This snapshot, taken on
02/07/2014
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.
Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. Therefore, the aim of this project is to: develop a model to support digital maturity linked to graduate attribute development (See figure below).

Digital Literacies in Transition – A Model for Transforming Graduate Attributes

Summary

Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. Therefore, the aim of this project is to: develop a model to support digital maturity linked to graduate attribute development (See figure below).

Transition Model Kerrigan

The aims of this project will be achieved through a series of workpackages overseen by the central Educational Development Unit (EDU) alongside the university’s newly launched e-centre, in conjunction with institutional champions and a five-university  ‘Benefits Realisation Camel’.

This project will employ cross-university studentships to foster a community of student-led research to support and feed into all other aspects of the work. Termed the IRG (Interdisciplinary Research Group), this group of students, their mentors and members of staff from all aspects of the institution will engage in baselining activities as well as develop OERs that link attribute development to DL skills and opportunities.  To engage with employers this project will develop and pilot a ‘Rate our Graduates’ initiative that will subsequently feed into curriculum design and delivery workshops, based around the ViewPoints model to support and enhance staff development. Showcasing of tools and activities will be supported through the development of School eMagazines that will act as a ‘hub’ for bring together professional, academic and discipline based activities.

Objectives

Develop strategic understanding of digital literacies at critical moments of transition, informed and supported by internal and external stakeholders, to transform programme development around graduate attributes.

Pilot studentships in an interdisciplinary research group (IRG), developing knowledge, providing guidance and mediating change in the development of digital literacies using OER tools and case studies.

Evaluate learners’ experiences of digital literacy at key points of transition: entry and the first year experience, level 5 to 6 and level 6 into professional life.  

Integrate employer feedback on our graduates, curriculum design and staff development though a ‘Rate our Graduates’ tool.

Showcase online tools & activities through student-owned eMagazines, as a gateway into professional digital literacies in science, engineering and humanities.

Develop a community of practice with other HEIs and SEDA to provide continuous reflection/feedback on our developing vision and dissemination 

Anticipated Outputs & Outcomes

  1. Review of good practice integrating student research into curricula and support of the student journey;
  2. DL guide supporting transition into university and developing a professional identity;
  3. Programme mapping toolkit, focusing on transition and Graduate Attributes
  4. Guidelines on effective interdisciplinary research to enhance students' learning;
  5. Scoping and integration of DL in Greenwich Learning, Teaching & Assessment strategy;
  6. eMagazines showcasing online tools for subject areas;
  7. A process for employers to ‘Rate our Graduates’;
  8. Peer-reviewed dissemination material;
  9. Exit, sustainability & evaluation plans;

The benefits from this project will include: (1) Students taking ownership of their learning by developing and reflecting on their DL during study; (2) Increased versatility with and use of digital tools for learning and professional development; (3) Enhanced staff satisfaction through DL-informed curriculum design and delivery strategies; (4)  DL development initiatives for staff and (5) Enhanced reputation for our graduates amongst employers through the development of DL aligned graduate attributes.

Project Staff

Project Manager
Dr Mark J.P. Kerrigan; Senior Lecturer Teaching & Learning
M.J.P.Kerrigan@greenwich.ac.uk
Tel: (+44) 208 3319640
University of Greenwich, 205 Bronte, Avery Hill Campus, Avery Hill Road, Eltham. SE9 2UG

Project Team

Antony Coombs; Academic Adviser in technology-enhanced learning
University of Greenwich
a.coombs@gre.ac.uk 
0208 331 9373

Simon Walker; Head of Educational Development Unit
University of Greenwich 
s.walker@gre.ac.uk
0208 331 7802

Juliet Hinrichsen; Senior Lecturer Teaching & Learning
University of Greenwich
j.o.o.hinrichsen@gre.ac.uk
0208 331 8608

Documents & Multimedia