Please complete our questionnaire! Do your children, or friends’ children have itchy eczema? We are trying to find out how we can use Virtual Reality to help get a child relaxed and able to sleep.
How can you help? We have ethics approval for our questionnaire, and want as many people as possible to share their ideas. On the questionnaire, you can offer to be a willing family happy to test out some ideas from home, using google cardboards we will supply,
Our Nursing students using VR.
About the Project
Bournemouth University would like to know what kind of VR game will help children with eczema relax and stop scratching.
Can I take part in the project?
If you are aged between 7 and 11 years old, and you have eczema, ask your grown up if you can take part in our research project.
What do I need to do?
If you want to take part, then you will need to complete an online questionnaire (your adult can help you read/type). Every child who completes a questionnaire will be entered into our prize draw with the chance to win a £50 Amazon voucher or one of five £10 Amazon vouchers (selected randomly by our computer). Each child can complete the questionnaire once (so if you have more than one eligible child then you can do more than one entry per household). The deadline is the TBC
When you fill in the questionnaire it will give you the chance to volunteer to take part in an optional zoom session with Dr Heidi Singleton/ Professor Debbie Holley. The zoom session will allow you to view the virtual reality game/scene and then you can let us know what you think about it. We will send you a googlecardboard headset in the post (which you can keep), you will be able to view the software via this headset. Every child who takes part in the zoom session will be sent a £20 Amazon voucher (to their adult’s email address).
Where can I find the online survey?
The questionnaire is now live, and we would love your replies by Wednesday 23rd June Link Here
This year’s programme focused on learning and teaching, and libraries with a day dedicated to each key theme:
Reframing the student experience
Tomorrow’s technology in today’s education
Culture and resilience
I was privileged to be on the Conference Steering Group, helping the great @Jisc team to frame the conversations as this amazing event unfolded. With Dr Sara Jones (deputy dean in the faculty of computing, engineering and media, De Montford University) and Cameron Mirza we worked with Jess Moore the senior editorial officer to record two pre-conference ‘thought pieces’ considering education of the future. We then co-authored a series of blog posts to share the learning from the discussions with the AdvanceHE National Teaching Fellows (NTFs).
In December we considered what has the pandemic taught universities about leadership and discussed the evolving role of digital technologies, the changing needs of students, and the future role of higher education. Despite the challenges of the sector pivoting to online at such short notice, we all agreed that continuing to move ahead with the digital agenda for HE was critical, but more needed to be done re equity, mental health and curriculum (re) design allied with excellent learning design.
February 2021 saw us reconvene to consider digital leadership and our aspirations for the sector. As the ONS reported that month, 37% of students were nor satisfied with their studies, and 63% reported wellbeing concerns, our panel concluded that, as educators we should Never Assume: Internet access, student access to devices of their own, access to their own study space in family homes.
We also concluded that Universities were already starting to business reengineer their processes, and this work should continue through to considering the ‘student experience of the future’; our panel saw these changes as essential in an area of very rapid HE policy change.
Our third conclusion was, as the sector faces a series of challenges, and we need to co-operate for successful scaling up and moving forward. Technology and the confidence about when to use (and when to step away from use) is crucial for shaping the future of education.
Moderated by Jisc managing director of higher education, Jonathan Baldwin, I joined a panel discussing ‘Shaping tomorrow together – the future of education and learning’.
Alex Butler, the chief digital and information officer, Bath University;
Aftab Hussein, the ILT manager from Bolton college, whos amazing work on ffv ; and
Steven Hope, head of independent learning, Leeds City College we explored the biggest challenges and hurdles for 2021,
Debbie Holley, Professor of Learning Innovation, Bournemouth University
In our discussions, we explored what the global pandemic has taught us about current and future student generations; understanding what will prove to be the lasting benefits of the new learning model(s) that the sector has quickly adopted; and finally the biggest challenges and hurdles in 2021?
Out of four days of fabulous sessions, panels and keynotes it is impossible to even start to highlight the range and depth of work covered, but for me, a key highlight was Prof Steven Heppell in conversation. Amongst all the doom mongering and talk in the UK press about school age, Steve sees this generation of learners, given some curricula freedom, as exceptional. This work is currently underway in Australia. Find our more at http://heppell.net/
Based on our research we make the following recommendations for universities, sector agencies and government:
Universities to use their strategic and structural planning processes to effect the digital transformation of learning and teaching, ensuring that sponsorship is provided by governing bodies and executive teams
Universities to review their strategic investment in digital learning and teaching
Universities to make investment plans to mitigate the heightened cyber security risks that arise from greater dependence on digital technologies
Universities to think radically about the scale and scope of their learning and teaching activities, prioritising blended learning approaches wherever possible
Universities to accelerate the adoption of blended learning, with close involvement of students in all aspects from design to delivery
Universities to ensure inclusivity and accessibility are integral considerations in curriculum redesign
Universities to ensure their professional development plans include digital training, peer support mechanisms and reward and recognition incentives to encourage upskilling
Universities and sector organisations to establish research to remain in step with the changing digital preferences and expectations of prospective higher education students
Universities, government and funders to provide additional funding or means to reduce digital poverty as a barrier to students accessing higher education
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
As the pandemic spreads, our wonderful Head of Library and Learning Support here at BU shares the links to all the free resources, for those wanting the evidence base and research. Please share widely…