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The OfS blended learning report presents key strategic guidance for universities. With the momentum gained from the rapid transition to online learning, there is no better time to reimagine the student experience. 
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The role of academic and research libraries as active participants and leaders in the production of scholarly researchResearch Libraries UK is delighted to publish the results of a major research project exploring the role, and potential role, of research and academic libraries as partners in, and leaders of, research. Commissioned by RLUK, in partnership with the Arts and Humanities Research Council (AHRC), and delivered by research consultancy Evidence Base, the report takes an inclusive definition of libraries, which includes archives, special collections, museums and galleries. The report provides a detailed overview of the current role of academic and research libraries as partners and leaders of research, their potential to enhance these roles, and the barriers they might face in doing so. The report has 10 headline findings and makes 13 far-reaching recommendations for libraries, members of the academic community, parent organisations, RLUK, and the AHRC. .
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In this whitepaper for education IT pros, learn key ways to promote educational continuity, from creating edtech roadmaps to maximizing IT budgets and more.
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Author: Isabel Drury, Partnership Manager According to UNESCO, more than 1.5 billion students and 63 million primary and secondary teachers have been ...
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From the Report's Executive Summary: At the dawn of a new presidential election year, many of the nation's youngest educated voters are approaching the race deeply skeptical of the news and information they get through internet giants like Google, YouTube, Instagram, and Facebook.
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The full Future Skills Report 2019 is now available: Future Skills Report 2019 (PDF) (69 Pages) How will higher education institutions have to position in order to prepare future graduates for the changing society and future work place? The Future Skills Report 2019 is based on a number of prior research studies on future skills… Via Ana Cristina Pratas
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The UK Open Textbooks project was conducted in several stages over the period of March 2017 to May 2019. The project tested two highly successful approaches to increasing engagement with, and use of, open textbooks.
We are pleased to announce that our report into the readiness of the UK for open textbooks is now available! You can download a copy or browse the report below.
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The latest Innovating Pedagogy report, compiled by experts from The Open University and the Centre for the Science of Learning & Technology (SLATE) in Norway, identifies ten innovations that will influence education internationally over the coming years.
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[This blog entry is written to accompany the release of University Futures, Library Futures: Aligning library strategies with institutional directions. This is a collaboration between Ithaka S+R and OCLC Research, and is supported by the Andrew W. Mellon Foundation. There is a companion blog entry by Deanna Marcum and Roger Schonfeld. The report looks at … Continue reading University Futures are shaping Library Futures →
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What has enabled Hong Kong (SAR of China), the Republic of Korea and Singapore to rise to the top of the rankings in digital skills? How can other countries catch up?
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On Mar. 12, the European Commission released the final report of its independent High Level Expert Group on Fake News and Online Disinformation (the Group), a group of 39 experts from different sectors and countries that was convened earlier this year and tasked with putting forward strategies to counter disinformation. The report, which is one part of the Commission’s efforts to formulate a new strategy to tackle disinformation more effectively, calls for a “multi-dimensional approach to disinformation” and emphasizes that there is no single root cause or solution to such a complicated problem.
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The report, released today, highlights the emergence of a new global skills gap where gender, class, geography and age can have a huge impact on whether a person is able to harness new technologies or not. It also presents strategies for ensuring all groups of people can develop these skills. Via Nik Peachey
Alejandro Rodríguez's curator insight,
October 10, 2017 2:27 PM
Certainly, all the world around, everybody relies on technology more than they imagine or want. This is an interesting report to explore the challenges of this new reality.
Willem Kuypers's curator insight,
October 10, 2017 4:15 PM
Quelques exemples de l'apprentissage à l'aide du numérique partout dans le monde.
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A majority worries that the evolution of artificial intelligence by 2030 will continue to be primarily focused on optimizing profits and social control. They also cite the difficulty of achieving consensus about ethics. Many who expect progress say it is not likely within the next decade. Still, a portion celebrate coming AI breakthroughs that will improve life
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Research report: The impact of AI, machine learning, automation and robotics on the information profession The purpose of this independent research is to help our professional community to understand how AI, machine learning, process automation and robotics are either already impacting the daily work of healthcare information professionals or likely to do so in the near future. In it author Dr Andrew Cox from Sheffield University, calls for a joined-up and coherent response from information professionals, enabling us to maximise the benefits of AI, machine learning, automation and robotics for information users while mitigating the emerging risks. The full research report, published by CILIP with the support of Health Education England, sets out a detailed and methodical analysis of the challenges and opportunities presented by this new generation of technologies.
Report at: https://drive.google.com/file/d/19gWoLV_rSP1qKS9Z8KOoorRAQuHmFN4u/view
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Inspiration for an uncertain futureLearning and teaching reimagined, with the support of its advisory board, and more than 1,000 HE participants, provides university leaders with inspiration on what the future might hold, guidance on how to get there and practical tools to develop your plans. Full reportThe flagship learning and teaching reimagined report is the result of a five-month higher education initiative to understand the response to COVID-19 and explore the future of digital learning and teaching. It involved high levels of engagement with sector leaders, staff and students through webinars, roundtables, consultations, focus groups, surveys, interviews, and case studies. Read the report, learning and teaching reimagined: a new dawn for higher education.
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The expansion of the Internet has opened up opportunities for knowledge acquisition. But has the Internet decreased motivation with some students and affected mental health in some cases? A new study suggests so.
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"New report emphasizes the importance of interpersonal skills and having a compassionate approach for effective teaching online" Via EDTECH@UTRGV
Marco Bertolini's curator insight,
December 24, 2019 4:28 AM
A new report emphasises the importance of interpersonal skills and a compassionate approach for effective online training
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Digital Competence Framework for Educators (DigCompEdu)
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.
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I was at a posh event in London last week, hosted by the Open University (I even wore a tie, people!). It was launching an OU report “Bridging the Digital Divide” which looks at some of the skills gaps in employment and how education can address these. It’s a good report, which avoids the trite “60% of jobs haven’t been invented yet” type statement and builds on some solid evidence.
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From
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A recent study revealed students at an international school in Finland significantly outperformed U.S. students on tasks which measure digital literacy in social media and online news. The researchers suggest this may be due to the Finnish and International Baccalaureate curricula’s different way of facilitating students’ critical thinking skills compared to the US system and curriculum. The results of this study were published in the Journal of Research in International Education in April.
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Our spring 2019 report analyses the emerging technologies most relevant to the strategic challenges faced by the sector, with a particular emphasis on mental health and wellbeing.
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![People wanting to gain digital skills [What Europe does for you] | Information and digital literacy in education via the digital path | Scoop.it](https://img.scoop.it/RizM25ZpFTsgWR0_K9_jETl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
With European elections coming up in May 2019, you probably want to know how the European Union impacts your daily life, before you think about voting. In the latest in a series of posts on what Europe does for you, your family, your business and your wellbeing, we look at what Europe does for people wanting to gain digital skills.
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This report highlights the importance of undergraduate mature students in higher education institutions across the United Kingdom, with particular reference to modern universities. In 2012, the report Never too late to learn, celebrated mature students in higher education.[1] This report builds on the findings of that report and provides an analysis of changes that have occurred to the mature student population in recent years.
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The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity.
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