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
A CEMP production! The Centre for Excellence in Media Practice (CEMP) twitter: @CEMPBU and my ‘home from home’ for technology enhanced learning pedagogic research hosted an event to support staff as they think forward about planning online teaching for the autumn.
Huge thanks committee organisers and session facilitators: exemplary Chair Dr Karen Fowler-Watt who prepped us all for our sessions, award winning journalist Miriam Phillips ; and Dr Salvatore Scifo who is liaising with our management teams to feed back the outcomes of the sessions.
Organised by Prof Julian McDougall and Associate Professor Anna Feigenbaum, co-directors of the Research Centre, 54 staff from across BU took part as we shared research and co-created ideas around 4 themes: large undergraduate lectures, smaller multiple seminar groups, lab productions and smaller groups of students of post grad students.
Prof Julian McDougall started by setting out some key principles, before we were joined by John Potter, our visiting Fellow from UCL, who started with a great quote from his latest book:
Transitioning from offline to online teaching and learning has long been found by its earliest researchers and exponents to be complex, problematic and evolutionary, though it can be done by managing the unrealistic expectations that you will doing substantially the same thing with time, space ad material artefacts as you did in face-to-face teaching.
Key principles: the CEMP Research workshop June 2020
1 teach through the screen, not to the screen. Your teaching space is now a multiplicity of places. A different space, maybe a third space
2. More than a pivot. Mindset – forget we have a campus, think about how the campus limits what we do with our students. Shift to OPEN education?
3. Flip the default to asynchronous, real time as the supplement
4. Dynamic practices – the direction of flow is not about static content being delivered but about open, agentive and productive spaces for both learners and educators
5. Critical pedagogy of the inexpert, porous expertise – real co-creation, of learning design. We ‘own’ the curriculum but not the social practices of teaching and learning
@NicolePonsford joined us, #edtech #TechforGood talking about how to influence and engage audiences, not just our internal student audiences, but far wider, through social media. Her work as co-founder of the Gender Equality Collective (GEC) is an inspiring example of collaborations.
The ‘Learning from Experience’ slot:
Dr Mark Readman talked about a decade of experience with running the Bournemouth EdD in Media Practice online.
Prof Debbie Holley talking about how theory underpinned the approach to scaling online learning in Nursing ‘’in a hurry’. Her talk, co-created with Learning Technologist John Moran ‘Using technology as a mediator: The Vygotsky ‘Zone of Proximal Development’ (ZPD) revisited’ pulled together the resources from their combined work, now a best practice case study (please contact John or Debbie for a copy if external to BU)
A short break was followed by:
Best practice with designing for engaging and communicating with students using our tools in Brightspace (BU LTs Tracey Webb and Dave Hunt) who talked through recent research on Zoom by students, and shared their experiences of discipline based practice
We all then went into breakout rooms to co-create a padlet around 4 scenarios, before re-convening and having a concluding discussion.
The internal BU documents will be shared through Sharepoint, and this includes worked examples of how to approach different kinds of learning scenarios; please contact individuals for further information on any of the presentations.