This document summarizes a presentation on exploring the digital university given at Macquarie University. It discusses how digital technologies have profoundly impacted higher education but true transformation in teaching and learning has been elusive. It then outlines a model for the digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environments. The second part of the document summarizes a case study of Edinburgh Napier University's efforts to envision their digital future through a working group examining areas like digital literacies and infrastructure.

1. Exploring the Digital University
Bill Johnston
Sheila MacNeill
Keith Smyth
Macquarie University
Thursday 5th December 2013

2. Part 1
Moving from ‘e’ to ‘d’ – what does
a Digital University really look like?

3. Overview
•
•
•
•
•
Background
Introduction and explanation of matrix
Case study – Edinburgh Napier University
Mapping Exercise
Group feedback and discussion

4. The rise of digital
Image: www.centerdigitaled.com

5. “The new competition, the real threat . . . is the emergence
of entirely new models of university which are seeking to
exploit the radically changed circumstances that are the
result of globalisation and the digital revolution.”
An Avalanche is coming, Higher Education and the Revolution Ahead IPPR ,
March 2013
(http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-highereducation-and-the-revolution-ahead)

6. “There is no doubt that digital technologies have had a
profound impact upon the management of learning.
Institutions can now recruit, register, monitor, and
report on students with a new economy, efficiency, and
(sometimes) creativity yet, evidence of digital
technologies producing real transformation in learning
and teaching remains elusive”
Decoding Learning, the proof, promise and potential of digital education
Nesta, November 2012
(http://www.nesta.org.uk/library/documentsDecodingLearningReport_v12.pdf)

7. What is a digital university?

8. Where is a digital university?
Image: newsroom.cisco.com

9. A Digital University: key themes
Curriculum &
Course Design
Digital
Participation
Learning
Environments
Information
Literacy

10. Our model for the digital university
Digital Participation
Information Literacy
*Glocalization
*Widening access
*Civic role and responsibilities
*Community engagement
*Networks (human and digital)
*Technological affordances
*High level concepts and perceptions
influencing practice
*Staff & student engagement and
development
*Effective development and use of
infrastructure
Curriculum and Course Design
Learning Environment
*Constructive alignment
*Curriculum representations, course
management, pedagogical innovation
*Recruitment and marketing
*Reporting, data, analytics
*Physical and digital
*Pedagogical and social
*Research and enquiry
*Staff and Resources

11. Digital Participation
Digital Participation
• Glocalization
•Widening Access
•Community Engagement
•Networks (human & digital)
•Technological affordances
•(http://bit.ly/wMgL0W)

12. Curriculum & Course Design
Curriculum & Course Design
•Constructive alignment
•Curriculum representations, course
management, pedagogical innovation
•Recruitment and marketing
•Reporting, data, analytics
•(http://bit.ly/ypTdqx)

13. Information Literacy
Information Literacy
•High level concepts and perceptions and
influencing practice
•Staff and student engagement
•Effective development and use of
infrastructure
(http://bit.ly/zaZX7H)

14. Learning environment
Learning Environment
•Physical and digital
•Pedagogical and social
•Research and Enquiry
•Staff and Resources
•(http://bit.ly/JJIDhJ)

15. Information Literacy
• "Information literacy is the adoption of
appropriate information behaviour to identify,
through whatever channel or medium,
information well fitted to information needs,
leading to wise and ethical use of information
in society.”
(Johnston, B. & Webber, S. (2003) Information literacy in higher education: a review
and case study. Studies in higher education)

16. Learning Environment:
Key features
• prepare students for lifelong, self-regulated, cooperative and workbased learning;
• foster high quality student learning;
• change teaching methods in response to students’ increasing
metacognitive and self-regulatory skills,
• increases the complexity of the problems dealt with gradually and
systematically.
Vermunt, J.D, Student Learning and University Teaching (2007), British Journal of
Educational Psychology

17. Process orientated teaching:
key features
• lecturer skills - diagnostician, challenger,
monitor, evaluator and educational developer.
• self-regulation for students e.g. collaborative
working spaces, complex projects and
personal reflective spaces.
• Institutional support to encourage this type of
student in a self regulating researcher culture.

18. Digital Participation
Aim 1: Our graduates and postgraduates
make an impact in their chosen fields,
with the skills and knowledge to shape
and lead society in the professions,
research, and the wider world.
Information Literacy
Aim 2: Our curricula are designed for
breadth and depth allowing for
experimentation, change
and diversity: breadth to recognise the
need for our graduates to experience
inter- and cross-disciplinary learning; and
depth, because our graduates need to
develop critical enquiry and deep thinking
skills, enabling them to have open minds
to challenge problems.
Curriculum & Course Design
Learning Environment
Aim 2: Our curricula are designed for
breadth and depth allowing for
experimentation, change and diversity:
breadth to recognise the need for our
graduates to experience inter- and crossdisciplinary learning; and depth, because
our graduates need to develop critical
enquiry and deep thinking skills, enabling
them to have open minds to challenge
problems.
Aim 5: We will create a sustainable
learning environment which exploits all the
appropriate approaches and technologies,
maximises income and ensures that all
our students, in Dundee
and elsewhere, are supported for success
University of Dundee
http://www.slideshare.net/sheilamac/dundee-symposium-31may13-21833957

19. Digital Participation
Information Literacy
*Engagement – social interaction,
*Personalisation – digital identity,
individual learning journeys
*Connectivity – social, professional
and community
Curriculum & Course Design
Learning Environment
*Curriculum and Research
*Professional Practice
*Personalisation
*Learning Spaces (virtual and
physical),
*Supporting collaboration and
interaction
*Curriculum and Research
University of Greenwich
https://journals.gre.ac.uk/index.php/compass/article/view/79/121

20. Glasgow Caledonian University
http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20June%
20(2)%20-%20final%20version%20approved.pdf

22. Feedback/comments

23. Part 2
Exploring Digital Futures at
Edinburgh Napier University

24. Where we’re currently at

25. 3E Framework for TEL

26. What’s making us think ahead?

29. North Carolina State University Learning Space

31. Cross-campus learning and support

33. Digital Futures Working Group

34. Background
•
Initial round table discussion about current digital practice and
provision within the University in September 2012
•
‘Digital Futures: exploring Edinburgh Napier University’s
technological ambitions’ Symposium December 2012
•
Digital Futures Working Group formed to further explore
current practice and future possibilities in six key areas, with
input from Bill and Sheila as external critical friends

35. Developing digital literacies
Digital student support provision
Digitally enhanced education
Digital communication and outreach
Digital research and leadership
Digital infrastructure and integration

36. Three key outputs
1. Initial ‘rich picture’ report of current practice
2. Short-term recommendations
3. ‘Visioning’ document of possible future options
In addition to a Benchmarking document covering national policy,
funded national initiatives and institutional practices within and
beyond the UK Higher Education sector

37. Consultation and dissemination
•
Directly via Working Group representatives
•
Through online reference group
•
Faculty Executives, School and Subject Group Meetings,
attendance at NSA meetings and events
•
Faculty Open Events (November)
•
Wrap-up event ‘Digital Futures Symposium: shaping the
recommendations of the Digital Futures Working Group’ to be
held Thursday 19th December 2013

40. Contact Details
Bill Johnston
b.johnston@strath.ac.uk
Sheila MacNeill
sheila.macneill@gcu.ac.uk @sheilmcn
Keith Smyth
K.Smyth@napier.ac.uk @smythkrs
Blog posts: http://bit.ly/wUzP2p
http://howsheilaseesit.wordpress.com/