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The reports aim to inform curriculum development and disseminate good
practice for universities and colleges looking to respond to students’ views
on e-learning and prepare them for study in a digital age.

JISC programme manager Sarah Knight said: “Two of these publications draw
together the latest findings from JISC’s £11.36 million e-learning programme
which ended in March 2009, and show the central role technology is playing
in enhancing the curriculum design processes and practices in UK colleges
and universities.”

The first publication, ‘Responding to Learners’, is a resource pack which
offers recommendations on how institutions can better respond to learners’
expectations and uses of technology, as well as practical guidance on how to
embed learners’ voices more effectively into institutional processes and
practice.

The pack brings together the research findings from the ‘learners’
experiences of e-learning’ theme of JISC’s e-learning programme, which
funded a total of ten projects from 2005 to 2009, and involved over 200
learners in qualitative research with more than 3000 survey respondents.

Download the pack at: http://www.jisc.ac.uk/publications/documents/respondingtolearners

e-Learning is explored from a strategic viewpoint in a second publication,
‘Managing Curriculum Change’, which investigates how technology can help
make curriculum design processes more responsive and the experience of
learning more engaging, inclusive and rewarding. The publication visualises
a curriculum lifecycle, with a focus on who needs to be involved to help
theory become reality.

The written report is supported by the web based Design Studio , is a
dynamic online toolkit hosted by JISC InfoNet, which draws together a range
of JISC resources around technology-enhanced curriculum design and delivery.


Download from http://www.jisc.ac.uk/publications/documents/managingcurriculumchange

he third publication, a briefing paper on learning literacies for a digital
age, summarises findings from a recent JISC-funded report of the same name.

Sarah explained: “For those in education who want to design more engaging
learning experiences, having a greater understanding of students’
expectations with respect to technology is really key, especially as these
are constantly changing. The case studies in JISC’s publication allow us to
take a real cross-section of the student population’s needs and share that
knowledge across universities and colleges nationally.”

‘Learning Literacies in a Digital Age’ explores examples of technology
skills provision in UK further and higher education and offers a series of
recommendations for institutions which want to evaluate their own provision
in this area, based on original data including 15 institutional audits and
over 40 examples of innovative practice from across the UK.


Download from: http://www.jisc.ac.uk/publications/documents/learningliteraciesbp