Digital wellbeing is one of the fast-emerging ‘hot topics’ for HE, evident in its new prominence in the Jisc’ digital capabilities framework. JISC, the UK’s expert body for digital technology and resources in Higher Education, Further Education and research defines wellbeing as:
“a term used to describe the impact of technologies and digital services on people’s mental, physical, social and emotional health.”
How can digital competency frameworks offer a different approach to conceptualising student wellbeing?
Mirrored by the EU digital capabilities framework, digital wellbeing is now starting to influence policy at national and pan-European level. An analysis of these two frameworks was carried out by Biggins, Holley and Zezulkova (2017); their work identified ways in which more nuanced approaches to policy implementation would pay dividends in terms of wellbeing outcomes for students. Notably, their work suggests that human learning, underpinned by technological tools, needs to be partnered by a focus on lifelong learning and continuous professional development.
Read on to find out what our piece has to say about digital wellbeing for staff, students and institutions…
original work published as a #Take5 blog an ALDinHE/LMU collaboration
The team at the University of Hull are firm supporters of the Association of Learning Developers (ALDinHE) and as a Steering Group Member it is great to give a shout out for their new work…
The Skills Team at the University of Hull has produced a new guide on ‘remote learning’. The Remote learning SkillsGuide is designed to help support students adapting to the new reality of studying wherever they maybe because of the global pandemic.
As this guide has been contextualised to Hull and our available technology, we have licenced this specific SkillsGuide with the CC-BY-NC-SA licence to allow other institutions to take what we have developed and adapt it to their context. The terms of the licence can be found here on the Creative Commons website. We hope this helps.
We struggled with the name for this guide but resisted reference to learning at home, off-campus or learning online. As many students are geographically ‘stuck’, we did not want a reference to ‘home’, especially as we are supporting students who are still on-campus. While the primary way we are communicating is online, we also did not want to suggest the whole paradigm of learning has shifted online also. Old techniques work fine for study too.
Good morning, Please join us today from 3-4pm BST for today’s LD@3 session with Mark Dawson from the University of Cambridge for his session ‘nevermind the ‘buzz’ quiz’. The link to the session is: https://meet.google.com/xfz-nxqo-rww?hs=122. The chair will be in the meet approximately 10 minutes before the session begins to admit external participants, which will give you the chance to test your audio and video. Today’s session will be the last one before the Easter break, so do join us for one last hurrah before a (hopefully sunny) bank holiday weekend! LD@3 will also not be running next week, but will resume on Monday, 20 April. The full programme, as well as slides from past presentations can be accessed on the ALDinHE events page.
Here is the weekly programme for LD@3 for next week (w/c 6 April): Monday, 6 April (3-4pm BST):Cathy Malone, Charlotte Coleman, David Busby Supporting student study circleshttps://meet.google.com/gcm-qiuc-wsw?hs=122
Today, after 7 years of study, I successfully defended my EdD thesis on prosocial behaviour in the 0-3 years age group (pass with minor corrections). A huge thank you to my amazing supervisors, the chair and my examiners for an engaging and insightful viva 🥳🎓