ELESIG (Evaluation of Learners’ Experiences of e-Learning Special Interest Group) is an international community of researchers and practitioners from HE and FE who work together to share knowledge and practice. On Wednesday 6th October I attended the above event to find out about the work involved in the JISC funded SLiDA Project – a study of how UK FE and HE institutions are ‘Supporting Learners in a Digital Age’. 10 institutions have produced case studies and reports with recommendations on how to develop effective institution-wide strategies and practices – these will be available soon.

3 case studies were presented to the group:-

• ‘How does the focus on developing digital literacies, through the use of blended learning, enhance the student experience?’ (University of Wolverhampton)

Wolverhampton already has a widely acknowledged reputation for developing and using blended learning in its curriculum, especially through the integrated use of e-portfolios. The aim of this project was to embed 3 graduate attributes, one of these being digital literacy, into their programme curriculum, and this involved all services. Templates have been developed in the University’s e-portfolio system for students to record and evidence their digital literacy. Another project also used student ‘e-champions’ to use technology to support other students’ learning and act as a link between students and staff. Blended Learning is now integrated into all new courses.

• ‘How do research-informed approaches to learning and teaching support and develop learners in technology-rich environments’ (Oxford Brookes University)

Oxford Brookes has done 5 years of work on learner experiences of e-learning research and aims to “provide an environment where students are proactively engaged in shaping their experience through influencing learning and extracurricular policy, processes and outcomes“. It has identified digital and information literacy as one of 5 graduate attributes and has extended the SCONUL model (1999) as a generic framework. They are currently raising awareness and building confidence among staff through engaging programme teams in radical course redesign. The next step will be to undertake a redesign and development of the curricula in order to map the attributes onto each programme.
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• How is a student enterprise at Surrey preparing learners for a digital age?

Surrey is renowned for work integrated learning (WIL) with programmes in all disciplines providing year long work placements. Its CETL, SCEPTrE (Surrey Centre for Excellence in Professional Training and Education), elaborated on this concept, looking at the role of technology in enabling a ‘more complete education’. An outcome of this is CoLab, a student enterprise providing services to students, staff, business and local communities. 5 Students were recruited by SCEPTrE in 2007 who, in turn, took on further part-time (paid for 5 hours/week) recruits as networkers and technologists. Networkers interviewed the student body; technologists provided services: – websites, conferences, workshops and how to build iphone apps! In 2009 CoLab was incorporated into the University’s professional training framework with 2 full-time placement students managing the part-time workers. As the funding from SCEPTrE has now ceased, CoLab has become a commercial enterprise.

Advice for others…

• engage all relevant services and take a coordinated approach
• allow all courses to define what digital literacy means to them
• allow time for people to come on board. Make it real, practical and useful by sharing case studies and exemplars
• identify champions and work with them to develop pilot projects that are relevant in a wider context
• articulate digital literacy as being developed through the learning process
• student-run organisations such as CoLab have the potential to enhance opportunities for creative and innovative projects