Pub Date : 2012-05-01DOI: 10.11120/elss.2012.04020003
Lynn Greaves, C. Bradley, D. Holley
Abstract Digital literacy skills are a crucial attribute for today’s students. The JISC-funded Anytime Learning Literacies Environment (ALLE) project has created an online learning resource to help students acquire digital literacy skills in the form of a learner journey. The journey comprises a series of learning objects, which enable learners to embark on their own interactive journey and help them develop their learning and literacy skills. A prototype of the learner journey has been used and evaluated by over 200 first-year business students in two universities using contrasting teaching approaches. The University of West London (UWL) has scaffolded the journey in the curriculum, while at London Metropolitan University (London Met) students have been encouraged to use the journey according to their needs. Initial analysis of some of the evaluation data from pre-and post-testing of students’ digital literacy skills in both institutions has shown that students’ skill levels have increased. The picture is very complex, but there is evidence that the students at UWL have increased their skills more than those at London Met, suggesting that the more heavily scaffolded approach has produced more successful results.
{"title":"Learning journeys: exploring approaches to learner digital literacy acquisition","authors":"Lynn Greaves, C. Bradley, D. Holley","doi":"10.11120/elss.2012.04020003","DOIUrl":"https://doi.org/10.11120/elss.2012.04020003","url":null,"abstract":"Abstract Digital literacy skills are a crucial attribute for today’s students. The JISC-funded Anytime Learning Literacies Environment (ALLE) project has created an online learning resource to help students acquire digital literacy skills in the form of a learner journey. The journey comprises a series of learning objects, which enable learners to embark on their own interactive journey and help them develop their learning and literacy skills. A prototype of the learner journey has been used and evaluated by over 200 first-year business students in two universities using contrasting teaching approaches. The University of West London (UWL) has scaffolded the journey in the curriculum, while at London Metropolitan University (London Met) students have been encouraged to use the journey according to their needs. Initial analysis of some of the evaluation data from pre-and post-testing of students’ digital literacy skills in both institutions has shown that students’ skill levels have increased. The picture is very complex, but there is evidence that the students at UWL have increased their skills more than those at London Met, suggesting that the more heavily scaffolded approach has produced more successful results.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115569616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-05-01DOI: 10.11120/elss.2012.04020004
Rhona Sharpe, G. Benfield
Abstract This study examined the policies and practices in nine UK institutions of further or higher education that had made a commitment to supporting students to develop their capabilities to learn in the digital age. Data were collected over a six-month period through multiple interactions with case study sites. Analysis of these data captures institutional practices and the results are mapped onto a developmental framework for effective learning in a digital age. Recommendations are made to institutions considering how best to support their learners, including the need to: specify digital literacies in learning and teaching strategies; prepare students for their experience of learning with technology; reconfigure campus spaces to enhance connectivity and support a range of social learning activities; and create a culture of engaging with students to inform decision-making. These institutional practices aim to support learners to make use of their digital skills and practices. The ultimate aim is to graduate students who can creatively appropriate technology to suit their own learning environment and needs.
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Pub Date : 2011-12-01DOI: 10.11120/elss.2011.04010009
Karen Smith
{"title":"The white paper and learning and teaching development","authors":"Karen Smith","doi":"10.11120/elss.2011.04010009","DOIUrl":"https://doi.org/10.11120/elss.2011.04010009","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127357386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/ELSS.2011.04010001
A. Rosie
The White Paper does not commit any of the devolved administrations of the United Kingdom to any UK-wide actions or policy positions. Where the stated actions have implications for UK-wide delivery bodies, this is without prejudice to the individual policies of the Governments of the United Kingdom. As we deliver these reforms, we will work closely with the devolved administrations on our areas of shared interest, particularly where this involves delivery bodies and other organisations with a remit that goes wider than just England. All facts, figures, policies and actions refer to England only, except where stated otherwise. " National " should be taken to mean England-wide except where the context indicates otherwise. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. 1 2 Foreword Our university sector has a proud history and a world-class reputation, attracting students from across the world. Higher education is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on that record, while doing more than ever to put students in the driving seat. We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to become more accountable to students, as well as to the taxpayer. Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality of higher education or student numbers and bringing more cash into universities. They balance the financial demands of universities with the interests of current students and future graduates. Students from lower-income households will receive more support than now and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repayment system will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuition loans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme. But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has the same prestige as research. So we will empower prospective students by ensuring much better information on different courses. We will …
{"title":"Students at the heart of the system","authors":"A. Rosie","doi":"10.11120/ELSS.2011.04010001","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010001","url":null,"abstract":"The White Paper does not commit any of the devolved administrations of the United Kingdom to any UK-wide actions or policy positions. Where the stated actions have implications for UK-wide delivery bodies, this is without prejudice to the individual policies of the Governments of the United Kingdom. As we deliver these reforms, we will work closely with the devolved administrations on our areas of shared interest, particularly where this involves delivery bodies and other organisations with a remit that goes wider than just England. All facts, figures, policies and actions refer to England only, except where stated otherwise. \" National \" should be taken to mean England-wide except where the context indicates otherwise. You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. 1 2 Foreword Our university sector has a proud history and a world-class reputation, attracting students from across the world. Higher education is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on that record, while doing more than ever to put students in the driving seat. We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to become more accountable to students, as well as to the taxpayer. Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality of higher education or student numbers and bringing more cash into universities. They balance the financial demands of universities with the interests of current students and future graduates. Students from lower-income households will receive more support than now and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repayment system will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuition loans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme. But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has the same prestige as research. So we will empower prospective students by ensuring much better information on different courses. We will …","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128454334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/ELSS.2011.04010005
E. Korosteleva, G. Polglase
From the nineteenth century to the present day, Welsh higher education has focused on providing tertiary education on the basis of equality of opportunity. Aberystwyth University, for example, was founded in 1872, mainly by public donation from a small number of wealthy benefactors and a large number of ordinary Welsh men and women giving small contributions. The aim was to enable those with talent to benefit from a university education regardless of background. This social contract model is woven into the fabric of the Welsh higher education system, and as the nation moves into the twenty-first century this theme remains at its heart. For our future, the higher education strategy and plan for the twenty-first century (2009),
{"title":"The future of higher education in Wales","authors":"E. Korosteleva, G. Polglase","doi":"10.11120/ELSS.2011.04010005","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010005","url":null,"abstract":"From the nineteenth century to the present day, Welsh higher education has focused on providing tertiary education on the basis of equality of opportunity. Aberystwyth University, for example, was founded in 1872, mainly by public donation from a small number of wealthy benefactors and a large number of ordinary Welsh men and women giving small contributions. The aim was to enable those with talent to benefit from a university education regardless of background. This social contract model is woven into the fabric of the Welsh higher education system, and as the nation moves into the twenty-first century this theme remains at its heart. For our future, the higher education strategy and plan for the twenty-first century (2009),","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125660367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/elss.2011.04010007
C. Webster
{"title":"Competition and collaboration in teaching and learning","authors":"C. Webster","doi":"10.11120/elss.2011.04010007","DOIUrl":"https://doi.org/10.11120/elss.2011.04010007","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"461 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124354783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/ELSS.2011.04010013
P. Sutton
{"title":"A voice from the beehive: post-white paper sociology?","authors":"P. Sutton","doi":"10.11120/ELSS.2011.04010013","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010013","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125245104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/elss.2011.04010002
Mike Boxall
It is usually terribly clichéd to start a talk or article by referring to these times of great change and turbulence, but it is indeed difficult to exaggerate how fundamental and far-reaching the changes have been in UK higher education over recent years, months and even weeks. And, to coin another cliché, I suspect we ain’t seen nothing yet. Changes in policy, funding, markets and technology are combining to transform every dimension of the hitherto stable and predictable world of universities. Increasingly it seems as though Lewis Carroll might have written the emerging story of twenty-first century HE, creating a looking glass image of our former experiences in which old certainties have been overturned and the rules of the game turned inside out. Change, especially on this scale and at this pace, is always disruptive. It has led to rumblings that the enduring values of university life are being betrayed, and that academic freedoms are being usurped by rampant managerialism and the pursuit of revenues. A recent Universities UK report on the changing academic profession paints a picture of a disenfranchised, disenchanted and generally unhappy Academy, while our own surveys of university leaders
{"title":"New rules, new rulers? The changing balance of values and powers in higher education, and where it is taking us","authors":"Mike Boxall","doi":"10.11120/elss.2011.04010002","DOIUrl":"https://doi.org/10.11120/elss.2011.04010002","url":null,"abstract":"It is usually terribly clichéd to start a talk or article by referring to these times of great change and turbulence, but it is indeed difficult to exaggerate how fundamental and far-reaching the changes have been in UK higher education over recent years, months and even weeks. And, to coin another cliché, I suspect we ain’t seen nothing yet. Changes in policy, funding, markets and technology are combining to transform every dimension of the hitherto stable and predictable world of universities. Increasingly it seems as though Lewis Carroll might have written the emerging story of twenty-first century HE, creating a looking glass image of our former experiences in which old certainties have been overturned and the rules of the game turned inside out. Change, especially on this scale and at this pace, is always disruptive. It has led to rumblings that the enduring values of university life are being betrayed, and that academic freedoms are being usurped by rampant managerialism and the pursuit of revenues. A recent Universities UK report on the changing academic profession paints a picture of a disenfranchised, disenchanted and generally unhappy Academy, while our own surveys of university leaders","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133883947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-12-01DOI: 10.11120/ELSS.2011.04010012
Lisa Harrison
A little over a decade ago, a survey of politics departments in UK universities lamented the challenges that academics faced at that time: increasing student numbers, limited resources, but a necessity to maintain traditional approaches to teaching and learning (Stammers et al, 1999). We now stand on the cliffedge of a very different challenge – convincing society that a politics degree is worth greater personal investment. While particular sub-disciplines of politics and IR move in and out of fashion, we cannot escape the fact that, in recent years, the subject has undergone a recruitment boom (see, for example, Harrison and Sáez, 2009). We need to ask ourselves pressing questions about where our post-2012 intake will come from and where they will go. What schools have they attended? What qualifications will influence their choice? Are we sufficiently informed about the lifelong journeys our graduates pursue as a result of their degree choice? In doing this, we will be equipped with a number of opportunities and faced by certain challenges. Opportunities
十多年前，一项对英国大学政治系的调查哀叹了当时学术界面临的挑战:学生人数不断增加，资源有限，但必须保持传统的教学方法(Stammers et al, 1999)。现在，我们正面临着一个截然不同的挑战——让社会相信，政治学位值得更多的个人投资。虽然政治和IR的特定分支学科在流行和过时，但我们无法逃避这样一个事实，即近年来，这一学科经历了招聘热潮(例如，参见Harrison和Sáez, 2009)。我们需要问自己一些紧迫的问题:2012年后的人才从何而来，又将去向何方?他们上过什么学校?哪些条件会影响他们的选择?我们是否充分了解我们的毕业生所选择的学位所带来的终身旅程?在这样做的过程中，我们将面临一些机遇和挑战。机会
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Pub Date : 2011-12-01DOI: 10.11120/ELSS.2011.04010008
M. Price
{"title":"Putting students in the driving seat. Is it safe to remove the L-plates?","authors":"M. Price","doi":"10.11120/ELSS.2011.04010008","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010008","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117201742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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