1. Baselining your own institutional experience1
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘bypassing’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware.
Tutors are allowing the use of the learner’s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘have nots’. Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Baselining your own institutional experience
If you are online it might help to look at the baseline framework for institutions:
and/or at the audit tools:
Also look at the tools provided on your table

2. Activity (alone or in pairs/threes)2
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘bypassing’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware.
Tutors are allowing the use of the learner’s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘have nots’. Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Activity (alone or in pairs/threes)
Choose an audit area:
Policy and strategy
Infrastructure
Support and professional services
Practices in the curriculum
Developing capability and expertise
Cultures and attitudes
Consider/discuss:
- What do we need to know?
- How could we find out?
- Who would need to be involved?
- What would be the benefits of an audit?

3. Feedback - What do you need to know? - How could you find out?3
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘bypassing’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware.
Tutors are allowing the use of the learner’s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘have nots’. Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Feedback
- What do you need to know?
- How could you find out?
- Who would need to be involved?
- What would be the benefits of an audit?

4. There are some early examples on your tables to explore4
Learners are relying increasingly on the use of their own technology for study and for assessment. Learners are therefore sometimes ‘bypassing’ college technology in order to use technology which they are more comfortable with, have personal control of and which is, possibly, more advanced. This raises issues about provision of public wifi for learners and wifi access to college networks. Of the five colleges in the PADDLE project only Yale have wifi access across their main campus which allows learners to use their own technology in the classroom. Other colleges have some areas with public wifi (these tend to be in public spaces and not the classroom) or wifi access for institutional hardware.
Tutors are allowing the use of the learner’s own technology (for assessment) where it is possible to capture and store the use of such technologies (in line with traditional assessment methods). This raises the issue of the barriers to learning faced by the technology ‘have nots’. Again Yale College is tackling this barrier by providing loanable sets of laptops for classroom use.
Feedforward
What kind of outcomes/resources would you find most helpful from the programme?
- resources for direct access by students
- resources for embedding into the curriculum
- resources for curriculum teams
- resources for professional services
- resources for strategic managers
There are some early examples on your tables to explore

5. Further information on baselining5
Further information on baselining
Summary of the project baseline reports:
Summary of the professional association baseline reports:
Institutional videos from the Developing Digital Literacies projects visit to hear about how they are implementing digital literacies at a strategic level
Baselining resources from the JISC Design Studio including institutional audit tools:

6. Programme information and resources6
Programme information and resources
Programme blog -
Digital Literacies Webinars -
Join
Follow #jiscdiglit
Come and speak to us at the Blended Learning Conference, HEA Conference, Greenwich e-Learning Conference, ALT-C, SEDA...
JISC on Air online radio programmes:
Developing Digital Literacies webinar – Where are we now and what have we learnt? – Helen Beetham, date tbc early July

7. Developing Digital Literacies briefing paper7
D r a f t o f b r i e f i n g p a p e r f o r c o n s u l t a t i o n
S u p p o r t y o u t o c o n v i n c e y o u r m a n a g e r s o f t h e n e e d f o r c h a n g e
G i v i n g t h e m p e r m i s s i o n t o l o o k a t n e w a p p r o a c h e s a n d t h e a r g u m e n t s w h y t h e y n e e d t o c h a n g e
K e y m e s s a g e s a r o u n d
R e v i e w i n g e x i s t i n g l e a r n i n g e n v i r o n m e n t s
C o n n e c t i n g a n d s h a r i n g
O p e n i n g i n s t i t u t i o n a l d a t a
C r e a t i n g a s e a m l e s s s t u d e n t e x p e r i e n c e
Developing Digital Literacies briefing paper
Developing Digital Literacies Briefing paper available in June 2012, from and available to order from
Provides a summary of the context and emerging outcomes of the programme together with links to relevant resources
Replace with image of new paper .
“Digital literacy is the intersection between digital knowhow and academic practice. Or, if you want to frame it differently, the ability to learn, the ability to learn well.”
Helen Beetham, Synthesis consultant
07/06/12 | Slide 7