Post it summary of presentation at ALTC 2018 by Sheryl Williams
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Information and digital literacy in education via the digital path
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Literacy in a digital education world and peripheral issues.
Curated by
Elizabeth E Charles
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The question in the title of this blog post was raised by the QAA commissioned research report “Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL)” (QAA, 2016). 
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An national audit of the teaching offered at universities will provide more information to future students and help drive up standards
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In 2015-16, following a call for expressions of interest open to its subscribers, QAA commissioned two small-scale primary research projects intended to encourage collaboration between providers and promote the formation of communities of practice. Via Nik Peachey
Nik Peachey's curator insight,
August 5, 2017 2:12 AM
A 60 page PDF report. Very useful if you have the time.
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How can digital capability promote teaching excellence? Date 10/10/2016 New research commissioned by QAA and carried out by Sheffield Hallam University explores ways of using technology in teaching that are best for improving the student experience, and how institutions can put the findings into practice. Technology does not always transform learning, say the researchers. The report finds that: technology may have the capability to transform teaching but is not always used to its full potential technology can aid teaching, but is never a substitute for good teaching practice (such as student-centred learning) we can and should measure student satisfaction with technology-assisted teaching, but only as one element of effective teaching it is important to raise the digital skills of all staff, rather than just a few specialists. Professor Chris Husbands, Vice Chancellor of Sheffield Hallam University and Chair of the Teaching Excellence Framework, said: 'One of the most pressing of questions for university academics is to think in challenging and applied ways about the relationship between digital capabilities and teaching excellence. 'What makes that so interesting a question is the way it poses an enduring question: What does teaching excellence look like, in different contexts? And how does digital capability develop and what does it look like? 'It is important to explore and to understand the ways in which the opportunities afforded by changing technologies can support teaching of the highest quality.'
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