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Zoom Cloud Recording of Conference 22nd June 

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Zoom Cloud Recording of Conference 22nd June 

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Keith shows how SSSC using an open approach to learning materials , courses and open badges has with a small team built the infrastructure with a to support training , development and accreditation across a very large , diverse and distributed workforce .

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Interactive Media with Agenda (and Sign Up Form removed)

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ALT SCOTLAND Annual Conference 22nd June 2021 by Louise Jones

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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DLT - DSDL - Presentation - 2021 - June - ALT conference v3

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Ethical Framework for Learning Technology - mentimeter results 

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Ethical Framework for Learning Technology - mentimeter results 

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results from our feedback session

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Please do share any feedback on today with us, we're delighted you have been able to join or drop by here. Thank you to everyone who contributed today.

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In the past year, the OU in Scotland has launched two OER to support widening access and participation in HE. Both were developed in partnership with other universities, colleges, SFC, students and third sector organisations, and both centred on the student voice. They sit on OpenLearn Create platform so are free to access by all and made available with CC-BY-NC-SA licences so institutions can adapt them and take them in-house onto staff learning platforms if they choose.
Carer Aware at University (with Carers Trust Scotland, based on original by CDN)
Corporate Parenting in Higher Education (with Who Cares? Scotland, CDN recently launched version for colleges) - shortlisted for Herald HE Award in Partnership category

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Open Educational Resources from the University of Edinburgh

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Open Educational Resources from the University of Edinburgh

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OER Showcase

Open Policies for Learning and Teaching

OER for Schools

Open Media Bank

Open Licensed 3D Models

Digital Safety and Citizenship Resources

Wikimedia in the Curriculum Resources

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Reflections on this paper by David Kernohan WonkeHE

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Reflections on this paper by David Kernohan WonkeHE

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Executive summary

The first national lockdown in March 2020 sparked a rush of activity in universities and colleges to transition from in-person teaching to online delivery. This was done at great speed under intense pressure. By the time this review was commissioned in June, there was already a wealth of expertise and innovative practice to explore.

This report attempts to capture the lessons from an extraordinary phase of change. We conducted 52 interviews with digital teaching and learning experts and higher education professionals from around the world, received 145 responses to our call for evidence and surveyed 1,285 students and 567 teachers.

What follows is built on a vast array of learning and expertise and we are grateful to all those who contributed. Most importantly it offers a roadmap for the future. The review establishes what we take as the essential components of successful digital teaching and learning, and recommends core practices that all universities and colleges can use to improve for the benefit of generations of students to come.

The report does not represent regulatory advice or guidance. Instead, we are focused on sharing what we have learned, supporting reflection, and prompting further action, research and exploration of the ideas presented here. It is independent from the Office for Students' (OfS's) regulatory functions and the recommendations should not be interpreted as regulatory requirements.

Adapting under pressure

Universities and colleges across the country shifted at great speed, under great pressure, often into uncharted territory. 58 per cent of students and 47 per cent of teaching staff we polled had no experience of digital teaching and learning before the pandemic. By December 2020, 92 per cent of students of students surveyed were learning either fully or mostly online.

Video seminars, live and recorded online lectures, and lecture slides covered the bulk of digital teaching, with students also taught in digital labs, placements, and online performance and portfolio reviews. But these broad categories only scratch the surface.

Case studies in this review highlight the innovation on show. Digitally simulated scenarios for paramedic training, science experiments conducted with remote-controlled lab equipment, online master classes for music students, digital exhibitions connecting final-year portfolio students with industry experts and employers, virtual writing cafés - the speed and scope of adaption was extraordinary.

Universities and colleges were also forced to address issues of digital access. Previous polling by the Office for Students (OfS) found students impacted by unreliable internet connections, lack of access to appropriate hardware and software, and unsuitable home study spaces. Universities responded in a range of ways. Some delivered 4G dongles to students and expanded existing laptop loan schemes for students in need. Other initiatives included making learning resources available on mobile apps and developing alternative modes of assessment.

What did staff and students say?

A range of polls and surveys have sought to capture student experience during the pandemic with varied results. Most students responding to our polling (67 per cent) told us they were content with their digital teaching. A similar proportion (61 per cent) said teaching was in line with their expectations, although 29 per cent said it was worse than expected. Almost half of students (48 per cent) said they were not asked for feedback on the teaching they have received.

Polling also highlighted the need for increased support for teaching staff. Only 21 per cent of teachers said they were 'very confident' that they had the skills to design and deliver digital teaching and learning. Almost half of students (49 per cent) were very confident that they had the skills to benefit from online learning (see Figure 1).
Figure 1: How confident or not are you that you have the knowledge and skills necessary to design and deliver digital teaching and learning? (teaching staff) Figure 2: How confident or not are you that you have the digital skills necessary to successfully engage with the digital teaching and learning you are receiving? (students)
Over a third of teachers (36 per cent) reported having no access to technical support while teaching digitally, compared with under a quarter of students. And 23 per cent of teachers felt they lacked the right technology, compared with 15 per cent of students.
Figure 3: While delivering digital teaching and learning, have you been without access to any of the following? (Please select all that apply) (teaching staff) Figure 4: While digitally learning this academic year, have you been without access to any of the following? (Please select all that apply) (students)
Seizing the opportunity

Professor Iain Martin, Deakin University (Australia)

'Digital delivery will be the norm as the world moves to blending digital work and life with place-based activities.'

We heard this sentiment from Professor Martin repeated throughout the review. Despite the fraught circumstances of the pandemic, there was a consensus that innovation forced through lockdown may lead to lasting and positive change. Widespread digital teaching and learning is just not an emergency stopgap, but will have an important role in the future.

In a survey of international university leaders in May 2020, 55 per cent agreed that the experience of mass online teaching and the realisation of its possibilities will increase the use of fully online degrees at their institutions over the next five years. Our own polling found that 70 per cent of academic staff agree that digital teaching and learning provides opportunities to teach students in new and exciting ways.

Online teaching has a range of potential benefits, and in our research five broad positives stood out.
Five benefits of online learning:

Increased flexibility.

Personalised learning.

Increased career prospects.

Pedagogical opportunities.

Global opportunities.

Several studies have compared in-person, online and blended courses, but there is little evidence that outcomes based on the mode of teaching differ significantly. The effectiveness of a course is based on the approach to the design and the quality of teaching rather than just how it is delivered. Digital teaching and learning can have enormous benefits, but it must be done well.

What does good digital teaching and learning look like? How can universities and colleges achieve it? Based on our review we have identified six core components of successful digital teaching and learning that educators can apply directly in their work.
Figure 5: The six components of successful digital teaching and learning

1. Digital teaching must start with appropriately designed pedagogy, curriculum and assessment.

2. Students must have access to the right digital infrastructure.

3. Good access enables staff and students to build the digital skills necessary to engage.

4. Technology can then be harnessed strategically, rather than in a piecemeal or reactive way, to drive educational experience and outcomes.

5. Inclusion for different student groups must be embedded from the outset.

6. All the elements need to be underpinned by a consistent strategy.

What does this model mean in practice?

Redesign pedagogy, curriculum and assessment

Technology cannot just be bolted onto existing teaching material. There needs to be a focus on how students learn. Instead of blunt attempts to replicate in-person settings, learning outcomes should drive how technology is used. For example, students said they benefited from round-the-clock access to resources ahead of taught sessions, like short instructional videos demonstrating lab techniques. When students then enter the lab, they already have an understanding and can use lab time more effectively.

Joanna MacDonnell, Director of Education and Students, University of Brighton

'The blended learning delivery model has provided the opportunity to begin to design out traditional long monologue lectures, through emphasising the "chunking up" of delivered content in pre-recorded and live MS Teams lectures, and through face-to-face sessions being dedicated to practical work, seminars and small group teaching.'

High-quality courses need rigorous and fair assessment - this does not always have to mean invigilated written exams in lecture halls. Universities moved thousands of exams from in-person to online and we heard of many approaches: open-book exams with a prescribed timeframe, online timed assessments and assessments based on digital scenarios. More work needs to be done to develop scalable approaches, particularly in addressing potential risks around plagiarism and ensuring that sweeping changes to assessment methods do not bake in unwarranted grade inflation.

However, it is clear that digital assessment is not just consistent with the maintenance of rigorous standards and consistency over time; when it is done well it can actually enhance it. Where this happens, it is more important than ever that there is strong moderation to ensure the maintenance of standards and the integrity of assessment and qualifications.

Digital access

The shift to remote teaching meant students needed to work in family homes or shared accommodation, worsening issues around access to the equipment, infrastructure and space needed to engage in their studies. Around 30 per cent of the students we polled lacked good enough internet access, and 30 per cent did not have access to an adequate study space.

We propose a definition of digital access which combines the essential things all students need to benefit fully from digital teaching, as shown in Table 1.
Table 1: Definition of digital access

Appropriate hardware

Students have the hardware that allows them to effectively access all course content.
Hardware is of the specification required to ensure that the student is not disadvantaged in relation to their peers.

Appropriate software
Students have the software they need to effectively access all aspects of course content.

Robust technical infrastructure
Technical infrastructure and systems work seamlessly and are repaired promptly when needed.

Reliable access to the internet

Students have reliable and consistent access to an internet connection.
Reliability and bandwidth of the internet connection are at a sufficient level for ensuring that a student is not disadvantaged in relation to their peers.

A trained teacher or instructor
Students have a trained teacher or instructor who is equipped to deliver high-quality digital teaching and learning.

An appropriate study place
Students have consistent access to a quiet space that is appropriate for studying.

We saw a number of short-term fixes attempted during the pandemic. But to address digital poverty effectively, the higher education sector will need to develop systemic and long-term solutions.

Universities that have adapted well to digital and blended learning proactively assess students' digital access on an individual basis. This means engaging with students before their courses start and offering practical solutions where necessary. This could involve loaning devices, offering financial support, or working with other local organisations to provide appropriate study space.

Jenny Coyle, Programme Leader of HNC and HND Acting and Musical Theatre, The City of Liverpool College University Centre

'One case I experienced this year was with a BA student who didn't have access to a laptop nor wi-fi. She has a young daughter and could only really work after she had gone to bed. I worked with her using WhatsApp voice notes, which she performed some evaluative assessment on but also doing tutorials via phone [...] Our final assessed tutorial was on a video call via WhatsApp, which was recorded audio and video. This student was close to giving up at the start of lockdown, but has walked away with a 1st Class BA Hons Degree.'

Small adaptations to the way digital teaching and learning is delivered can make a big difference. For example, resources can be designed so that students who have lower bandwidth connections can access all content, and offline alternatives made available.

Evidence suggests that school closures will widen educational attainment gaps and universities are increasingly sensitive to the impact of the pandemic on school learning and lower-income households. Delivering on digital access is likely to become a more important part of meeting ambitions to improve access and participation for students from disadvantaged backgrounds.

Build digital skills

Students are confident in their own digital skills - significantly more than staff, according to our polling. However, universities and colleges can still improve the support and training on offer for students.

For next year, universities and colleges will wish to consider how to communicate to students the digital skills they need before their courses begin, how to help build these skills on the courses, and develop mechanisms for students to track their skills progression. There is a wider opportunity to align skills with those that graduates might be expected to have in work. By regularly using digital technologies, students are already building skills that are likely to be useful in the jobs they have after graduating.

Andy Beggan, Dean of Digital Education, University of Lincoln

'One anticipated change for art-based programmes is courses placing more emphasis on developing student digital and website development skills in preparation for more virtual performance and exhibitions.'

Staff need support too. Our polling found that 47 per cent of teachers had no experience of digital teaching and learning at the beginning of lockdown in March 2020. While staff grew more confident as the pandemic progressed, we often heard that their digital skill level could be a barrier to successful teaching.

Harness technology effectively

We often heard that the pandemic had highlighted inadequacies in digital infrastructure and that greater investment was needed.

The best technology meets the real-world pedagogical needs of teachers and helps deliver improved learning. However, students and staff suggested to us that overly complex systems or using too many digital platforms can be counterproductive.

Where possible, platforms can be streamlined into a seamless digital environment for students and staff. Ideally, this should be combined with regular training and opportunities for students to build skills - as well as considerations of how accessible virtual platforms are to different student groups.

Several areas promise exciting developments, including augmented and virtual reality and data analytics. Capitalising on these opportunities needs collaboration between higher education providers and technology companies, meaningful consultation with staff and students, and a culture that is open to change.

Embed inclusion

While the flexibility of online learning can open up higher education to more students, there are risks, which may cause some to feel excluded from digital communities. It is critical that universities build inclusivity into their overall approach.

'Whilst everyone is getting more used to communicating in an online environment, it is more challenging for an educator to "read the room" and pick up non-verbal cues that demonstrate understanding or misunderstanding; this has many potential consequences but can be particularly challenging for disabled students or across different cultures.'

The pandemic highlighted a number of benefits relating to inclusion, with broad agreement that some students who did not previously feel able to fully contribute are significantly more engaged. For example, chat functions enabled more questions than in-person settings.

There are three broad stages to embedding inclusion systematically:

Review and evaluate - engaging with different student groups and proactively seeking feedback are essential.

Design inclusively - those designing online platforms should have a clear understanding of the needs of teachers and different student groups.

Adapt safeguarding practices - there must be robust mechanisms to report and deal with online harassment and other forms of hate crime.

Plan strategically

High-quality digital teaching and learning requires significant investment, for example in staff training, buying equipment, staff time to develop resources, and updating old platforms. While substantive, these costs should be seen in the context of the potential benefits they bring. Done well, digital teaching and learning can improve learning outcomes, enhance student engagement and perceptions of value, and build resilience in the face of future shocks.

Recommendations

We have condensed the lessons from our review into a set of recommendations that we believe leads to high-quality digital teaching and learning. To help make these recommendations practical, we have drawn out six things we think every university or college leader should consider ahead of the 2021-22 academic year. The overarching recommendations, which we hope will remain relevant for years to come, follow this highly practical set of prompts to aid leaders as they approach the coming year.
Table 2: Recommendations
[i] Full results of the polling are available in the main report, in Annex B. All further references to polling conducted for this review are to this.

[ii] The Office for Students, 2020, ''Digital poverty' risks leaving students behind', available at: https://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/digital-poverty-risks-leaving-students-behind/

[iii] See: Office for Students, 2020, 'What students are telling us during lockdown', available at: https://www.officeforstudents.org.uk/news-blog-and-events/blog/what-students-are-telling-us-about-learning-during-lockdown/; and Times Higher Education, 2021, Digital Teaching Survey. Available at: https://www.timeshighereducation.com/features/times-higher-educations-digital-teaching-survey-results

[iv] Times Higher Education, 2020, 'THE leaders survey: will Covid-19 leave universities in intensive care?' Available at https://www.timeshighereducation.com/features/leaders-survey-will-covid-19-leave-universities-intensive-care.

[v] Veletsianos G, 2020, 'Learning online, the student experience', John Hopkins University Press; Education Endowment Foundation, 2020, 'Remote learning, rapid evidence assessment. Available at https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely/; Means B, Toyama Y, Murphy R, Bakia M, Jones K, 2009, 'Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies', U.S. Department of Education. Available at https://eric.ed.gov/?id=ED505824; Arizona State University Foundation and The Boston Consulting Group, 2018, 'Making digital learning work: success strategies from six leading universities and community colleges. Available at https://edplus.asu.edu/sites/default/files/BCG-Making-Digital-Learning-Work-Apr-2018.pdf (PDF).

[vi] Education Endowment Foundation, 2021, 'Best evidence on impact of school closure in the attainment gap. Available at https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-impact-of-school-closures-on-the-attainment-gap/

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Digital Teaching and Learning Review - executive summary - Office for Students

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The first national lockdown in March 2020 sparked a rush of activity in universities and colleges to transition from in-person teaching to online delivery. This was done at great speed under intense pressure. By the time this review was commissioned in June, there was already a wealth of expertise and innovative practice to explore.

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Links to Education Scotland (College) Report and Virtual Bridge Session:

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Links to Education Scotland (College) Report and Virtual Bridge Session:

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LearnTech & College Landscape @kenjilamb, @waltatek

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Videos 3D modelling : https://www.kaltura.com/index.php/extwidget/preview/partner_id/2576961/uiconf_id/44682411/entry_id/1_8s6iwxpn/embed/dynamic?

https://configurator.brand3d.com/v/jod2PhfTFozHEPicIVK3

Video 360 https://educonference.mediaspace.kaltura.com/esearch/search?keyword=360

Choose your own adventure – branching videos : https://corp.kaltura.com/video_resource/interactive-video-example-recruiting-for-deloitte/

Videos for accessibility (transcription and automatic translation with Christine Lagarde) http://2176511.mediaspace.kaltura.com/media/1_9kocim5n

Media Hub for internal and external video assets : https://media.ed.ac.uk/home (University of Edinburgh)

Video editing : https://learning.kaltura.com/media/Getting+Started+with+the+Kaltura+Video+Editor/1_6uv2bbqz/80077851

Asynchronous Personal Capture : https://educonference.mediaspace.kaltura.com/media/What+is+LeadershipF/1_z0osro3t

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We've been taking comments from here and finalising feedback today - so this is last chance to make some comments here that we will take into response

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Scotland's Digital Revolution for Learners Consultation draft v8

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Take your teaching online - OU resources

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Take your teaching online - OU resources

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A number of schools and universities may be required to close due to the coronavirus outbreak, but how can you quickly move your teaching online?

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Open resources from City of Glasgow College 

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Open resources from City of Glasgow College 

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We've made a very conscious effort to open up resources . The LTA website has resources for staff and other Colleges wishing to learn about learning design and support for range of technical solutions - all repurposable and free . We also open up all of the webinars - we have had around 6000 attendees - about 500 from other Colleges and institutions .

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Learning Technologists administer the College's VLE, driv e the adoption of learning technologies, test the pedagogical relevance of learning tools and train staff to use a variety of recommended digital tools.

Lecturer Development support lecturers by s haring experimentation, practice and resources. They also run a new lecturer integration programme and provide opportunities to gain academic teaching qualifications .

Library services at City of Glasgow comprise s two campus libraries and access to curriculum aligned collections in print and digital to support learning and the professional development of lecturers.

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Welcome The Learning & Teaching Academy, has been established to position City of Glasgow College as a sector leading tertiary academic development unit. The Academy is formed of three teams: Learning Technology, Lecturer Development and Library Services which brings together expertise in

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Videos from the 'How to Create an Online Course' MOOC have been open licensed and shared for re-use and download on our media platform Media Hopper.

Created by digital education experts in the University's Educational Design and Engagement team, the course provides guidance on how to create online learning materials that are open, accessible, and engaging.
Click here to view and download the videos directly on Media Hopper Create
More information on the free online course which is provided through the Future Learn MOOC platform can be found here: Info on the course How to Create an Online Course

Header Image: Promotional image from the online course

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Videos from the 'How to Create an Online Course' MOOC have been open licensed and shared for re-use and download on our media platform Media Hopper. Created by digital education experts in the University's Educational Design and Engagement team, the course provides guidance on how to create online learning materials that are open, accessible, and engaging.

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Our Digital Ambition for Scotland's College

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Our Digital Ambition for Scotland's College

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The Digital Ambition for Scotland's Colleges (1.44 MB) has been developed by the college sector, for the college sector to provide evidence on the sector's digital intentions.

It will enable the sector to support the full range of learners accessing college-based learning platforms across Scotland. It will also ensure that colleges can quickly respond to the changing needs of the labour market and deliver skills for the new economy 4.0.

The Digital Ambition has been developed and agreed following consultation with the sector and key partners in the digital industry.

Dr Ken Thomson OBE, Principal of Forth Valley College, was the sector lead and introduces the document:

The Minister for Further Education, Higher Education and Science, Richard Lochhead MSP, shares his thoughts on the Digital Ambition:

Hear what Jason Miles-Campbell, Head of Jisc Scotland and Jisc Northern Ireland, has to say about it:

Hear what Gillian Docherty OBE, Chief Executive Officer, The Data Lab has to say about it:

ScotlandIS has endorsed the publication:

"ScotlandIS are delighted to support the Digital Ambition statement as laid out by Colleges Scotland. ScotlandIS recognises the importance the College sector has to play as part of Scotland's ambition to become a digitally leading and digitally inclusive nation. Colleges are important vehicles of sustainable economic growth across our cities, towns and communities here in Scotland and these aims and ambitions will go a long way to help us realise our digital potential.

"The COVID-19 pandemic has highlighted the importance and need for society as a whole to upskill and reskill. ScotlandIS firmly believe that Colleges are ideally placed to help meet these demands we will require for our future workforce. As always, ScotlandIS and our members stand ready to support our Colleges to become world leaders in digital education."

For further information about the Digital Ambition for Scotland's Colleges, please contact Tom Hall.

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Our Digital Ambition for Scotland's Colleges

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The Digital Ambition for Scotland's Colleges (1.44 MB) has been developed by the college sector, for the college sector to provide evidence on the sector's digital intentions. It will enable the sector to support the full range of learners accessing college-based learning platforms across Scotland.

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eProctoring an Edinburgh University story

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eProctoring an Edinburgh University story

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Happy to chat to anyone re online invigilation fun :)

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University of Edinburgh's guidance on Online Invigilation and Remote Proctoring

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University of Edinburgh's guidance on Online Invigilation and Remote Proctoring

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Information on Online Proctoring.

This page provides advise from ISG for users considering online proctoring tools. 'Proctoring' means the same thing as 'invigilating' however in the USA the term proctoring is more common, so the software solutions often refer to the term proctoring. ISG currently do not have a preferred proctoring supplier but are working on providing one going forward.

What is online proctoring?

Online Proctoring allows users to participate in an online exam in a location which is convenient for them.  It allows the institution to replicate exam hall conditions whilst monitoring the student digitally and can include:

Student ID Checks

Room Scans

Audio/video recording

Screen Recording

Locked down browsers

Human or AI based invigilators

Online proctoring only the invigiliation aspect of an exam and does not include the online assessment software.

Use of Online Proctoring at the University of Edinburgh

In 2020, a task group was set up to make recommendations in light of the move of almost all assessment online across the University. This group was called the Online Remote Examinations and Assessments task group (OREA). The group has a webpage and a recommendations paper which was published and shared around the University.

Due to many of the challenges listed above, including ethical considerations, the OREA task group recommended that online proctoring should only be used in specific use cases and not as a blanket solution; and that there should be an approval process to ensure consistent decision-making. These recommendations were approved by Senate Education Committee in September 2020.

Requirements

The majority of online proctoring solutions require users to have the tools and equipment below. Failure to have any of the following will mean the user is unable to participate.

A computer on which they have administrative rights

Windows or Mac supported and updated operating system (linux support varies)

Up-to-date Google Chrome or Firefox browser

Reliable internet connection (min 300kbps)

A working web camera

A working microphone

Benefits and risks of proctoring

Proctoring is effectively the translation of an offline activity (exam hall invigilation) to an online activity. In a University environment, it has a number of benefits such as flexibility of location (allowing students to participate in proctored assessments all over the world) and reduced physical space requirements (for the University).

However, there are also a number of challenges to contend with, some of which may be hard to overcome such as:

user privacy concerns

scalability

costs (which will paid for by the school)

additional risks of technical failure (broadband drops, local hardware issues, power)

inequality

digital anxiety

Governance and Approval Process

The use of proctoring in online exams requires approval from the relevant College Teaching and Learning / Education Committee. Requests should be made to the relevant School Board of Studies in the first instance. If the Board of Studies supports the request, the School should then seek approval from College as appropriate.

For further information contact:

Possible use cases where online proctoring may be appropriate

1. In professionally regulated degrees, as a 'fall-back' position for high stakes assessments that normally need to take place in-person under invigilated conditions.

2. Where a high-stakes assessment needs to take place concurrently in-person under invigilated conditions for campus-based students and online for off-campus students. In this case, online proctoring may be appropriate to ensure equivalency between these cohorts. Note that this use-case only applies in the situation where campus-based students are sitting in-person exam

Related links
OREA task group IS Proctoring Discussion Paper (2020, internal audiences only)Assessment Continuity Guidance

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Information on Online Proctoring. This page provides advise from ISG for users considering online proctoring tools. 'Proctoring' means the same thing as 'invigilating' however in the USA the term proctoring is more common, so the software solutions often refer to the term proctoring.

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CDN Research – 5 takeaways

The response of college staff to the dash to digital in 2020 has exceeded expectations.

The switch from digital as an enhancement (to classroom learning) to digital as the sole channel of teaching and learning has demanded new behaviours and skills from learners and staff.

The rapidity of the change has resulted in colleges responding individually to their own challenges with little opportunity to share best practice or collaborate on the development of training resources.

Digital capabilities are now recognised as a key element in the GTCS Professional Standards for Lecturers and now figure in professional review for every lecturer

Digital health and wellbeing are recognised as important aspects of the teaching and learning experience for both staff and learners

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The National e-Learning offer is made up of three elements - live, recorded and supported resources. Live resources include interactive, online classes. Recorded resources are available to watch at any time. Supported resources include assessments, practical experiments, revision resources and more.

All resources have been created by educators for educators to support the development of learning opportunities across the curriculum, from the beginning of the Broad General Education through to the Senior Phase. Some course content has also been mapped to BBC and SCHOLAR materials. The site will grow as more content is developed.

Find out more about this offer on the National Improvement Hub and visit Digilearn.scot for support on the use of digital technology in learning, teaching and assessment.

The National e-Learning Offer will continue to support learning and teaching in session 2021/22. View our flyer on the range of support available for more information.

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National e-Learning Offer | Education Scotland

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The National e-Learning offer is made up of three elements - live, recorded and supported resources. Live resources include interactive, online classes. Recorded resources are available to watch at any time. Supported resources include assessments, practical experiments, revision resources and more.

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/Eh9Y0wxCQC https://t.co/J2phYQkKff

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/Eh9Y0wxCQC https://t.co/J2phYQkKff

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I just issued our first batch of Open Digital Badges for our current Members... I am beyond excited watching my live report from @OBFactory_ as people start to claim them ! I only pressed the button a couple of minutes ago and nearly 200 have claimed it already !!! @A_L_T https://t.co/ZaMopgch9N

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/J2phYQkKff pic.twitter.com/Eh9Y0wxCQC
— ALT - alt.ac.uk (@A_L_T) June 18, 2021

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/Eh9Y0wxCQC https://t.co/J2phYQkKff

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I just issued our first batch of Open Digital Badges for our current Members... I am beyond excited watching my live report from @OBFactory_ as people start to claim them ! I only pressed the button a couple of minutes ago and nearly 200 have claimed it already !!! @A_L_T https://t.co/ZaMopgch9N

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/Eh9Y0wxCQC https://t.co/J2phYQkKff

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It's been great to see hundreds of our members claim their #openBages this week! #altc https://t.co/Eh9Y0wxCQC https://t.co/J2phYQkKff

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I just issued our first batch of Open Digital Badges for our current Members... I am beyond excited watching my live report from @OBFactory_ as people start to claim them ! I only pressed the button a couple of minutes ago and nearly 200 have claimed it already !!! @A_L_T https://t.co/ZaMopgch9N

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Found it !

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The Scottish Qualifications Authority is to be replaced as part of a "substantial" overhaul of education, following an independent review.

The government said changes would be made in response to the OECD's report on the Curriculum for Excellence (CfE).

It backed the curriculum as a whole but said there was too much focus on exams in later years of schooling.

The exams body is to be broken up and replaced, with pupils, parents and teachers to be consulted on changes.

Schools agency Education Scotland is also to be shaken up, with responsibility for school inspections to be split off to a new independent system.

Education Secretary Shirley-Anne Somerville said there would be a "period of change" to "improve, to achieve more and to deliver for Scotland's pupils".

But opposition parties said the report was a "damning judgement of Scotland's exams system" and that reforms were "long overdue".

The independent report from the OECD - the Organisation for Economic Co-Operation and Development - was commissioned by the Scottish government in 2019, but pushed back due to the Covid-19 crisis.

The pandemic has brought particular focus onto the school qualifications system, with criticism of how grades have been decided after formal exams were cancelled two years running.

The long-awaited review backed the curriculum as a whole, but said there was a "misalignment" between its aims and the narrow focus on exams in later years.

It said the "visionary ideals" of the curriculum - which was meant to be focused on producing more rounded individuals rather than teaching to tests - had not fully succeeded, with the qualifications system a "barrier" to its aims in secondary education.

Ms Somerville said the report was "crystal clear that Curriculum for Excellence is the right approach for Scotland" - but said it was "right and proper that we review how it is being implemented".

She said: "We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE - exactly as the OECD recommends.

"Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency's functions is required.

"What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland's pupils. Our commitment is to do exactly that and we will work with everyone and anyone willing to help to make that a reality."

SQA chief executive Fiona Robertson welcomed the OECD report, saying the creation of a "new specialist agency" would be "an opportunity for significant change that will meet the future needs of our learners, our society and economy".

This looks like swift action from the Scottish government, but it's worth pointing out they have seen versions of this report and will have known about its findings for many weeks.

Ministers' full-bodied endorsement of the recommendations shows willingness and appetite for a shake-up of the system which has been stretched to its limits because of the pandemic.

This is all happening against a backdrop of criticism of the way the replacement system for exams has been handled this year, which has brought the debate to the front of the national conversation.

With formal tests now cancelled for two years in a row, could we have already seen the last diet of "status quo" examinations?

The government had previously said it would review the role of the SQA and Education Scotland, although First Minister Nicola Sturgeon also told MSPs she had full confidence in the exams body.

Ministers said they would "consult widely" on what the new system will look like, with a second report from the OECD expected in the autumn and talks to be held with young people, parents and teachers.

Some of the curriculum work currently undertaken by Education Scotland will be split off to the new assessment body, while its role in school inspections will also shift to a more independent system.

Opposition parties - which united to pass a Holyrood motion demanding reforms in February - said change in education was long overdue.

Scottish Conservative education spokesman Oliver Mundell said the "damning" report "exposes how badly the SNP government has failed Scotland's schools".

He said: "This report is the final nail in the SNP's flawed education system. They have now been forced into a massive top-to-bottom overhaul of their mistakes."

Scottish Labour's education spokesman Michael Marra said the system was "in urgent need of reform and resources".

He added: "It is welcome that the SQA is to be scrapped and replaced by a new body. It has become increasingly clear that the organisation stood as a barrier to realising the full potential of Curriculum for Excellence."

Scottish Green MSP Ross Greer said the OECD report was a "damning judgement of Scotland's exams system and the body which oversees it", and warned that "replacing failed agencies won't automatically solve this problem".

And Lib Dem leader Willie Rennie said the "impenetrable bubble at the top of Scottish education" may be set to burst, adding that a "comprehensive package of bounce-back support for pupils" was also needed.

Ms Somerville told BBC Scotland that she would "challenge" opposition parties to come up with ideas for the new-look education structures.

She added: "Why don't we actually work together to start raising the debate on education, to see what we can develop within the parliament - but very importantly with young people and teachers about what they want to see."

The Curriculum for Excellence (CfE) was developed in the early 2000s and adopted across Scotland's schools from 2010/11.

In broad terms, it was a shift in focus away from the acquisition of knowledge for its own sake, with a greater emphasis being placed on how to use or apply knowledge.

Its aim was to give pupils a "holistic understanding" that equipped them to be successful learners, confident individuals, responsible citizens, and effective contributors.

However, the OECD said teaching methods became more "traditional" for pupils in secondary school, especially the senior phase, in order for them to pass exams.

The authors were told traditional teaching practices were seen as "the most efficient way to help students obtain their qualifications".

'Inspiring philosophy'

The OECD, an international organisation that works to build better policies, said Scotland was among the first education systems to embrace the 21st Century learning movement.

The report said the CfE offered "an inspiring and widely supported philosophy of education". However, it said adjustments might be needed in secondary school where the exams system was a significant barrier to its implementation.

Senior phase students reported an emphasis on rote learning and memorisation, which they described as "boring".

The OECD said the "backwash" from this may even be felt in primary schools where concerns about readiness for subject choice and examination success were mentioned by parents of the youngest pupils.

The report said Scotland could identify ways of assessing pupils that could be used in senior phase, such as continuous assessment, which would be better suited to the aims of the CfE.

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Scottish Qualifications Authority to be scrapped after OECD review

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The Scottish Qualifications Authority is to be replaced as part of a "substantial" overhaul of education, following an independent review. The government said changes would be made in response to the OECD's report on the Curriculum for Excellence (CfE). It backed the curriculum as a whole but said there was too much focus on exams in later years of schooling.

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Open Badge Passport is a free, easy to use service, where you can receive and store your Open Badges safely and share them with whomever you like and wherever you like.

Start earning Open Badges right after creating an account! You can find badges in OBP's Gallery that you can apply for from all over the world. Discover new possibilities and create different paths for your Open Badge journey!

Open Badge Passport is certified by IMS Global and follows the 2.0 version of the standard.

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Open Badge Passport is a free, easy to use service, where you can receive and store your Open Badges safely and share them with whomever you like and wherever you like. Start earning Open Badges right after creating an account! You can find badges in OBP's Gallery that you can apply for from all over the world.

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Please say hello, where you are from and any message for the day!

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ALT's Scotland SIG was established in September 2012 and had its inaugural meeting at our Annual Conference in 2012.

Remit

ALT-Scotland is a national SIG for practitioners and researchers in learning technology based in Scotland. Its remit is to:

further the aims of ALT in Scotland;

promote the technology agenda in all sectors of Scottish education;

encourage sharing of expertise, resources and best practice in learning technology within the context of Scottish education;

influence relevant policy and strategy;

develop constructive relationships with related organisations and committees.

Officers

The SIG officers are:

Joe Wilson, Independent Consultant/Glasgow City College (Co-Chair)

Louise Jones, ThingLink (Co-Chair)

Vicki Dale, University of Glasgow

Suzanne Faulkner, University of Strathclyde

Lorna Campbell, University of Edinburgh

Robin McGregor, North East Scotland College

Natalie Lafferty, University of Dundee

Lee Ballantyne, University of the West of Scotland

Kenji Lamb, College Development Network

Toni Gibson, Robert Gordon University

Keith Smyth, University of Highlands and Islands (UHI)

Sheila MacNeill, Independent Consultant

David Hiddleston, Edinburgh College

Nader Jarmooz, Forth Valley College

Kirsty McFaul, Education Scotland

Colin McCabe, Midlothian Schools

Get Involved

To join the SIG please join the ALT-SCOTLAND mailing list.

Follow #ALTScotland on Twitter to join in the conversation.

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ALT's Scotland SIG was established in September 2012 and had its inaugural meeting at our Annual Conference in 2012. ALT-Scotland is a national SIG for practitioners and researchers in learning technology based in Scotland.

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Here is the link to Slides from ALT . If you'd like to chat, ping Debbie or Maren :)

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A discussion place for the day, please feel welcome to leave comments, musings, questions.