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The Digital Department
Project Team: Stefanie Anyadi (PaLS), Lorraine Dardis (Internat. Affairs), Alison Gilry (ICH), Ciaran Moynihan (ICH), Clive Young (LTSS)
Aims
• Professional profile and expertise of UCL teaching administrators (TAs)
• Training programme• External accreditation via
....semi funded by Aug 2011 to July 2013
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: What areas to investigate? • Discussion: accreditation and networking
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: What areas to investigate? • Discussion: accreditation and networking
Digital Literacy according to JISC
• digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society– ICT/computer literacy – information literacy – media literacy – Communication and collaboration– Digital scholarship– Learning skills– Life planning
12/04/2023
| Supportin
g education
and research |
Slide 5
Why teaching administrators (TAs)?
• 30k? individuals across UK HE (c150 at UCL)• major contribution to the student experience in
increasingly technologically 'blended' learning environments – manage the digital presence
• have a range of responsibilities - admissions, quality management, programme and course coordination and planning, VLE course management, student advice, student feedback processes, distance learning etc
• digital literacy underpins all these activities
The backstory
1. The unexpected guests (2009)
2. “The dog that didn’t bark” (2010)
3. The Forum (2009-11)
4. Total Moodle (2011), Moodle 2 (2012)
5. The Digital Department (2011-13)
Some of the tools UCL TAs useUCL admin and financial systems
Portico – student information service
Financial Information System (FIS) - financial data and management
Timetabling/CMIS - room bookings and timetabling
Service in Partnership (SiP) – HR forms
Rome - online recruitment
Web content management (silva)
Scanners – being piloted as attendance checks for Points-Based Immigration System (PBIS)
UCL teaching and learning systems
Moodle - e–learning environment
Turnitin – plagiarism detection
Lecturecast – automated lecture recording
Opinio - web-based surveys
My Portfolio – staff and student e-portfolio
Electronic Voting Systems (EVS) – audience response 'clickers'
Wiki – collaborative web pages
Blackboard Collaborate – virtual classroom
Communication and networking tools
Email – inefficient way of contacting students?
Facebook– seen mainly as a communication tool
Phone Text messaging – no UCL service but a strong demand
Messenger - text messaging
Skype – video conferencing
Linkedin – professional networking
Blogs – UCLWordpress service
Twitter –how to use in HE?
YouTube – online videos
Productivity tools
MS Office – Word, Excel, PP, Acrobat
Dreamweaver – web page development
Etherpad – collaborative note taking
Evernote – stores notes, photos
Google docs – share web documents
Google analytics – web usage
UCL Dropbox – exchange large files
Dropbox – web-based online storage
Marketing and events management
Eventbrite – events management
Find a Masters – marketing
Oxboffice – ticketing service
Google Adwords – online advertising
40+ tools
“It is almost impossible for busy academic staff to stay up to date” (SLiDA)
Top 10 systems used by UCL TAs
Moo
dle
Stu In
fo S
ys
MS O
ffice
Turnit
in
Timet
ablin
g
Financ
e
Web
Mgt
File d
ropb
ox
Web
sur
vey
0
10
20
30
40
50
60
70
80
What do TAs want to learn about?
Portfo
lio
Lect
. Cap
ture
Attend
ance
Clicke
rsW
ikis
Surve
y to
ol
Virt. C
lass
Analyt
ics
Faceb
ook
Blogs
0
5
10
15
20
25
30
35
TDD activities
1. Review current processes and practices to establish a baseline of digital literacies required and a framework of good practice.
2. Analyse the likely future requirements - via focus groups and 'mini projects‘.
3. Plan innovations - co-develop a knowledge base.
4. Pilot a practitioner-led workshop programme.
5. Evaluate with a particular focus on enhancing the student experience.
6. Certify the programme (with the AUA) – a portfolio approach.
7. Cascade the literacies to colleagues and students.
8. Adapt the model for other groups of professional services staff.
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: What areas to investigate? • Discussion: accreditation and networking
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: What areas to investigate? • Discussion: accreditation and networking
Digital literacies and the learner experience
12/04/2023 | Slide 14
Digital literacies and the learner experience
Key: Enhancing student experience and meeting new expectations
Administrators - complex enrolments and timetables, new modes of study, courses delivered in different settings.
Academics - support and feedback to students seeking a range of learning outcomes, maintaining contact and support progression.
Students - must become skilled at identifying and integrating learning opportunities to meet their personal needs.
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: Which areas to investigate? • Discussion: accreditation and networking
Case studies
Workshop aims and structure
• Activity: what are ‘digital literacies’?• Intro to The Digital Department• Activity: how does this relate to your organisation?• Activity: The digital literacies ‘triangle’• Activity: Which areas to investigate? • Discussion: accreditation and networking
Next steps
Accreditation – map knowledge, skills and experience against AUA professional behaviours and design accreditation framework with AUA
UCL TA induction and professional development – produce handbook and standard operating procedures and work with UCL HR to design a professional development programme for TAs
Best Practice – produce best practice guidelines for TA responsibilities cutting across departments
Professionalisation – investigate and report on recent developments in university administration
Networking
• Links to relevant other activities/projects/institutions
• Links to development for support staff in other areas/jnstitutions
• Lessons for cross-institutional working• Any questions?