D4 Strategic Project:Developing Staff Digital Literacies.External Scoping Report

This is the first stage of a TALI Strategic Project on Academic Staff Digital Literacies. The report scopes the grey and peer reviewed literature and provides a landscape review of some of the major developments focussing particularly on approaches supported by the major sector bodies (JISC, HEA and ALT). The report comes to the following conclusions: • The term digital capability appears to have growing use by sector bodies (e.g. Jisc and UCISA) replacing digital literacy and digital fluency. We support this because it may be more acceptable to academic staff because it may appear less pejorative. In addition it should be noted that both terms are highly temporally contingent in this is a fast moving area. • Staff digital literacies are deeply embedded in their local discipline context. • Whilst there are many projects that focus on students’ digital literacy the literature on staff is much less prevalent. • Of the few projects that focus on staff digital literacies these tend to lack any empirical base in relation to efficacy or impact. • Digitally confident practitioners display a range of attributes related to confidence, willingness to explore, resilience to failure and that it is these attributes that characterise them rather than their technical skills. • Approaches to achieving sustained change in relation to development of digital confident practitioners are more likely to be achieved by focussing on ‘hearts and minds’ where staff have agency and ownership, and feel empowered to make changes rather than audits or appraisals. • A particular ‘hearts and mind’ approach that has had some use across several HEIs is the course redesign model called ‘Carpe Deum’ (Salmon & Wright 2014). • In addition Appreciative Inquiry as a model for supporting change processes which has been advocated by Jisc (Gray and Ferrell nd)

D4 Strategic Project:Developing Staff Digital Literacies.Internal Scoping Report

This report is the second stage of the 2014-2015 TALI Strategic Project exploring Developing Staff Digital Literacies. The first stage was the external scoping report which identified a range of approaches taken by other HEIs alongside guidance from sector bodies such as Jisc and the HEA. This report focusses on the University of Huddersfield context by outlining and critically analysing how the issue has developed at the University. The report is discussing the methodology, findings, conclusions and recommendations. The finding section starts by discussion of the local context at University of Huddersfield then is structured around same sections as were used in the external scoping report. The categories are curriculum design, academic champions, centralised staff development courses, localised staff development courses, accredited courses, informal approaches, on-demand resources, specific events, student champions and institutional strategies. Relevant past projects that have a digital literacy focus, are then identified. This has enabled comparison between the rest of the sector and the provision at University of Huddersfield and has enabled us to identify strengths and omissions. The report concludes by making recommendations, and in particular identifies how the D4 project might develop. This next stage of the project involves undertaking a intervention with colleagues who have not traditionally engaged in digital practices, to help them to developing their digital capability

Preparing Higher Education Tutors for Delivering Online Courses

This paper identifies that academic staff need to be suitably prepared to deliver wholly online courses, and outlines the steps taken towards achieving this, at one Higher Education institution in the UK. E-learning, whether partially (blended) or wholly online, is not simply about the technology, but also requires an understanding of the pedagogical considerations, and the skills that are needed, to effectively facilitate them. Through the use of a formal questionnaire, and collation of informal comments made on a social network, evaluation is made of a staff development course designed specifically to promote effective facilitation of high quality online courses. The results determined that the course is fit for purpose and achieves its aims. Future cohorts are already over-subscribed as a result of positive commentary by participants. Further developments will be made, based upon constructive feedback by participants. Whilst possibly not unique, this course demonstrates action being taken in an educational institution to recognise that effective online delivery requires specific knowledge and skills that are different from those used in the traditional classroom

The Effect of Visual Cues in Listening Comprehension: Pedagogical Implications for Non-Native Speakers of English

Rubin (1994) stresses the value of visual support in listening comprehension and cites several studies including her own in favor of using videos in language classrooms. Hoven (1999) correlates listening comprehension to visual comprehension and argues that LC and VC are complementary and should both be incorporated in teaching listening and speaking in L2. Furthermore, gestures play a significant role of mediator in the language learning process (McCafferty, 2004), and technology offers multiple ways to introduce input in language classrooms (Rost, 2007). A listening comprehension task was designed to compare three different modes of input in a listening and speaking class among a group of 33 English language learners. All three groups wrote a recall after listening twice to the same audio-text. The control group did not benefit from any visual support, while experimental 1 could see the video of the speaker using gestures and facial cues. Experimental 2 group watched a PowerPoint presentation where the oral input was enhanced with pictures and some text. The pictures represented each example cited in the presentation. The analysis comprised in a T-test to compare the recall students wrote individually in each group, and a Chi-square test to compare the number of examples cited in students’ recalls per group. The T-test did not show any significant results to form a claim in favor of one mode of input over the other. However, a Chi-square tests which compared the number of examples cited per group indicated that there is a relationship between the number of examples and the various groups according to each treatment. This study strongly suggests that supporting oral input with pictures is highly recommended. In fact, the results show that students who were given specific examples accompanied with pictures, were the only group where some participants successfully cited all the examples mentioned in the presentation

Wave farm energy yield calculations using a modified spectral wave model

Water Qualit

Critical evaluation of the features on one student dashboard

This poster critically evaluates the implementation a particular undergraduate student dashboard. The evaluation uses Scheffel et al.’s (2014) five criteria for judging learning analytical quality (objectives, learning support, learning measures and output data aspects and organisational aspects). It presents the findings of the evaluation and identifies further questions for further research in the emergent area of learning analytics and dashboard design

MS 097 Guide to Jarrett H. Folley, MD Papers (1950-1952)

The collection is divided into three series: Reports; Reprints; and Presentations. The Reports series is comprised of official interim and quarterly reports issued by the Atomic Bomb Casualty Commission. The Reprints series includes an article written by Dr. Folley, Dr. Wayne Borges and Dr. Takuso Yamawaki for the American Journal of Medicine Incidence of Leukemia in Survivirs of the Atomic Bomb in Hiroshima and Nagasaki, Japan. See more at MS 097