Phil Devine :: Feeds

As it’s our job to not only deliver for you today but to future gaze on your behalf so that you are in a better place to make decisions, we’ve structured the latest edition of JISC Inform around that topic. We welcome your comments both on individual articles and by email to informeditor@jisc.ac.uk

Along with the events, features and advice that you’ve come to expect, in this issue we’ve pulled together our predictions for the future, including wise forecasts from key people you’ll recognise as strategic thinkers.

Here are our recommendations of what to read.

If you have 5 minutes – browse our top tips and case studies:

If you have 20 minutes – why not start with our specific advice in your area:

If you have 30 minutes – we recommend you focus on our strategic guidance:

via JISC News Web Feed

A_L_T: Enter the ALT and Google "Google Apps in Learning" Competition at http://t.co/UeVFbU4q. Closing date 10 July. #GAppsALT_IL

via Twitter / A_L_T

A_L_T: Call for 2 new Editors of Research in Learning Technology http://t.co/upje7iCF

via Twitter / A_L_T

A_L_T: Early Bird deadline extended to 17 July! Register for #altc2012 now to save 20%, bookings at http://t.co/IFM1YbGd

via Twitter / A_L_T

The results are in: major study into the behavioural habits of the “Generation Y” PhD students released by JISC and the British Library

Research students need more face-to-face and informal support tailored to their own subject area to help them embrace open web technologies and social media fully, according to the UK’s largest study of doctoral students commissioned by the technology consortium JISC and the British Library.

The Researchers of Tomorrow project surveyed 17,000 doctoral students over the course of its three year longitudinal study to set a benchmark for the research behaviour of so-called Generation Y students born between 1983-1992. Read the study online or download itThe final year of the study looked in detail at researchers’ use of social media applications within the research setting, and it found that, over the three-year period, there has been only a gradual increase in use of the social web and social media, which may seem surprising considering our increasingly digitalised culture.

For example, 23% of all the students have made passive use of online forums, but only 13% have taken an active part in any discussions: 23% followed blogs, but only 9% maintained a blog themselves. Active take-up of institutionally-provided open web resources is also low, with students requesting more information about technologies and applications such as Google Scholar, cloud computing, EndNote and Mendeley.

Louisa Dale, senior relations and support manager, has been overseeing the final phase of the study for JISC. She says: “We want to make sure that everyone within a university - from the blogging vice chancellor to the researcher connecting on Twitter - can and does utilise the latest technologies, to inspire and transform higher education and research.

“Research students and their institutions can benefit from our toolkits and resources to guide them through the process of sharing their work online.”

Maja Maricevic, head of higher education from the British Library, said: “This study is important for the British Library. We want our services and help for researchers to reflect on-going changes in the research environment. The findings present us with a challenge of working collaboratively across research support landscape to provide digital resources that are relevant and linked to high quality tailored support that is informed by researchers’ needs.”

Other findings from the report include a continuing lack of understanding about the nature of open access. Generation Y students felt that putting their own work out openly will bring them no positive benefits, and may even have a negative impact. Equally, doctoral students’ understanding of the intellectual property and copyright environment appears to be a source of confusion, rather than an enabler of innovation. The debate about open access continues to be prominent in the media, and JISC and the British Library will continue to engage with researchers to ascertain how attitudes might be changing.

The study also highlighted a marked dependency on published secondary sources rather than primary sources, such as archival materials and data sets, as the basis of students’ own original research, regardless of discipline.

The full data will shortly be open for others to delve into to see what they can extract from the research.

Read the report online or download it

Listen to a podcast with Julie Carpenter, the report author (Duration 8:16)
JISC EMBEDDED OBJECT

Subscribe to the JISC Podcast via RSS

Subscribe to the JISC Podcast via iTunes

Download the podcast

via JISC News Web Feed

A_L_T: CMALT webinar for candidates: Date: Thursday, July 26, 2012... http://t.co/NFOF3Ghu

via Twitter / A_L_T

A_L_T: Large scale curriculum redesign - conference recordings and webinar: Following the 21 May event on Large Scale C... http://t.co/NZ3UcxxW

via Twitter / A_L_T

Moving e-portfolios into the mainstream: new resources demonstrate how e-portfolios can transform the student journey

Today JISC launches three resources to help universities and colleges to implement e-portfolios effectively at scale created from successful practice from the UK, Australia and New Zealand. The materials explore the ways in which you can help to boost learner achievement, enhance employability and even support the development of new courses.

Key messages from from these resources have been synthesised in to a short guide, ‘Crossing the Threshold’ , which summarises the issues and benefits experienced by pioneer institutions and provides signposts to key aspects of the resources.

JISC programme manager Lisa Gray says that a review of both the toolkit and supporting videos gives a thorough, accessible introduction to implementing e-portfolio tools.

She said: “What shines out from the case studies is the enormous potential that e-portfolios offer, and the benefits that they deliver to students over and above what they might achieve on their own, via Facebook or some other platform.

“Many universities, colleges and professional bodies, are now exploring the potential of e-portfolios on a wider scale, but there have been few attempts to share good practice and celebrate successes.

At Southampton Solent University, the e-portfolio system called Mahara, has been integrated with the virtual learning environment to enable students on media courses to give full rein to their creative abilities and sell themselves to future employers.

Fiona Burton, careers advisor at Southampton Solent University, said: “Employers say they can’t find graduates with the appropriate skills. Using an e-portfolio they’ll be able to evidence those skills.”

The University of Wolverhampton is another example of an institution that has been exploring more innovative approaches to e-portfolios, and has found that learners studying remotely can evidence their achievements and experiences more clearly, and achieve qualifications via an e-portfolio system such as PebblePad.

In addition to developing short courses for employees of local businesses, the university has launched a new undergraduate law degree that is being delivered entirely through an e-portfolio tool.

Explore the toolkit and video case studies

Read Crossing the Threshold in a format that suits you

JISC have also recently released an effective practice guide for institutions that explores ways how they can respond flexibly to the need of a broader range of learners and meet the opportunities and challenges presented by lifelong learning called Effective Learning in a Digital Age.

via JISC News Web Feed

JISC response to the Finch report

JISC welcomes the ‘Accessibility, sustainability, excellence: how to expand access to research publications’ also known as the Finch report, published today. The Report examines how to expand and improve access for everyone to international peer-reviewed research.

Martyn Harrow JISC executive secretary says, "JISC believes that publicly-funded research should be made available as widely as possible. We work with universities, funders, researchers and publishers to make this happen.

"This report provides a clear direction of travel towards open access, and we look forward to working through the UK Open Access Implementation Group to support and pursue these recommendations. The report also stresses the potential of extended licensing and JISC’s existing expertise in this area will be invaluable,” he said.

Martyn continued, “Finally, the report notes an important and continuing role for repositories, and the work needed to improve that infrastructure. Again, JISC will work with partners to continue to address this. In combination, these recommendations will mean that more people and organisations will have greater access to UK and worldwide university research than ever before.

“JISC particularly welcomes the suggestion that JISC will play a key role in gathering and analysing data that indicates progress in the transition to open access. We have a strong role to play on behalf of the research community and the university sector in ensuring the best possible advice, information, guidance and tools are available to share their knowledge in this area.”

JISC Collections negotiates national license and content agreements for UK colleges, universities and schools to ensure access and value for money for journal content providing economies of scale and quality resources. JISC also provides guidance on how to set-up your own research repository and to support your journey to adopting the right open access route for your research and your organisation.

Find out more about open access

via JISC News Web Feed