Learning in a Digital Age

Description

Several micro courses focused on learning in a digital age, digital literacies for online learning, digital citizenship, open education, copyright, open licensing, media literacies, digital skills.

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

Develop the skills and confidence to become a competent and autonomous learner in a digital age.

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

This new interdisciplinary 10 ECTS module for PhD students responds to an identified need for careers and employability support and was developed with industry partners. It supports PhD students with career planning, critical reflection and decision-making, enabling them to establish networks and build readiness for future careers in academia and/or industry. The module is in three streams (Careers, Skills and Work-based Learning) and features many innovative aspects:
– a blended learning design and 5 ECTS module option to give a flexible learning experience
– 5 interactive online sessions which build student employability skills
– 4 face-to-face sessions to enhance collaboration and engagement
– An online Skills Audit which helps students to critically reflect on, develop and articulate the skillset developed during their PhD and an Interview Practice Exercise to apply their interview skills to a role-play scenario
– a work-based learning experience that creates real value for industry partners and offers students valuable learning experiences that are not readily available elsewhere

A range of supporting activities enhance the student experience by encouraging shared and self-directed learning: online journaling and discussion boards; podcasts; videos; skills webinars and industry events. A new Industry Mentoring Programme (IMPART) was designed to complement the module.

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.

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URL: https://oeru.org/learning-in-a-digital-age

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