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
work on the digital student experience shows that students remain unconvinced
that we are delivering the digital skills that employers are demanding. 74% of
teaching staff never teach in a live online environment; and most (33%) learn
from their colleagues, not in a structured and systematic way. Having to
rapidly move to synchronous and asynchronous modes of online learning almost
overnight is putting pressure on teams of academics and Learning Technologists
alike; students are stressed and anxious, and mental health is finally being
foregrounded – against a backdrop of 18% of teaching staff agreeing that they
are informed about their responsibilities to help students behave safely online.
I have been reflecting on the WONKHE piece, ‘the
clock is ticking on a decision about September entry’ by Alex Usher,
challenging us educators to think about the ‘what-ifs’. Moving quickly to
online as a response to crisis has seen teams across the sector move to online
learning, and, getting content ‘out there’ has been the priority. Professional
Bodies are having to rethink their
regulations, Universities are matching the flexibility and making every effort to
ensure that our third year students graduate – and for health workers,
graduating quickly is essential as the needs of the NHS escalate.
The ‘clock is ticking’ article notes:
“everyone is doing their level best to make
the current situation work, but it’s all basically DIY right now, and it’s so
far from good enough that there is now an entire sub-genre of humour devoted to
Is there any good news out there we may well ask!
The awesome Educause New
Media Horizons report was launched just as we ran into our strike period, rapidly
followed by Corona Virus. And yes is the answer…
Open Educational Resources a variety of materials designed for teaching and learning that are both openly available for use by teachers and students and that are devoid of purchasing, licensing, and/ or royalty fees. The global community are actively developing and curating resources, pressuring Governments and institutions to share their resources. The University of Minnesota has developed and curated the Open Textbook Library, which includes nearly 700 peer-reviewed titles. To stay informed and up-to-date, sign up to the Association for Learning Technology OER Special interest Group. Embedding curated, quality assured resources in your reading lists, your curricula or even the powerpoints we share with our students makes a huge difference, and offers alternative, inclusive ways of accessing content.
New today on my website: a blog about what Strictly can teach us pedagogues about HE-level assessment and feedback! Don’t read it if you don’t want to destroy your Saturday nights off! Photo shows me ready to rumba! pic.twitter.com/HXX7QFM9hb