September 15th, 2009
e-Learning publications put learner at the heart of curriculum development
Three new publications showcasing recent JISC research into curriculum design and the needs and aspirations of digital learnersÂ were being launchedÂ at the recent Association for Learning Technology conference in Manchester.
The reports aim to inform curriculum development and disseminate good practice for universities and colleges looking to respond to studentsâ€™ views on e-learning and prepare them for study in a digital age.
JISC programme manager Sarah Knight said: â€œTwo of these publications draw together the latest findings from JISCâ€™s Â£11.36 million e-learning programme which ended in March 2009, and show the central role technology is playing in enhancing the curriculum design processes and practices in UK colleges and universities.â€
The first publication,Â â€˜Responding to Learnersâ€™, is a resource pack which offers recommendations on how institutions can better respond to learnersâ€™ expectations and uses of technology, as well as practical guidance on how to embed learnersâ€™ voices more effectively into institutional processes and
The pack brings together the research findings from the â€˜learnersâ€™ experiences of e-learningâ€™ theme of JISCâ€™s e-learning programme, which funded a total of ten projects from 2005 to 2009, and involved over 200 learners in qualitative research with more than 3000 survey respondents.Â
e-Learning is explored from a strategic viewpoint in a second publication, â€˜Managing Curriculum Changeâ€™, which investigates how technology can help make curriculum design processes more responsive and the experience of learning more engaging, inclusive and rewarding. The publication visualises a curriculum lifecycle, with a focus on who needs to be involved to help theory become reality.
The written report is supported by the web based Design Studio , is a dynamic online toolkit hosted by JISC InfoNet, which draws together a range of JISC resources around technology-enhanced curriculum design and delivery.
The third publication, a briefing paper on learning literacies for a digital age, summarises findings from a recent JISC-funded report of the same name.
Sarah explained: â€œFor those in education who want to design more engaging learning experiences, having a greater understanding of studentsâ€™ expectations with respect to technology is really key, especially as these
are constantly changing.Â The case studies in JISCâ€™s publication allow us to take a real cross-section of the student populationâ€™s needs and share that knowledge across universities and colleges nationally.â€
â€˜Learning Literacies in a Digital Ageâ€™ explores examples of technology skills provision in UK further and higher education and offers a series of recommendations for institutions which want to evaluate their own provision in this area, based on original data including 15 institutional audits and over 40 examples of innovative practice from across the UK.Â