Benefits of DIAL inline with DIAL year 2 objectives.
1. Institutional digital literacies/leadership (Digitally literate organisation)
1.1. Digital Terms and definitions
Support a cross college collaborative approach to policy and official terms associated to being a ‘digital literate university’ through referencing practice and active case studies:
Debate and define UALs institutional understanding of terms associated with ‘Digital literacies’ within all aspects creative practice, including media literacies, information literacies, digital practice, digital citizenship, online identities, digital/social/cultural competencies, participatory culture, digital scholarship, digital attributes, open practice, digital fluency etc. with an aim of publishing an ‘institutional’ evidence base of UAL glossary of terms based on an iterative process of practical, subject and interest specific case study evidence. With reference to JISC definitions.
1.2. Engage and support maximum stakeholder participation and communication through the development and support of DIAL project communities of practice, including open debate/forum, cross college/alumni/industry interaction, course/staff/student level case studies, events, workshops and online resources.
1.3. Integrate DIAL initiatives and resources with internal and external departments through project collaboration.
1.4. Support a new mode of delivery for the PGCert course Open Educational Practice unit.
2. Digital competencies, development and training
Testing current structures and frameworks: DIAL supports a cross college collaborative approach to addressing staff & student key competencies required for integrating ‘digitally enhanced learning’ into everyday practice and to support new practices and modes of recording and delivering CPD & PPD training and support.
2.1. Digital leadership.
2.2. Challenges facing leaders, identifying similarities.
2.3. Staff & student DIAL support groups & peer support.
2.4. Self-assessment/Self-development materials.
2.5. Planning and undertaking – responsibility back on the individual
3. College and Institutional digital baseline: http://dial.myblog.arts.ac.uk/digital-baseline-links/
3.1.Case studies, workshops, focus groups and surveys
- Student perspectives.
- Staff perspectives.
- Best practice.
- Identify Gaps.
- Personal case studies/learning journeys.
- Evidence base.
- Curriculum case studies.
- Teaching/curriculum digital integration.
- Evidence and evaluation impact on curriculum development.
4. Employability; Encourage new perspectives and dialogue between universities and employers including, students, staff, employers, employer bodies and HE/FE institutions:
4.1. Stories from different perspectives through case studies.
4.2. What students, staff and employers want in terms of essential creative/digital attributes for employability.
4.3. Share/enhance digital expectations and awareness.
4.4. Raise aspirations, test the unknowns and influence change.
4.5. Develop bespoke course/subject/employer aligned key skill sets.
4.6. Digital practice evidence and examples of progressive practices.
4.7. Change process in and out, including curriculum.
4.8. Knowing and understanding expectations.
4.9. Promote entrepreneurism.
4.10. Identify digital change agents/Champions.
5. Enhance institutional profile as a ’forward thinking institution’
5.1. Specialist in the field.
5.2. Open online presence
5.3. Sharing best practice
5.4. National and internationally recognised specialist mentors in digital practice.
5.5. Example of Sector feedback: http://dial.myblog.arts.ac.uk/about-dial/#comment-10476
Just wanted to comment on how useful the DIAL ethos and resources have been in considering the development of our digital strategy here at GSA. We are currently engaging in student-centred research regarding digital literacies in order to inform a number of ongoing and participatory initiatives aimed at providing inclusive and flexible opportunities for both tutors and students to engage with emerging technologies. DIAL’s participative, forward-looking and integrated approach has highlighted the important areas of staff/ student collaboration, harnessing the power of mutually supportive practice communities and the merits of embedding relevant technology in purpose/subject-specific contexts. Resources related to planning, collaboration and implementation accessible on this blog as well as discussion with colleagues involved in the project have been incredibly he,pful in the formative stages of planning our priorities and approach.