1. “From Institutional Policy to Individual Practice: Using Learning
Technologies to Develop and Assess Essential Learning Skills”
Sarra Saffron Powell
University of Liverpool
sarrasaf@liv.ac.uk
3. Learning technologies:
‘Learning technology is the broad range of communication, information and
related technologies that can be used to support learning, teaching, and
assessment’ (ALT, 2011)
Digital Literacies
‘a blend of ICT, media and information skills and knowledge situated within
academic practice contexts while influenced by a wide range of techno-social
practices involving communication, collaboration and participation in
networks’ (JISC Design Studio, 2011)
image from GregFalken.com
4. Rationale and drivers
“iLearn is a collaborative response to a range of key internal and external drivers, most
notably, the enhancement of the student experience and extending Widening
Participation provision” (iLearn Working Document) Strategic Plan 2009-2012
9. UoL identity, specific
Access level resources
(no skills diagnostic)
The new iLearn
Password protected (ID)
Skills Diagnostic
Automated marking
and immediate
feed back
Aligns to
Online
module
planner
Language of
learning
Bespoke
UoL
resources
NB:offscreen
Workshops
Online booking
form (tracking)
Feedback
Search function
iLearn resources
Access/Edu
Apps
Recommend a
resource
10. Skills Diagnostic
Formative assessment for all students entering UoL at undergraduate level 1
Automated marking instant feedback for students
Feedback
iLearn
system
student
Email
iLearn website
email
Personal
Tutor
(Academic
Advisor)
11. Workshops option
“Extended Induction Programme”
iLearn website
workshops
Google analytics
Booking system
Concept testing – if footfall relates to workshop attendance
later development of individual tracking system alerts to student need.
“needs responsive”
12. Yet to come
All students complete Skills Diagnostic in iLearn during Induction
Gateway mechanism (needs thinking about)
Subject specific resources – authentic and relevant routes for students
Potentiality
Useful for PDP/HEAR
Workshops + iLearn useful basis for extra/co-curricula development
Useful resource for teaching staff
13. Timelines
26th September 2011
iLearn goes Live
November 2011
Evaluations of pilot
December 2011
Extended Grade It comments
bank
February 2012
Humanities and Social
Sciences Resources
April 2012
Health and Life Sciences
Resources
June 2012
Science and Engineering
Faculty Resources
July 2012
Evaluation of subject specific
resources
August 2012
Potential development
Tracking/Alert system
14. Challenges
Articulate package can be troublesome
Problems with functionality in networked computer systems
Personal incompetence: overwriting files
Problems of identifying where data is held
Accessing UoL databases
Data protection and confidentiality issues
Volume of resources required
Maintenance/updating
Copy write and permissions take time
Compatibility Articulate and mac systems (flash issues)
16. Reference List
ALT (2011), http://www.alt.ac.uk/ [accessed 11/11/11]
Allen J and Clarke K, (2007) Nurturing supportive learning environments in Higher Education
through the teaching of study skills: to embed or not to embed? International Journal of
Teaching and Learning in Higher Education, 19 (1), pp.64-67, http://www.isetl.org/ijtlhe
[accessed 21/01/2011]
Beetham H, McGill L, and LittleJohn A, (2009) Thriving in the 21st Century: Learning Literacies
and the Digital Age (LLiDA project), The Caledonian Academy, Glasgow Caledonian University,
http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf [accessed
10/02/2011]
Biggs J, (2006) Teaching for Quality Learning at University, OUP, Berkshire
Cable V, and Willetts D, (2011) Guidance to the Director of Fair Access, Issued by Secretary of
State for Business, Innovation and Skills and Minister for Universities and Science
http://www.bis.gov.uk/assets/biscore/higher-education/docs/g/11-728-guidance-to-directorfair-access [accessed 4/03/2011]
Glover C, and Brown E, (2006) Written Feedback for Students: too much, too detailed or too
incomprehensible to be effective? http://www.bioscience.heacademy.ac.uk/journal/vol7/beej7-3.pdf [accessed 23/02/2011]
Gassler G, Hug T, and Glahn T (2004) Integrated Micro Learning - An outline of the basic
method and first results, http://www.ro.feri.uni-mb.si/razno/icl2004/pdf/gassler.pdf [accessed
21/02/2011]
17. Hughes S, (2011) Simon Hughes MP, Advocate for Access to Education and Liberal Democrat
Deputy Leader, http://www.simonhughes.org.uk/en/article/2011/455211/simon-hughes-oxfordcambridge-must-widen-access-to-charge-higher-fees [accessed 23/02/2011]
JISC Design Studio (2011) Digital Literacies Anatomy
http://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf
[accessed 28/09/11]
Reeves T. C, Herrington J, and Oliver R, (2002) Authentic activities and online learning,
http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf [accessed 25/02/2011]
Wingate U, (2006) Doing away with Study Skills, Teaching in Higher Education, Vol 11 (4) pp. 417469 http://basicskills.edublogs.org/files/2008/06/doing-20away-20with-20-27study-20skills27.pdf [accessed 23/02/2011]
Yorke M, and Longden B, (2008) The first year experience of Higher Education in the UK: Final
Report, Higher Education Academy
