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Making the most of digital resources
Making the most of digital resources 3
What we do?
We deliver services that support the procurement, management and discovery and use of content for UK research and education
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Digital content
Making content available to support teaching and research
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» Providing wide coverage of content for research and teaching by collecting, licensing and preserving high quality digital content
» Procuring excellent deals for institutions for access to third party resources for research and education
» Working with partners to create and delivering high quality content for different needs
Resource discovery
Enabling researchers and students to discover the rich resources held across libraries and archives in the UK
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» Supporting interdisciplinary research and opening up new paths of inquiry
» Helping institutions expose their collections to researchers across the UK and internationally
» Enabling library staff to provide enhanced researcher support » Building community trust and confidence through our close working
collaboration with libraries and archives
Library Support and Analytics Services
Helping libraries more efficiently manage
their collections
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» Helping universities save time and money – saving the sector £70m each year – through licence negotiation
» Providing strategic business intelligence tools, helping institutions to improve decision-making capacity
» Helping the UK academic sector demonstrate international leadership through standards development and implementation
» Removing work entirely from the local institution by doing it at a level above the institution
Open Access Support
Enabling UK higher education to realise the rewards of open access
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jisc.ac.uk/content/open-access
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Engagement challenges
» Discoverability» Delivery barriers» Changing technologies» Digital behaviours» Digital capabilities» “Digital resources” can mean many different things
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Meeting the challenge
» Understanding digital students, learners and staff» Reducing technology barriers» Addressing digital literacy and capability» Effective use of data» Accessibility and inclusion» Communication» Building trust relationships» Collaboration
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Meeting the challenge
» Understanding digital students, learners and staff» Reducing technology barriers» Addressing digital literacy and capability» Effective use of data» Accessibility and inclusion» Communication» Building trust relationships» Collaboration
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Making the most of digital resources 11
Making the most of our support
Account managers and subject specialists are working with our DR services to ensure members are able to make the most of digital resources and library services
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10% online@arelearning
Alicia Wallace – Digital Learning Manager GlosCol
Why?
Why Online
Learning?We believe in it.
Why Now?
Jan 2013
March
2014June 2014
Oct 2014
Feb 2015
April
2014
2015/16
Feltag progress report
SFA Response
Government Response
Feltag formed by Matthew Hancock, Minister for Skills
and Enterprise.
Task: make practical recommendations aimed at ensuring the effective use of digital technology
in learning, teaching and assessment in FE and
Skills
Feltag report with
recommendations produced
Etag formed
TargetsFE courses
include 10% online
learningSFA
introducing online-only
funding rate
About GC
RFD
Gloucester
Cheltenham
About me
Dim and
distant past…
More recentl
yOctober
2013
The date’s on my
CV…
Degree in Cybernetics and Virtual Worlds
Digital Resource Developer and Co-
Ordinator at Hartpury College
Family of teachers
Digital Learning Manager at
Gloucestershire College
So why are you here?
Where on the journey are you?
What is your
interest in digital
technology?
2Potentially progressing towards 20%
online in FT L3 courses 2017/18
110% online
across full-time substantial Level
2 and Level 3 courses in 2016/17
We aren’t the first.But there are still challenges.
How to make your lessons outstanding
– TES (undated)
5 ingredients of outstanding
teaching – SecEd May 2013
What makes an
outstanding lesson –
SecEd June 2013
Aim for Outstanding
What’s key to being outstanding?
Planning
Self Reflectio
n
Perceptiveness
Resilience
Planning 16/17 with teachers began in November 2015
Planning
The Good• Scheme of Work• Teachers choose online elements
• Flipped learning
• Auditors
• Online Study Skills
Planning
The Worrisome• Changing courses• Changing awarding bodies• Restructuring• Teachers’, executives’ and governors’ concerns• Student engagement• Student success• Development time• Technical skills
Planning
Choosing resources – self produced or purchased?
Planning
Planning
Pre-built Resource
sBlended Learning
Consortium
Subject specific
materials
Whole packages available
Awarding body unit materials
Planning
Student development
activities
Self Made
Resources
Make activities from
resources
Project units
Make activities from
scratch
Self Reflecti
on
How is what we’re doing supporting
the classroom sessions?
How are we helping the students?
If I had to do this, would I?
Would I understand what I’m expected
to do when confronted with this?
Resilience
Design resources with teachers;
Developers make custom resources.
Find resources and share
with teachers.
Train teachers to make their
own.Clear model for
tracking and assessing students.
For NowTrain
teachers to make their own digital resources.
Resilience For Then
Students don’t do it?
Students can’t do it?
What if…?
Students don’t like it?
So What?
Story so far
I use the VLE quite often.The VLE front page is attractive.
It's easy for me to get to my course/ units on the VLE.My course/ unit on the VLE has good resources.
My online learning is an important part of my course.Online learning is good for revision.
0%10%
20%30%
40%50%
60%70%
80%90%
100%
Pilot Students
Strongly Disagree Disagree Neutral Agree Strongly Agree
I use the VLE quite often.The VLE front page is attractive.
It's easy for me to get to my course/ units on the VLE.My course/ unit on the VLE has good resources.
My online learning is an important part of my course.Online learning is good for revision.
0%10%
20%30%
40%50%
60%70%
80%90%
100%
None-Pilot Students
Strongly Disagree Disagree Neutral Agree Strongly Agree
