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Created on Thursday, 11 May 2017 13:34

A new Digital Innovation Hub has been officially launched at South Devon College, under the Fujitsu Education Ambassador Programme, supported by Intel, Brocade and Kyocera. The hub is situated in the heart of the main building on 'The Street' at the Vantage Point Campus and follows the announcement at Bett 2016 of the growth of the Ambassador Programme and South Devon College as the latest educational institution to open its Innovation Hub in the second phase of the programme.

The Ambassador Programme is a national engagement initiative led by the four global IT leaders that aims to highlight the use of computing power to underpin knowledge in Science, Technology, Engineering and Maths (STEM) subjects and drive forward innovation and digital skills development at South Devon College as well as its wider community.

The Innovation Hub will form the central piece of an ongoing partnership between South Devon College, Fujitsu, Intel, Brocade and Kyocera. The hub will be equipped with a range of the latest computing technology, and will be used to promote the use of technology and development of digital skills.

The main objectives of the Ambassador Programme are to support greater collaboration between industry and education, aiding career skills development and providing expertise on personalised technology in teaching and learning.

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South Devon College is committed to being actively involved in the economic, social and cultural development of the people and businesses that surround it. One example of how the Innovation Hub will be used is to support the training of local apprentices as they move into STEM related careers.

Ash Merchant, Director of Education at Fujitsu, said: "South Devon College is passionate towards digital transformation and the role of digital in supporting its students - and we're excited to be a part of that with the launch of the Innovation Hub. A recent survey by Fujitsu revealed that around a fifth (22%) of consumers believe that digital education should be part of the modern education curriculum, which points towards a real need to see education establishments focusing on the digital journey. Educational institutions like South Devon College will play a crucial role in making this happen - and Fujitsu, supported by our partners, is committed to supporting them in bringing their vision to life."

Tracey Rawling Church, Head of CSR at KYOCERA Document Solutions UK said: "We're proud to have been selected by Fujitsu as one of only three partners for this initiative, and to support in meeting its goal to establish 20 new Hubs in Ambassador organisations this year to inspire students and equip them with the practical skills and knowledge for the digital future ahead.

Amit Samani, Education Manager at Brocade said: "Brocade is dedicated to cultivating innovation and harvesting creative potential within students as a conduit to the changing network requirements and the new IOT era. On this programme we look forward to creating a platform for students to continue their journey through technology while creating ambassadors for the digital future."

Steve Caunter, Assistant Principal at South Devon College said: "South Devon College is committed to preparing young people and the wider community for the next technological revolution and the digital economy. The Innovation Hub will provide numerous opportunities for all to develop their skills and prepare them for employment. The facility, complete with cutting edge Hi-Tech equipment, will become a centre of excellence delivering projects with the aim of demonstrating power of technology, helping all age groups to adapt to a digital age."

Laurence Frewin, Vice Principal and Deputy Chief Executive at the College said: "South Devon College is passionate about preparing students, teachers and the wider community for the digital revolution which is already happening. We want to make sure our current and future students, and the local businesses who will employ them, are ready now and this exciting new Innovation Hub which we have just opened in partnership with industry leaders Fujitsu, Intel, Kyocera and Brocade provides dedicated, state of the art resources to allow us to take this agenda forward, to both accelerate our work and reach out even more widely across the South West."

The Fujitsu Digital Innovation Hub will provide a gateway to the new Hi-Tech and Digital Centre development at South Devon College, the new purpose-built facilitywill be both innovative in its design and use as well as nationally significant and is planned to open to students in September 2019.

For more information on the Fujitsu Digital Innovation Hub email enquiries@southdevon.ac.uk Alternatively, come along to our next Open Evening on the 17th May 5pm-8pm at our Vantage Point Campus, Long Road, Paignton, TQ4 7EJ.

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Fujitsu, Intel, Brocade and Kyocera launch Digital Innovation Hub at South Devon College

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Details Created on Thursday, 11 May 2017 13:34 A new Digital Innovation Hub has been officially launched at South Devon College, under the Fujitsu Education Ambassador Programme, supported by Intel, Brocade and Kyocera.

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Creative & Digital Media Apprenticeships

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Creative & Digital Media Apprenticeships

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The primary role of a digital marketer is to define, design, build and implement digital campaigns across a variety of online and social media platforms to drive customer acquisition, customer engagement and customer retention. A digital marketer will typically be working as part of a team, in which they will have responsibility for some of the straightforward elements of the overall marketing plan or campaign. The marketer will work to marketing briefs and instructions. They will normally report to a digital marketing manager, a marketing manager or an IT Manager.

What will I learn?

Principles of Coding

Marketing Principles

Google Analytics

Functional skills - Maths, English and ICT

Entry Requirements

You will be required to have achieved Maths at Level 1

You will be required to have achieved English at Level 1

You should have a genuine interest in this subject

The Creative and Digital Media Apprenticeship will take between 12 to 18 months to complete. The apprenticeship combines work-based learning and college training. You will learn on the job skills directly influenced by business and market needs. You will be expected to produce a digital portfolio which will include evidence of work-based projects and actual artistic digital products. At college, you will learn about: Media Audiences and Production; Digital Communication and Creative Media Productions. Technical knowledge will be delivered to assist you in meeting the skills requirements for your place of work.

What will I learn?

Media Audiences and Production

Professional Behaviour in the Creative Media Sector

Communicating and Presenting Ideas in the Creative Media Sector - Project based

Digital Communication and Creative Media Productions - Project based

Functional skills - Maths, English and ICT

Entry Requirements

You will be required to have achieved Maths at Level 1

You must have a GCSE Grade C in English

You will need to have achieved a minimum of 3 GCSEs at grade C or above

You will need to present a portfolio of your work

You should have a genuine interest in this subject

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creative and digital media  courses at south devon college

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The primary role of a digital marketer is to define, design, build and implement digital campaigns across a variety of online and social media platforms to drive customer acquisition, customer engagement and customer retention. A digital marketer will typically be working as part of a team, in which they will have responsibility for some of the straightforward elements of the overall marketing plan or campaign.

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South Devon College

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Get creative and enjoy a career with endless possibilities by studying Creative Digital Media with South Devon College

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Stephen Papson

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This essay explores three orientations to knowledge: the scholar, the intellectual, and the bricoleur. It argues that although the scholar and the intellectual are tied closely to the Liberal Arts and Humanities and dominate academic public relations discourse, both students and faculty increasingly use the practice of bricolage to gather and organize information. Associated with postmodernity, bricolage is a functional response to both the increasing velocities of information flows and the breakdown of cultural hierarchies. Bricolage, however, contradicts the scholarly tradition and the prevailing discourses of rigor and accountability. This essay argues that academia responds to this shift by focusing on literacies, the skills necessary to engage with the techno-information landscape, and by implementing quality management strategies that cordon off salient disciplinary knowledge sets, prescribe efficient pedagogies, and then apply assessment matrices. It also considers how the Digital Humanities engage with these orientations.

References

Alderman N et al. (2008) Golden notebook project. Available at: http://thegoldennotebook.org/ (accessed 10 June 2012).
Google Scholar

Association of American Colleges and Universities (2012) Liberal education and America's promise (LEAP). Available at: http://www.aacu.org/leap/ (accessed 4 January 2012).
Google Scholar

Berube M (2003) The utility of the Arts and Humanities. Arts and Humanities in Higher Education 2(1): 23-40.
Google Scholar

Best, S, Kellner, D (1991) Postmodern Theory: Critical Interrogations, New York: Guilford Press.
Google Scholar

Cohen D (2010) Searching for the Victorians. Available at: Dan Cohen's Digital Humanities Blog.html posted 4 October 42010 (accessed 20 June 2012).
Google Scholar

Giroux, H (2009) Youth in a Suspect Society: Democracy or Disposability?, New York: Palgrave Macmillan.
Google Scholar

Holman, L (2010) Millennial students' mental models of search: Implications for academic librarians and database developers. Journal of Academic Librarianship 37(1): 19-27.
Google Scholar

Kehane, N (2012) The liberal arts's guideposts in the 21st century. Chronicle of Higher Education 58(22): A23-A4.
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Jenkins H, Purushotma R, Clinton K, et al. (2006) Confronting the challenges of participatory culture: media education for the 21st century. Available at: http://www.newmedialiteracies.org/the-literacies.php (accessed 10 July 2012).
Google Scholar

Parker J (2012) Editorial: Digital humanities, digital futures. Arts and Humanities in Higher Education 11(1-2): 3-7.
Google Scholar

Van Scoyoc, A, Cason, C (2006) The electronic academic library: Undergraduate research behavior in a library without books. Libraries and the Academy 6(1): 47-48.
Google Scholar

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Scholars, intellectuals, and bricoleurs - Stephen Papson, 2014

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This essay explores three orientations to knowledge: the scholar, the intellectual, and the bricoleur. It argues that although the scholar and the intellectual are tied closely to the Liberal Arts and Humanities and dominate academic public relations discourse, both students and faculty increasingly use the practice of bricolage to gather and organize information.

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Inspired by Pinterest: Teaching Visual Digital Literacy with a Creative Postcard Assignment

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Inspired by Pinterest: Teaching Visual Digital Literacy with a Creative Postcard Assignment

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... and this is when it got a bit further

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Stage 2
Stage 3
Stage 5
Stage 4
Stage 1
Intro
The Portal: Your Gateway
Central Resource
: Intro to Portal, News, Announcements, Quick Links, etc. e.g. animated storyline of choices made and resources accessed during a typical student day. How the Portal underpins student activity at Leeds
Leeds for Life:
Mapping your development at Leeds
Central Resource:
Intro to Leeds for Life as platform of co-curricular development. Video Intro (PVC / Head of Student Opp): What does 'co-curricular' mean and how will Leeds for Life help you?

Leeds University Union
Central resource
: Intro to Union and its facilities, virtual tour, welcome videos from reps, chat about Rag week, Joblink, Sports etc. (Director of Student Opportunity on value of LUU?)
The Careers Service
Central Resource:
Intro to Careers Service, guide to site. (Intro by Head of Careers. Project Director on 'employability' & student development)
Welcome to Digital Literacy Module
Central resource
: Intro to Blended Learning, and to Digital Literacy as a crucial part of that. Module objectives and signposting. Reflection on identity of 'the digital student' at Leeds (Project directors, PVC)
The VLE: Your Online Learning Space
Central resources
: Introduction to the VLE and the way it enhances learning. Intro to ways student will use the VLE. Student case study: the importance and uses of it as a virtual study space
School-Specific
:
Showcase of online School research and School news to
engage
student: a snapshot of your local online research community (Blended Learning Champion or DSE to introduce)
Student Task
: progression through introductory material
School-specific:

Showcase of high quality school VLE resources.
And VLE Forum, Introduced by School D
SE or Blended Learning Champion: "Tell us about your interests in
subject
"... "What do you expect to learn...?"
Student Task
: To post a contribution in the VLE discussion forum, and to respond others' posts about subject interests and expectations
School-specific
:
Linked

to above: focus on 'My modules', 'My School', and other links with local relevance. Student case-study about using Portal.
Student task:
Progression through guide and exploration of 'local' links. Possible student comment function on portal resources visited
ONLINE DIGITAL LITERACY MODULE

Three-tier progression
: pre-arrival, transition and development

Three levels of engagement
at each stage: central resource, school specific resource, student task

Introduction to Module aims
Idea of Digital Literacy
Intro to VLE and Portal platforms

Snapshots of School's online Community, Resources and News

Basic student tasks: progress through guide, making introductory postings in VLE,
an optional comment function for each module element
1. Pre-Arrival Content
2. Transition and Induction
Content
Intros to Leeds for Life, LUU, (Careers?) and Skills@Library, as Induction week approaches and unfolds
School-Specific:

School students explain how they have used Leeds for Life and benefited from opportunities. Selection of school-based opportunities showcased. Academic (Personal Tutor) explains relationship between LforL and subject learning
Student task
: to post introductory ideas about co-curricular interests, skills, ambitions: these feed into preparation for
Personal Tutor Meeting
in first weeks
School Specific:

showcase societies relevant to subject area, student vounteering in relevant areas?
Student Task:
Progress through intros, explore societies, answer multiple-choice questions on preferences about how you might use the Student Union
School Specific:

Examples of University internships, placements, volunteering relevant to subject, welcome from subject-related careers advisors.
Student Task
:
Identify areas of career interest using Careers resources, and answer questions about career readiness (these to feed back into
Leeds for Life
forms to further inform personal tutoring)
Students navigate these sites, engage with resources and input details of interests, priorities, readiness as students and learners

Data can be fed into LforL Personal Tutor meeting forms
Stage 6
Skills@Library and
Library Website
Central resource
: Intro to Library website and to Library induction resource (Project Director(s) and Head of Skills@Library on the importance of online library research?)
Subject-specific:
subject specific library pages and example of online search engine relevant to subject. Director of Research on use of online library. Staff or PG researcher case-study explaining the value of library to
particular project
Student Task:

Complete library's online Induction guide, plus assemble selection of results from relevant search engine, in response to a search query set by School
Stage 7
Online Research Beyond
the University
(split into 2 stages?)
Central:
Values and Etiquette of being online learner and researcher at Leeds. (Project Director on the present and future cultures of online behaviour and research)

Subject specific:
e.g. Using social media and collaborative online platforms to enhance learning and exploration in your discipline

Student task:

Identify a particular online resource or forum that helps the study of your subject, and write 200-300 words about its usefulness

Stage 8
Academic
Integrity
Tutorial
Stage 9
Building and Managing
your online profile
Stage 10
Online research and debate in your
school / discipline
Generation of Online Student
Profile,
made up of contributions to each task?
4. Developmental Content

Students navigate Library research platforms and induction guide, use subject specific search engines
Introduction to the values and etiquette of online learning at Leeds

Intro to tools, platforms and resources beyond Uni, and discussions about the digital literacies needed

Complete academic integrity tutorial

Witness online debate and collaboration in their schools / discipline

Begin to assess and manage
their digital profile
Module Progression
and Outputs
(Week -2, -1 and 0)
(Weeks -4 and -3)
(Weeks 1 - 8)
School specific online research and teaching resources, outputs.
School-based online networks, collaborations,
Broad importance of online profile
With options
to build
Linkedin Profile
and / or import profile to
Leeds for Life?
Defining your subject-related online profile
Student sketches outline of online profile
Showcase of PG and early career online innovation and profiles?
Task: to appraise school based resource, network or profile.
Indicative content for
each stage of module
Completion of learning activities 'badged' as an incentive to progress:
Full set of badges on completion...
Progression to each block of module 'gamified': progress to 'levels' of completion and complexity?

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Stage 2 Stage 3 Stage 5 Stage 4 Stage 1 Intro The Portal: Your GatewayCentral Resource: Intro to Portal, News, Announcements, Quick Links, etc. e.g. animated storyline of choices made and resources accessed during a typical student day.

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Ned Potter (aka the wikiman)

This man is a great thinker and speaker on digital literacy in libraries and unis

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Session for academics on the PGCAP course at the University of York

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Nick GRINDLE (UCL) on ideas and practices of Digital Curation

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Nick GRINDLE (UCL) on ideas and practices of Digital Curation

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(really inspiring)

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A Liberal Arts core module at Leeds which gets students curating!

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FOAR2000 - Faculty of Arts Research Placement module " Arts, Humanities & Cultures - Undergraduate Research

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Want to get involved in cutting-edge research? FOAR2000 Research Placement provides you with the opportunity to get involved in the latest research in the Faculty of Arts. By working closely with an academic member of staff and a group of Read More "

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This is a presentation I made as we developed our 'Studying in a Digital Age' module at Leeds

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JISC project on Digital Literacy

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The issue

Even today's students need support with some areas of digital practice, particularly in an academic context, so it's important to make sure that these needs are met.

While employability is an obvious driver, developing learners who can learn and thrive in a digital society is a key role for universities and colleges.

We define digital literacies as the capabilities which fit someone for living, learning and working in a digital society. To help with thinking about this, we have outlined six elements for consideration, which can be seen in the following diagram.

What you can do

Below, we've summarised some of the steps you can take to improve your students' digital literacy. Our more detailed guide to developing organisational approaches to digital capability explores all these areas in further detail.

Review your support for digital literacies

An audit is a good way of finding out who's already working in this area and starting productive conversations with staff.

To learn more about the behaviour and motivations of learners as they use the web, try our guide to evaluating digital services.

Link to other key priorities

To avoid digital literacies being 'yet another thing' for staff and students to work into their busy lives, it is useful if they can be linked with other initiatives and woven into existing processes. These might be work on graduate attributes, employability, transferable skills, or a complete course redesign.

Supporting students to develop an online professional identity can be motivating, as can online portfolios of achievements. Where institutional awards are presented, these can reward successful development of digital skills. Involving careers services can also be beneficial.

Create a buzz

In any large organisation there will be all sorts of interesting digital practice. Surfacing these is useful for putting experts and innovators from different areas in touch with each other and for sharing approaches and tips.

Get your learners started with the University of Exeter's quiz: what type of digital learner are you?

Get people talking

Encouraging discussion about supporting students with digital skills and practices and the associated impact on staff roles helps to widen awareness of digital literacies across the institution. You might be inspired by the community of practice developed by University of the Arts, London.

Provide support in the curriculum

The curriculum is the main focus of students' attention and driver of effort so is therefore the best route to showcase and develop digital practices.

For example, tutors can set assignments which draw on digital practices. The curriculum change section of our detailed guide provides further guidance on this.

In order to embed digital literacies in the curriculum, teaching staff need to be engaged and may need continued support and development as the practices they model will become examples for students.

Engage students as change agents

You can find further help and guidance in our developing successful student-staff partnerships guide.

The staff and students involved don't need to be technology experts; communications skills, flexibility and an eagerness to learn and share are much more important.

Read our case studies for ideas and inspiration on how other institutions have worked collaboratively with students to drive change.

Keep up to date in this area by following the news on our change agents network blog and you can also join this network of staff and students supporting curriculum enhancement and innovation via their mailing list.

Looking ahead

Read our case studies and exemplars from the digital student project on how others are supporting staff and students with their digital literacy.

To receive updates and share your own experiences, you may like to join our dedicated digital literacy mailing list.

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Even today's students need support with some areas of digital practice, particularly in an academic context, so it's important to make sure that these needs are met. While employability is an obvious driver, developing learners who can learn and thrive in a digital society is a key role for universities and colleges.

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Developing Digital Literacies in the Curriculum

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The Design Studio / Developing digital literacies in the curriculum

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Students develop digital capabilities and confidence mainly in the context of their courses of study. They are more likely to adopt digital practices that are clearly relevant to the course they have chosen and the life chances that interest them.