staff with resources that are available to them to utilise and reinforce their teaching.

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URL: https://www.allaboardhe.ie/

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