# data[].attributes.body
Online course runs for 3 weeks each month. A free online course - University of Edinburgh

# data[].attributes.attachment_link.readable_text
Gain insight into a topic and learn the fundamentals.

No prior experience required

Most learners liked this course

Gain insight into a topic and learn the fundamentals.

No prior experience required

Most learners liked this course

Details to know

Add to your LinkedIn profile

There are 3 modules in this course

If I Googled you, what would I find?

As we move around the online world we leave tracks and traces of our activity all the time: social media accounts, tagged images, professional presences, scraps of text, but also many artefacts we don't always realise we are leaving behind, or that others leave about us. In this course you will hear from a range of experts and you will have an opportunity to explore and reflect on your own online tracks and traces, to understand why your digital footprint is important. We will introduce you to some of the tools and approaches to effectively manage your online presence (or digital footprint). The course will focus on the different dimensions of a digital footprint, including developing an effective online presence, managing your privacy, creating opportunities for networking, balancing and managing professional and personal presences (eprofessionalism). By the end of this course (MOOC) you should be equipped to ensure that your digital footprint works for you, whether you want to be more private online, or are looking to create a more effective and impactful presence. You can also join the conversation on Twitter using the hashtag #DFMOOC and follow us @DFMOOC We hope you enjoy the course!

What makes an online presence effective?

Module 1 * 2 hours to complete

Module details

In week 1 we provide information on how to engage with the course as well as our Twitter account, using #DFMOOC. This week, we will introduce you to the topic of Digital Footprint. There are a range of activities, videos and resources for you to work through. By the end of week 1, you will have the opportunity to critically reflect on your own online presence and consider how you can make better informed choices as well as setting appropriate personal goals around your digital footprint.

What's included

Show info about module content

Why does your digital footprint matter?

Module 2 * 3 hours to complete

Module details

This week, there is a range of experts who focus on why a digital footprint matters and how to create an effective online presence. The themes explored include data after death, privacy online and managing your online data. The activity and quizzes will help you to consider your own online presence and what you might do to make it more effective and work for you!

What's included

Show info about module content

What does it mean to be an effective online professional?

Module 3 * 2 hours to complete

Module details

This week, we examine the idea of a professional online presence and what this might mean for different people and professions. Understanding whether your personal and professional online presence should blur or be kept separate can be a challenge. We will hear from experts in Business, Nursing, Science, Education, and a Careers Consultant. They will provide useful advice on what you can do to make your online presence more professional and potentially help you with finding a job, standing out from the crowd, complying with professional bodies' guidelines, and much more. The activities, including the quizzes and peer assessment will help you to reflect on your own online presence. There will also be an opportunity to get advice from your peers and consider putting into action what you have learned during this course.

What's included

Show info about module content

The University of Edinburgh

2 Courses * 68,293 learners

View all 2 instructors

Offered by

Explore more from Personal Development

Recommended Specializations

Why people choose Coursera for their career

"To be able to take courses at my own pace and rhythm has been an amazing experience. I can learn whenever it fits my schedule and mood."

"I directly applied the concepts and skills I learned from my courses to an exciting new project at work."

"When I need courses on topics that my university doesn't offer, Coursera is one of the best places to go."

"Learning isn't just about being better at your job: it's so much more than that. Coursera allows me to learn without limits."

5

Reviewed on Mar 28, 2020

This course is helpful to raise awareness about my digital footprints. It also gives some tips on how to manage my current online presence.

4

Reviewed on Oct 15, 2017

It was a very good introductory course to raise awareness of the topic, but it can go a bit deeper into privacy topics. It has the time, potential and the teachers are very good as well.

5

Reviewed on May 2, 2020

The course is well designed with a plethora of insights by top academicians sharing insights on Digital strategy and impact of E-professionalism in today's world.

Open new doors with Coursera Plus

Unlimited access to 10,000+ world-class courses, hands-on projects, and job-ready certificate programs - all included in your subscription

Advance your career with an online degree

Earn a degree from world-class universities - 100% online

Join over 3,400 global companies that choose Coursera for Business

Upskill your employees to excel in the digital economy

Frequently asked questions

Yes. In select learning programs, you can apply for financial aid or a scholarship if you can't afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you'll find a link to apply on the description page.

Show all 4 frequently asked questions

¹ Some assignments in this course are AI-graded. For these assignments, your data will be used in accordance with Coursera's Privacy Notice.

# data[].attributes.attachment_link.description
Offered by The University of Edinburgh. If I Googled you, what would I find? As we move around the online world we leave tracks and traces ... Enroll for free.

# data[].attributes.body
The University of Edinburgh’s 23 Things for Digital Knowledge is an award winning (LILAC Credo Digital Literacy Award 2017) self-directed course

# data[].attributes.attachment_link.readable_text
Podcasts are downloadable, digital audio files that can be listened to from your mobile phone, PC, laptop, android or iOS device. Unlike 'live' TV or radio programs, their downloadability means podcasts can be enjoyed whenever and wherever you like. My favourite place to listen to a podcast? In the car! I find SoundCloud a great ...
Continue reading Thing 14- Audio: Podcasts

# data[].attributes.attachment_link.description
Podcasts are downloadable, digital audio files that can be listened to from your mobile phone, PC, laptop, android or iOS device. Unlike 'live' TV or radio programs, their downloadability means podcasts can be enjoyed whenever and wherever you like. My favourite place to listen to a podcast? In the car!

# data[].attributes.attachment_link.readable_text
Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content.

What Is Multimedia?

Multimedia includes: videos, audio, animations, slideshows

File types: .mp3, .mp4, ppt., etc.

Before You Begin

What Type of Multimedia Are You Including?

Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:

1. Does your multimedia resource include audio narration or instruction? If so, you should: Provide a complete transcript of all speech content and relevant non-speech content in the resource.

2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should: Provide captions of all speech content and relevant non-speech content in the resource.

3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should: Provide audio descriptions of relevant visual materials in the resource.

Who Are You Doing This For?

This work supports students who:

Are deaf or hard of hearing

Are blind or have low vision

Have a form of cognitive disability

Are in a location where they cannot play or hear audio

Are not native-English speakers and need written-word formats to support understanding

What Do You Need To Do?

Transcripts

Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding your spoken word. A text transcript provides students with equivalent information to the audio content in a multimedia resource.

As you work on developing your text transcript, keep in mind the following recommendations about what to include:

1. Speaker's name

2. All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: "[A & B chatted while slides were loading]."

3. Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: "Don't touch that! [shouted]."

4. Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: "[metal pipes crashing to concrete floor]." Background noise that isn't relevant can be left out.

5. Headings and sub-headings: Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [I

Transcripts and third-party videos

If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*

Copyright note: Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should contact the copyright holder of that material to obtain permission to do so.

Timed text captions are essential to opening up a world of information for persons with hearing loss or literacy needs by making the readable equivalent of audio content available to them in a synchronized manner. Globally hearing loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who have cognitive conditions that benefit from visual.Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what's happening in the video and get the audio information in text at the same time.

The work you put into creating a text transcript for a video resource can be repurposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:

1. All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: "[A & B chatted while slides were loading]."

2. Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: "[metal pipes crashing to concrete floor]"; "[background music by XXX plays]." Background noise that isn't relevant can be left out.

Text captions can be uploaded to YouTube and other platforms along with the video to create a timed text file in SubRip (SRT) format. Additional best practices for timed captions include:

Each caption frame should not be on screen for less than three seconds.

Each caption frame must not be on screen for less than two seconds.

Each caption frame should not exceed more than 2 lines.

Each caption frame must not exceed more than 3 lines.

Each line should not exceed more than 32 characters

All caption frames should be precisely time synched to the audio.

When multiple speakers are present, it is sometimes helpful to identify who is speaking, especially when the video does not make this clear.

Non-speech sounds like [MUSIC] or [LAUGHTER] should be added in square brackets.

Downloadable Transcripts

For both audio and video transcripts, consider including a text file that learners can download and review using tools such as word processing, screen reader, or literacy software. All learners can use transcripts of media-based learning materials for study and review.

Audio Descriptions

Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone. Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.

When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.

1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element. Example:

To help students fully grasp a concept that you are trying to convey in your video, you have included some contextual visual references (e.g., maps, charts, physical demonstrations of a process). However, you realize after making the video that the audio portion does not describe these visuals in enough detail for a student with visual impairments to be able to access all of the concepts you intended to convey.

In this case, you would need to record an audio description of the visual material that provides enough detail to provide students like Jacob with the same content available to visual learners.

2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact. Example:

You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:

"As you can see, metallurgical coal projection increased by 3 million tonnes over these two years."

In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:

"This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,"

the visual content is conveyed through the audio and no audio description will be necessary.

Accessible Media Resources

# data[].attributes.attachment_link.description
Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content. Multimedia includes: videos, audio, animations, slideshows File types: .mp3, .mp4, ppt., etc. What Type of Multimedia Are You Including?

# data[].attributes.body
L'entreprise de formation Babington au Royaume-Uni propose une offre de formation au Digital Skills sous forme de Bootcamps de 12 semaines et un module d'intro gratuit pour les résidents UK.

# data[].attributes.attachment_link.readable_text
Access free digital skills training today. Delivered in partnership with the Government's Lifetime Skills Guarantee and Plan for Jobs initiatives.

Designed specifically to help build critical digital and data skills in a world of increasing reliance on technology, Babington is pleased to offer two specialist programmes to help both employers and individuals thrive in the digital workplace.

Take me straight to programmes

# data[].attributes.attachment_link.description
Access free digital skills training today. Delivered in partnership with the Government's Lifetime Skills Guarantee and Plan for Jobs initiatives. Designed specifically to help build critical digital and data skills in a world of increasing reliance on technology, Babington is pleased to offer two specialist programmes to help both employers and individuals thrive in the digital workplace.

# data[].attributes.body
Successful models for online and blended learning

# data[].attributes.attachment_link.readable_text
ePedagogy

Combining traditional learning theories, such as constructivism, cognitivism and behaviourism, with contemporary theories such as connectivism, gives us the foundation on which to develop successful models for online and blended learning.

Based on these theories, other models have been developed to underpin TEL pedagogy; on this page we'll take a look at just three of them: Mayes and Fowler's (1999) Conceptualisation Cycle, Laurillard's (2002) Conversational Framework, and Salmon's (2011) Five Stage Model.

Mayes' Conceptualisation Cycle

Each (larger) pedagogical scenario should include all four kinds of activities (communication forms) that happened in eight kinds of 'flows' in the model.

Laurillard's Conversational Framework

Laurillard's Conversational Framework (Laurillard, 2002) has been widely cited and used as both a design template and an analytic tool. Laurillard describes the stages involved in the dialogic interaction between a tutor and student, demonstrating the way in which concepts are internalised and adapted by each in the process. Laurillard stresses that, for higher level learning, dialogue must take place at both a theoretical and practical level.

Laurillard (2002) claims that there are four main aspects of the teaching-learning process and that different educational media can be analysed (and used) in terms of these dimensions:

Tutors' Concepts

Tutors' Constructed Learning Environment

Students' Concepts

Students' Specific Actions

Salmon's Five Stage Model

Professor Gilly Salmon first developed the practical Five Stage Model, 'scaffolding' a progressive learning environment through online activities, or 'e-tivities', as part of her own research into online learning and the use of computer-mediated communication (CMC), and published it in her book E-moderating (Salmon, 2011). The five stages are:

The amount of interactivity between an individual learner and their colleagues increases with each step. Importantly, as the expectations of participants increase, the role of the e-moderator shifts to a more facilitative role.

Summary

As Conole (2010) suggests, models or frameworks, such as these, can be used as a type of schema to help mentally align to a particular pedagogical approach. Alternatively, they can be used directly to help guide the design of a learning activity or course, to help guide design decisions about what kinds of learning activities would be appropriate to promote the pedagogical approach instantiated in the model or framework. They can be used to guide the development of a learning environment, or they can be used as direct representations to the students, to help guide their learning process, or as analytic or descriptive tools to describe practice.

# data[].attributes.attachment_link.description
Combining traditional learning theories, such as constructivism, cognitivism and behaviourism, with contemporary theories such as connectivism, gives us the foundation on which to develop successful models for online and blended learning.

# data[].attributes.body
A toolkit for senior leaders in higher education.

# data[].attributes.attachment_link.readable_text
Introduction

Sector leaders now have an unprecedented opportunity to reshape the entire higher education experience. A strategic approach to inclusive digital delivery will be critical to ensure a digital-first curriculum that makes the best use of technology for all students and staff.

This toolkit gives senior leaders an overview of the key drivers and benefits of inclusive practice. It explains why inclusion needs to be central to digital strategy going forward in order to improve quality, to mitigate risk and meet student expectations.

Why inclusion is central to digital strategy

Ensuring success for all

An increase in online learning could create additional problems for vulnerable, disadvantaged and under-represented groups unless their needs are considered in digital planning. The starting point is to address the digital inequality exposed during the pandemic lockdown, to ensure all students have access to digital devices, stable connectivity, and suitable spaces to study.

There is also a need to adapt pedagogical practice, improve digital skills, and manage consistency and quality better for learning online. An inclusive approach could help remove barriers for some student groups who currently need additional support or alternative arrangements.

Access to quality higher education and digital inclusion will be key factors in improving social mobility and addressing regional deprivation. As well as being an important part of a fair society, inclusive practice is good practice and inclusion makes good business sense.

Inclusion is a strategic priority for many universities because equality, diversity, and inclusion are intrinsic to fair access and success in education. New accessibility legislation and widening participation aims also need to be reflected in strategic digital planning.

Equality, diversity, and inclusion are intrinsic to fair access and success in education

Added challenges

Widening participation has attracted more non-traditional students into higher and further education. The resulting diverse student/learner population has some significantly different needs and preferences.

Ensuring everyone can be successful brings added obligations and challenges:

Managing demand for additional support and increased adaptation costs

Meeting legal requirements and moral obligations to students/learners

Anticipating increased risk of exclusion and dissatisfaction which comes with diversity

Maintaining engagement for more challenged learners/students

Managing innovative teaching practice equitably

Addressing more variable student experience, engagement, retention, outcomes

Ensuring adequate digital and employability skills for all

Ensuring access to appropriate digital equipment and learning spaces

What can digital inclusion do?

Widening participation covers a huge range of students, situations, challenges and differences but in many cases, technology has a key role to play. An inclusive digital strategy addresses their needs at the outset. These include:

Reduces the cost of supporting learner achievement

Promotes cross-organisational accountability for student success

Mitigates the increased risk of accidental exclusion

Provides opportunities to extend and improve engagement

Encourages innovative teaching based on individual needs

Improves student experience, engagement, retention, outcomes

Promotes digital and employability skills for all students

Takes a strategic approach to managing the risk of digital exclusion

Main drivers for inclusion

The main reasons for leaders to improve inclusion are:

1. Adapting and improving online delivery fairly and without risk, post-COVID

2. Government policy, new regulations and evidencing good practice

3. Business development, future proofing and managing innovation

4. Ensuring efficiency, maintaining quality and return on digital investment

Redesigning delivery post-COVID

Improving online delivery post COVID isn't just about ensuring students have an equivalent experience on and off campus. Everyone should have equal opportunity to be successful.

Disadvantaged and underrepresented groups such as those without family or financial support, can be more adversely affected by change and there are significant outcome gaps for some groups.

Inclusive practice improves the student experience at every stage of the journey from recruitment to graduation. It impacts on engagement, satisfaction, retention and attainment.

Inclusive practice improves the student experience at every stage of the journey from recruitment to graduation.

Policy, regulation and compliance

The national higher education regulatory bodies in England and Northern Ireland, Scotland and Wales require evidence of a proactive approach to improving fair access and wider participation as part of their regulatory frameworks.

Equality, diversity, and inclusion are a strategic priority for national and professional bodies in higher education. The Equality Act places a duty on universities to promote and provide quality opportunities for people of all ages and backgrounds.

Disability law requires that 'reasonable adjustments' 1 are made for people with disabilities and web accessibility regulations set a minimum inclusive standard for all digital assets.

Key message

Equality and accessibility are legal obligations. Inclusive practice focuses on usability - removing unnecessary barriers for all students/ learners and staff not just those with disabilities or protected characteristics.

Business development and managing innovation

Taking an inclusive approach makes sound business sense, because it opens up new opportunities and extends delivery more readily into new communities and markets.

Inclusive practice aims to increase independence and broaden involvement, so it reduces additional support costs and mitigates against the accidental risk of exclusion.

Key message

Inclusion relies on differentiation which helps meets student expectations. It builds staff digital skills and encourages engagement and innovation.

Efficiency, quality and return on digital investment

Investing in inclusive platforms and technologies will enhance the experience and outcomes for all and be usable by everyone without additional investment or adaptation.

Staff with inclusive digital skills can confidently deliver engaging and inclusive digital content that makes best use of technology for all learners - including technologies that support learner independence and productivity.

Staff with inclusive digital skills can confidently deliver engaging and inclusive digital content that makes best use of technology for all learners

An inclusive curriculum will be as accessible to as many people as possible. This will increase engagement, retention, satisfaction and achievement for all with less additional adaptation. Empowering all students with free enabling technologies will support their independence, reduce reliance on people-based support and raise awareness of productivity strategies and study skills for all students.

Key message

Inclusive practice benefits all students / learners not just those who have additional needs. Building inclusion into all digital planning will ensure easier access for all students. It will maximum usage of the platforms and services and enable a more accurate evaluation of digital investments.

Building an inclusive strategy

Set inclusive digital objectives

Digital strategy is about vision, ownership and accountability. It means involving staff and giving them the skills needed to develop a digital culture that aims to include everyone. All stakeholders should be invited to contribute to setting inclusive objectives for digital development.

As outlined in Wales' Digital 2030 strategy,

Learners can overcome barriers and reach their potential because they have accessible platforms, tools and resources. Staff understand their responsibilities and know how to support learners using technology, collaborating with partners where appropriate.

Objectives include ways to maximise potential:

Learners of all backgrounds and abilities can maximise their potential through the use of digital technology to increase flexibility and support independent learning.

And aims for delivering guidance and support:

Guidance and support is available to help staff to understand their responsibilities in using technology to widen access and support learners, taking account of online safety considerations and ensuring compliance with accessibility standards.

Embed inclusion in key policies

Inclusion is often seen as being the responsibility of student support services. Everyone in the organisation has a role to play in supporting strategic objectives and translating them into inclusive practice.

Staff recruitment, staff development and performance

Identify role-related inclusive digital capabilities and link them to job descriptions and performance reviews

Be specific about the importance of assistive technology and productivity tools

Teaching and learning

Provide inclusive teaching practice guidelines, standards and training to support all staff and make them a requirement

Provide templates and varied staff development opportunities that enable everyone to create accessible documents and rich media as a base line.

Curriculum - Include usability criteria in all module design and specification processes so that course curricula and assessments are designed to be inclusive

IT policy

Adapt your IT policy to get the best from personal devices and to support extensive use of accessible rich media

Ensure networks and technical support for widespread access to assistive technology and productivity tools

Encourage, share and reward good practice in inclusive use of technology

Procurement policy and commissioning processes

Don't digitally exclude- consult the widest range of learners at the outset

Build in usability checks at the start of the procurement procedure

Reference relevant usability and Web Accessibility Initiative criteria

Allocate responsibility for digital inclusion in Web and design management

Key message

Link inclusion to key policies to ensure it is 'cross functional' and that there is accountability across the organisation.

Best practice in the sector

UCL's inclusive teaching and learning toolkit for staff includes a baseline guide for staff on designing and delivering inclusive course modules. It includes guidance on:

Inclusive navigation: consistent layout, clear organisation, meaningful heading structure, colour and word count tips

Helping students orientate themselves at the beginning of the course - eg, welcome video, module summaries, learning aims and icebreaker activities

Communication: opportunities for feedback and discussion, help forums for students to interact and evaluate the course

See also the University of Cambrdidge's inclusive design toolkit, which includes a design process checklist.

Final thoughts

Inclusive use of technology removes or overcomes barriers and meets more learners needs by offering differentiation and choice. Well-designed, asynchronous online delivery has the potential to deliver an inclusive digital-first curriculum that will work for everyone. This needs a planned approach designed to impact on the whole organisation.

Well-designed, asynchronous online delivery has the potential to deliver an inclusive digital-first curriculum that will work for everyone

Putting inclusion at the centre of digital strategy will demonstrate a commitment. It will shape an inclusive digital culture in which everyone from senior leaders to practioners understands and can carry out their responsibilities.

Explore more on this topic

Accessibility

Organisational change

Standards and policies

About the author

Subject specialist: strategy (access and engagement), Jisc

My role is to promote better understanding of the role of technology in supporting wider participation priorities across the sector.

I will be offering advice and guidance and practical solutions to Jisc members and colleagues on using technology to provide greater access to educational opportunity, increased independence for learners and improved retention and achievement; encouraging them to exploit the potential of mobile and personal devices to support differentiation, personalised learning and independent study.

0203 819 8242

@JuliaTaylorJisc

julia.taylor@jisc.ac.uk

# data[].attributes.attachment_link.description
A toolkit for senior leaders in higher education. IntroductionSector leaders now have an unprecedented opportunity to reshape the entire higher education experience.

# data[].attributes.body
A primer created for university leaders as part of the learning and teaching reimagined initiative.

# data[].attributes.attachment_link.readable_text
Introduction

"I've heard a lot from universities over the summer about how we've cracked online learning and showed that we were agile as institutions moving so quickly. I don't think what we've seen across the sector really does justice to properly designed online learning. Dumping materials online and running a few seminars doesn't cut it. I think it needs far more purposeful, thoughtful design, with attention to those active learning principles, but done in a more flexible fashion."
Head of the programme design and learning technology team, Russell Group university

Technology-enhanced learning or digital learning encompasses a wide variety of learning models and approaches, digital technologies, and services. In essence, a teacher engages digitally with a learner in the context of a pedagogic framework and the outcomes are monitored and measured using an assessment strategy.

The use of digital tools to enhance and support learning can occur before, during or after a session, and support a variety of pedagogic purposes.

Impact of digital learning

Well-developed learning, enhanced and supported with digital tools, can:

Enhance the student experience

Potentially improve student outcomes

Widen participation

Improve accessibility and inclusion

There are however also risks with adding a digital element to learning that could result in:

Challenges reconciling the inconsistent experience resulting from the differences between the physical and digital student experience

Impact on connectivity and bandwidth on the experience

Technology displacing effective practice

Poor experience due to insufficient skills and capabilities across staff and students

Overview of digital learning in the sector

Digital learning is an opportunity to rethink the way we design and deliver university courses from the ground up. Many universities will aim to provide a parity of experience to all students, whether they study online or in person, locally or from abroad. Students, in turn, will benefit from a greater choice of pace and place of learning.

The wide adoption of digital learning will mean that our ideas of what it means to belong to a university community will need to be reconsidered. Personalised and proactive, digital learning could help build and nurture lifelong relationships for both students and staff but they will also need support to develop the digital skills, confidence and resilience required to succeed in the new environment.

Effective use of digital technology is seen as fundamental in helping to ensure continuity of learning, meeting current and future social distancing requirements. and engaging positively with students.

The higher education landscape has changed, will continue to change and as a result existing models of learning may not be appropriate or practical. Universities will need to reflect not just on how blended, hybrid blended, and online learning can be used to deliver modules, but how existing curriculum models will need to be adjusted to fit this new future.

A systemic approach to digital learning will help to break down the silos between different tools, adopting instead an ecosystem-based approach. Emphasising the importance of an intuitive and consistent experience (alongside reliable and secure) will enable students and staff to make the most of the promise of digital learning.

It is tempting when discussing technology-enhanced learning to focus on the digital technology element, not least because of the cost and challenge of learning how to use it. However, we are very clear that the pedagogic considerations are vastly more important. All successful education and training requires close attention to learning design and content creation, and technology-enhanced learning is no exception. To start with the learning outcomes and work back to the teaching inputs has never been more imperative than in this period of digital transformation.

A vision for digital learning

Effective programmes are focused on the learning experience and outcomes before considering the technology.

Good learning has clear aims, objectives, and assessment points. Effective learning emphasises active participation and engagement over consumption of content.

Digital learning action plan

A wide range of elements need to be considered to support effective blended learning programmes:

Do you have a clear understanding of what good online or digital learning looks like, including how this aligns with requirements for teaching, assessment, and quality assurance? How is this understanding communicated and shared within your institution?

How will learning look in the short term and how will it look in the medium term and long term?

What digital and pedagogical skills are required by learners to fully engage with effective online and digital learning?

Have institutional policies (eg , accessibility, online safety, complaints and wellbeing) been updated to reflect the change in how courses are delivered?

How will staff and students be made aware of the information that is relevant to them?

Technology-enhanced learning can amplify physical and mental wellbeing issues and should be carefully considered throughout changes to the patterns and modes of learning.

Learning design is a critical part of digital and online learning and student involvement is essential; universities should ensure they have strong design capabilities and actively involve students in curriculum changes.

Given the diverse nature of the student body, universities should adopt accessible and inclusive approaches to technology-enhanced learning from the outset of learning design.

Consider how your university is prepared for the potential future of personalised adaptive learning. What underpinning foundations are required to enable this to happen and what planning is needed to ensure that these are in place.

Recommendations

Universities should ensure they have strategies for maintaining high levels of student motivation and engagement as a core feature of the technology-enhanced learning experience.

Exemplar

Coventry University has been engaged with digital and blended learning for some time on a small scale, alongside and embedded within campus-based learning and teaching. In 2017, it established Coventry University Online, using the FutureLearn platform, and offering a portfolio of courses that covers undergraduate and postgraduate degrees online. In March 2020, Coventry moved to fully online delivery, and is now developing its digital approach in a sustained way for the future.

Leaders at Coventry took the decision to work with Aula on a new approach to learning design, fully transforming all of its programmes for online learning in just four weeks, ready for the May semester. Once complete, 75% of these programmes were described as 'well designed' in line with Coventry's teaching and learning principles.

The university has developed a set of teaching and learning principles for online learning that deals with delivery and ensures that academics design assessments, deliver sessions, and facilitate learning aligned to its strategy.

"The features, definitions and models that we associate with active blended learning are the same as those in active distance learning, with the exception of campus-based contact. Everything else, for example personalisation, time on task, sense-making, knowledge construction, critique and student centeredness remained exactly the same. The fact that we shifted to active distance learning did not mean a shift back to teacher centeredness, to stand up and deliver, stand up and spout. On the contrary, all the key pedagogic principles remained."
Alejandro Armellini, dean of learning and teaching, University of Northampton

Help and support

There are many ways sector organisations like Jisc can support you in transforming the student experience though the use of blended learning and supporting digital technologies.

Advice and guidance

Training

Consultancy

Services

Edtech

Digital learning rebooted - this report highlights a range of responses from UK universities, ranging from trailblazing efforts at University of Northampton with its embedded 'active blended learning' approach, to innovation at Coventry University which is transforming each module in partnership with learning experience platform Aula

Learning and teaching reimagined

This primer has been designed to be used with other resources created as part of the learning and teaching reimagined initiative.

Explore more on this topic

Learning and teaching

Organisational change

About the author

Head of higher education and student experience, Jisc

As Jisc's head of higher education and student experience, I coordinate Jisc's overall strategy for HE learning, teaching and student experience and have lead responsibility for promoting the total programme and value and impact of all HE learning, teaching and student experience products and services delivered by Jisc.

I lead the ongoing review of Jisc's HE learning and teaching strategy, positioning this work within the organisation's overall strategy I ensure that Jisc's portfolio of activity in this area remains in line with Jisc's HE learning and teaching priorities and work closely with colleagues to develop Jisc's understanding of the value and impact of all of our HE learning, teaching and student experience activities.

As head of higher education and student experience, I am also responsible for framing how current and future challenges in this area can be resolved by technological innovation and translating the key insights into actionable innovation pipelines that deliver real impact. I manage the monitoring of national and regional HE learning, teaching and student experience customer and funder priorities, and work with Jisc account managers to examine the value ascribed by customers to Jisc products and services in this area, the join up of intelligence from funders and customers and the internal sharing of this, as appropriate.

I also manage the process of directorates identifying and mapping operational activities to our HE learning, teaching and student experience priorities, and the tracking and measuring of impact, highlighting gaps, challenging work if it is not aligned to priorities and identify emerging opportunities as these materialise.

0117 450 0425

@jamesclay

james.clay@jisc.ac.uk

# data[].attributes.attachment_link.description
A primer created for university leaders as part of the learning and teaching reimagined initiative. Introduction[#pullquote#]"I've heard a lot from universities over the summer about how we've cracked online learning and showed that we were agile as institutions moving so quickly.

# data[].attributes.headline
5 Days of Open Education – Day 2: The ‘what’, ‘why’ and ‘where’ of Open Educational Resources (OERs)

# data[].attributes.subject
5 Days of Open Education – Day 2: The ‘what’, ‘why’ and ‘where’ of Open Educational Resources (OERs)

# data[].attributes.attachment_link.readable_text
Yesterday we introduced Open Education generally. Today, we'll look specifically at an overview of Open Education Resources. By the end of the post, you will:

understand what OER are

be aware of their benefits for different stakeholders

know some places to begin searching for OER for use in learning and teaching

What are OER?

The term OER was first used during a 2002 UNESCO workshop on open courseware in developing countries, but the Hewlett Foundation's definition is the most widely referenced:

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.(The William and Flora Hewlett FOundation, Open Educational Resources).

In other words, they are any resources for learning and teaching that can be used by students and educators without needing to pay royalties or licence fees.
It's useful to consider the distinction between 'Big OERs' (institutionally produced as part of large projects) and 'Little OERs' (individually produced, low cost). Martin Weller (2010) describes how the two differ in terms of quality and intention. Big OERs are created specifically for learning and teaching, are usually of high quality and produced with specific learning outcomes in mind, whereas Little OERs can be produced by anyone, shared and discovered anywhere - not just educational portals - and are not necessarily tailored to a specific teaching need.

The common thread is the resource's adherence to Wiley's '5R framework' mentioned in Day 1:

1. Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)

2. Reuse - the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)

3. Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)

4. Remix - the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)

5. Redistribute - the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

This material was created by David Wiley and published freely
under a Creative Commons Attribution 4.0 licence at:
http://opencontent.org/definition/

White and Manton's (2011) report on 'OER: the value and reuse in higher education' liken OER reuse in institutions to an iceberg: only a small amount of highly visible, properly licensed and branded OERs exist above the surface, at institutional level, but below the water at course-level, staff and students are regular users of digital resources without considering their practice. So how are OER created? Everybody's processes will vary but any OER lifecycle begins with a desire or need to learn or teach something. The following sequence of steps illustrates a typical development process.

OER Lifecycle

1. Find: start by looking for suitable resources which contribute to meeting the need or satisfying the desire. This may include using general search engines, searching specific repositories and finding individual websites. Some potential components may be available offline, including last year's lecture notes, class projects, handouts for learners and other resources prepared previously.

2. Compose: with a collection of resources at your disposal, start piecing them together to form a learning resource for yourself, your fellow educators and/or learners. This is a creative design process of building an educational resource from scratch and/or using components you have found.

3. Adapt: while composing OER, it will nearly always be necessary to adapt components to your local context. This may involve minor corrections and improvements, remixing components, localization and even complete rework for use in diverse contexts.

4. Use: the actual use of OER in the classroom, online, during informal learning activities, etc.

5. Share: once an OER is finished, make it available for the open education community to re-use and begin the life cycle again.

This material was produced by the Center for Open and Sustainable Learning and
available under theCreative Commons Attribution Share Alike licence at:
http://wikieducator.org/OER_Handbook/educator_version_one/Introduction/OER_life_cycle

Licensing plays a role throughout the life cycle. OERs will usually display a licence detailing if and how they can be used. Creative Commons is one of the most commonly used licence forms. The most open Creative Commons licence is CC-0 which allows you to reuse and adapt a resource for any purpose, without a requirement to reference the original creator. Other CC licences require you to attribute the author and provide a link to the original work and/or a description of the licence wherever you make the resource available. If a resource does not have a Creative Commons (or similar) licence permitting its reuse, you should assume that usual copyright restrictions apply. Tomorrow's post will introduce the different Creative Commons licences in more detail.

Why are OER important?

The OER Research Hub 'OER Evidence Report 2013-2014' synthesises results from 6,000 responses to 20 surveys about the impact of open educational resources. 79.5% of responding educators use OER to get new ideas and inspiration (OERRH) but many, varying drivers exist for different user types. A significant contribution of JISC's UKOER (2009-2012) programme was in articulating and providing evidence of benefits across a range of educational contexts and for a diverse mix of stakeholders across several sectors. The table below provides a summary of the benefits found in their studies:
[gview file="http://blog.yorksj.ac.uk/moodle/files/2016/03/Benefits-of-Releasing-OER.pdf"]

Where can you find OER?

Knowing where to find resources is one of the biggest barriers for educators using OER. Perhaps the simplest way to find OER, particularly 'Little OERs', is using Google's Advanced Search feature, which allows you to filter your search by usage rights. Google's usage rights filter shows you images, text, videos that are either labelled with a Creative Commons or similar licence, or are in the public domain. The Center for Open Educational Resources and Language Learning provide a helpful infographic (below) on finding OER by using the cross-platform Creative Commons search.
[gview file="http://blog.yorksj.ac.uk/moodle/files/2016/03/finding-oer-infographic.pdf"]
If you prefer to browse catalogued or curated OER, hundreds of dedicated initiatives exist worldwide, with tools and services to enable sharing and collaborative production of learning resources. Below is just a sample of some of the largest cross-disciplinary OER projects:

1. MIT OpenCourseWare (OCW) is a repository of nearly all course content used in teaching at Massachusetts Institute of Technology. It features openly available materials from 2,260 courses, which tutors can use, adapt and share with their students within the core curriculum or as a useful supplement. Read more about Getting Started with OCW or browse the resources by department.

2. OER Commons is an initiative created by ISKME (the Institute for the Study of Knowledge Management in Education) and supported by OER advocates, the William and Flora Hewlett Foundation. Ithosts free-to-use teaching and learning content from around the world, organised by level of teaching, material type and subject. It also features several curated collections by topic.

3. Openstax (previously Connexions) features tens of thousands of pages of content, available individually but also organised into thousands of open, fully reusable and adaptable textbooks in a host of different disciplines. All are downloadable across devices. The site is supported by Texas-based Rice University and philanthropic grants.

4. Multimedia Educational Resource for Learning and Online Teaching (MERLOT) originated as a project from California State University in 1997. Unlike OERs in many other collections, all MERLOT materials are evaluated in some way to ensure that they are useful for the MERLOT community. This process is led by an editor and includes editorial board members and peer reviewers. MERLOT's search of over 40,000 materials is open to all, but MERLOT also provides additional services around its content to registered users, including option to create a Course ePortfolio of bookmarked OER content from its site, contribute your own OERs or become a peer reviewer. Registration is free.

5. is a multilingual, cross-disciplinary OER portal similar to the OER Commons above. It originated from a UNESCO funded project at the Mexico-based Tecnologico de Monterrey. Read their Frequently Asked Questions or search or browse their collections to get started.

6. LORO (Langauges Open Resources Online) contains resources for language learning and teaching. The site is maintained by the Department of Languages at The Open University. Most materials are OER available to download, reuse, revise etc. but check the licence type, as some do not allow edits to the resource.

Reusing existing content, assignments, modules etc. in your teaching relies upon your role as expert evaluator of information and content. You'll need to consider the re-usability (are there any time or format limitations to reusing the resource?), the relevance, quality, accuracy and the impact of the resource. If you'd like to know more about the issues to consider when reviewing an OER, the University of Leicester's OTTER project produced suggested quality criteria for evaluating the content itself, its openness, its suitability for reuse and re-purposing.

Reference resources...

The OER Handbook for Educators, produced by the Center for Open and Sustainable Learning, provides a guide for getting started in the creation of OER. The primary chapters are on Finding, Composing, Adapting, Using, Sharing and Licensing OER.

JISC OER Guide (2014) explains OER but also addresses the surrounding issues for different educational stakeholders: senior managers, learning technologists, technical staff and educators interested in releasing OERs.

The OERRH OER Evidence Report 2013-14 is the first report from the OER Research Hub - a network of researchers and projects dedicated to answering the question 'What is the impact of OER on learning and teaching practices?'

Open educational resources in higher education: A guide to online resources. A blog post by Goldberg, E. J. & LaMagna, M. (2012) on the Association of College and Research Libraries website featuring a list of OER repositories and portals.

Choose two of the OER repositories or websites linked to above. Compare and contrast the usefulness of the two repositories. Some questions you might consider:

Can you find anything relevant for your teaching?

Are the resources up-to-date and well organised?

Is it clear what licence has been applied to the resources, i.e. what you can legally do with them?

How easy does the site make it to retain, reuse, revise, remix, redistribute its resources?

Add your thoughts in the comments section below - we advise a minimum of approximately 50 words and max of 200.
Complete at least three activities across the five days to earn our 'Open Education Enthusiast' badge.

Day 3: Creative Commons Licensing: know your SA from your ND!

Day 4: Introduction to Open Access Publishing

Day 5: Becoming an Open Educational Practitioner

Don't forget to follow us on Twitter at and or search the hashtags #YSJOpenEd and #OpenEdWeek for additional materials or comment.
Course facilitators:
Róisin Cassidy (Technology Enhanced Learning),
Ruth MacMullen, Ruth Mardall and Clare McCluskey-Dean (Information Learning Services)

# data[].attributes.attachment_link.title
5 Days of Open Education - Day 2: The 'what', 'why' and 'where' of Open Educational Resources (OERs)

# data[].attributes.attachment_link.description
Yesterday we introduced Open Education generally. Today, we'll look specifically at an overview of Open Education Resources.

# data[].attributes.attachment_link.readable_text
In this handbook

Welcome to the world of Open Educational Resources (OER). This handbook is designed to help educators find, use, develop and share OER to enhance their effectiveness online and in the classroom.

Although no prior knowledge of OER is required, some experience using a computer and browsing the Internet will be helpful. For example, it is preferable that you have experience using a word processor (e.g. Open Office or Microsoft Word) and basic media production software, such as an image editor (e.g. Gimp, Inkscape or Photoshop).

The handbook works best when there is some sort of OER you would like to create or make available to others, but it is also useful for the curious reader.

There are several ways to use this handbook, including:

Cover-to-cover, which is intended for newcomers who want to gain an understanding of OER and engage in the whole development cycle (find, compose, adapt, use, share, ...) in a real world setting;

Individual sections, as a quick reference for educators engaged in OER development looking for pointers at any stage in the OER development cycle.

You are not expected to be an instructional designer or media production expert to use this book. If you encounter a term with which you are unfamiliar, check the glossary at the end of the handbook for a definition.

What this handbook does not cover

OER is a broad topic and it would be difficult, if not impossible, to cover it comprehensively. This handbook does not include tutorials on the software used, though the URLs of some tutorials have been provided. It also does not prescribe a particular teaching method when using OER.

If you are educational technology staff at an institution, the institution handbook may be more appropriate for you. There will also be a handbook available for policy-makers such as superintendents and higher education staff. See the Introduction to Other Handbooks in Conclusion for more information.

Introduction

Compose OER

Conclusion

Appendices

Other Formats

The OER Handbook can be printed from Lulu in Black and White or color. The PDFs are also available, free of charge, at Lulu. Custom PDFs can be generated using WikiEducator's Collections feature.

# data[].attributes.attachment_link.description
Welcome to the world of Open Educational Resources (OER). This handbook is designed to help educators find, use, develop and share OER to enhance their effectiveness online and in the classroom. Although no prior knowledge of OER is required, some experience using a computer and browsing the Internet will be helpful.

# data[].attributes.body
"Ouvert pour la justice climatique", c'est est le thème de la semaine internationale du libre accès qui se tiendra du 24 au 30 octobre 2022

# data[].attributes.attachment_link.readable_text
"Ouvert pour la justice climatique" est le thème de la semaine internationale du libre accès de cette année (du 24 au 30 octobre).

La notion de la justice climatique est une reconnaissance explicite que la crise climatique a des effets considérables, et que les impacts ne sont "pas portés de manière égale ou équitable entre les riches et les pauvres, les femmes et les hommes, et les générations plus âgées et plus jeunes", comme le note l'ONU. Ces déséquilibres de pouvoir affectent également la capacité des communautés à produire, diffuser et utiliser les connaissances autour de la crise climatique. Le libre accès peut créer des voies vers un partage plus équitable des connaissances et servir de moyen de lutte contre les inégalités qui conditionnent les impacts du changement climatique et notre réponse à ces derniers.

L'accent mis cette année sur la justice climatique vise à encourager la connexion et la collaboration entre le mouvement climatique et la communauté ouverte internationale. Le partage des connaissances est un droit, et la lutte contre la crise climatique exige l'échange rapide de connaissances au-delà des frontières géographiques, économiques et disciplinaires.

La semaine internationale du libre accès est l'occasion de coordonner les communautés pour que l'ouverture soit la valeur par défaut de la recherche et que l'équité soit au cœur de ce travail. Choisi par le comité consultatif de la semaine du libre accès, le thème de cette année est l'occasion de se réunir, d'agir et de sensibiliser à la manière dont le libre accès permet la justice climatique. La semaine du libre accès 2022 se tiendra du 24 au 30 octobre ; cependant, chacun est encouragé à organiser des discussions et à prendre des mesures autour du thème "Ouvrir pour la justice climatique" au moment le plus opportun de l'année et à adapter le thème et les activités à son contexte local.

------------------------------------------------------

Pour plus d'informations sur la semaine internationale du libre accès, veuillez consulter le site openaccessweek.org. Le hashtag officiel de la semaine sur Twitter est #OAWeek.

Des traductions de cette annonce dans d'autres langues sont disponibles sur openaccessweek.org.

Les graphiques relatifs au thème de la semaine du libre accès de cette année sont disponibles sur openaccessweek.org.

# data[].attributes.attachment_link.title
Francais - International Open Access Week

# data[].attributes.attachment_link.description
"Ouvert pour la justice climatique" est le thème de la semaine internationale du libre accès de cette année (du 24 au 30 octobre). La notion de la justice climatique est une reconnaissance explicite que la crise climatique a des effets considérables, et que les impacts ne sont "pas portés de manière égale ou équitable entre les riches et les pauvres, les femmes et les hommes, et les générations plus âgées et plus jeunes", comme le note l'ONU.

# data[].attributes.attachment_link.readable_text
0:00 / 3:23•Watch full video

# data[].attributes.attachment_link.authors[].name
UCLouvain - Université catholique de Louvain

# data[].attributes.attachment_link.title
Les OERs : un axe majeur de l’Open Education (1/4)

# data[].attributes.attachment_link.description
Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.

# data[].attributes.headline
Idées pour développer le Digital Literacy des étudiants

# data[].attributes.subject
Idées pour développer le Digital Literacy des étudiants

# data[].attributes.body
https://onehe.org/stak/
The STAK Project is a Danish national project that has produced a framework and tools to help educators develop the academic digital literacies, skills, and competencies of their students.

# data[].attributes.body
Les prochaines Journées suisses du digital ont lieu du 5 septembre au 23 octobre 2022 dans toute la Suisse.

# data[].attributes.attachment_link.readable_text
ENCOURAGER LE DIALOGUE ET L'APPRENTISSAGE

Les Journées suisses du digital 2022 arrivent à grands pas. Une fois de plus, nous lançons, menons et encourageons la conversation nationale sur tout ce qui concerne la digitalisation. La 6e édition des Journées suisses du digital combine une vision suisse avec un accent régional et comprend des événements physiques et virtuels pour le public, les partenaires et les écoles. Pendant 7 semaines, du 5 septembre au 23 octobre, digitalswitzerland organise une série de Journées du digital locales dans 7 régions de Suisse. En commençant par la région de Berne, suivie par la Suisse du Nord-Ouest, la région de Zurich, la Romandie, le Tessin, la Suisse orientale et la Suisse centrale.

Rejoignez-nous pour des événements percutants et des interactions significatives dans notre espace événementiel - une bulle de dialogue portable - dans une ville près de chez vous. Les partenaires bénéficient d'opportunités de réseautage et d'inspiration, et bien plus encore. Ne manquez pas l'occasion de participer aux Journées suisses du digital 2022. Ensemble, nous créons le futur digital.

RÉSEAUTAGE ET INSPIRATION

Opening et Closing Events

Les Journées suisses du digital 2022 sont une occasion unique de réseauter et de s'inspirer des activités et des participants. Deux événements exclusifs favorisent les connexions et les échanges entre partenaires. Le premier aura lieu le 5 septembre à Berne, dans le cadre des activités d'ouverture des Journées suisses du digital, et en présence du président de la Confédération, Ignazio Cassis. Le second événement aura lieu le 27 octobre et marquera la clôture des Journées suisses du digital. Devenez partenaire en prenant contact avec nous.

READY-TO-ENGAGE FORMATS

GREENTECH / herHACK / NextGen

Vous voulez participer aux Journées suisses du digital mais manquez de ressources pour organiser un événement ? Rejoignez un de nos 3 formats ready-to-engage (prêt à l'emploi) : GreenTech, herHACK et NextGen, et créez un lien avec un public spécifique. GreenTech apporte de la visibilité aux startups régionales et présente des solutions innovantes dans le domaine de la durabilité. herHACK vise à soutenir les femmes dans le domaine de la technologie et des sciences et encourage la diversité en créant des espaces sûrs où elles peuvent se rencontrer et améliorer leurs compétences. Comme les enfants joueront un rôle important dans le façonnement de notre avenir digital, NextGen s'adresse à la prochaine génération (10-15 ans) pour l'aider à découvrir les emplois du futur ainsi qu'à se familiariser et utiliser de nouvelles technologies. N'hésitez pas à nous contacter pour plus d'informations!

# data[].attributes.attachment_link.description
ENCOURAGER LE DIALOGUE ET L'APPRENTISSAGE Les Journées suisses du digital 2022 arrivent à grands pas. Une fois de plus, nous lançons, menons et encourageons la conversation nationale sur tout ce qui concerne la digitalisation. La 6e édition des Journées suisses du digital combine une vision suisse avec un accent régional et comprend des événements physiques et virtuels pour le public, les partenaires et les écoles.

# data[].attributes.body
Making Switzerland a leading digital innovation hub.

# data[].attributes.attachment_link.readable_text
Join us today!

digitalswitzerland is a Swiss-wide, cross-industry initiative that aims to strengthen and anchor Switzerland as a leading global location for digital innovation. Under the umbrella of digitalswitzerland, more than 240 association members and non-political foundation partners work together transversally to achieve this goal.

# data[].attributes.attachment_link.title
Making Switzerland a leading digital innovation hub

# data[].attributes.attachment_link.description
Join us today! digitalswitzerland is a Swiss-wide, cross-industry initiative that aims to strengthen and anchor Switzerland as a leading global location for digital innovation. Under the umbrella of digitalswitzerland, more than 240 association members and non-political foundation partners work together transversally to achieve this goal.

# data[].attributes.body
Avec sa stratégie « Suisse numérique », le Conseil fédéral montre qu'il reconnaît l’importance de la numérisation et des défis qu’elle représente pour notre société,

# data[].attributes.attachment_link.readable_text
Avec sa stratégie " Suisse numérique ", le Conseil fédéral montre qu'il reconnaît l'importance de la numérisation et des défis qu'elle représente pour notre société, et qu'il veut en exploiter les possibilités au profit de tous. La Stratégie " Suisse numérique " tient lieu de stratégie faîtière pour la politique numérique de la Confédération; elle est complétée par des stratégies sectorielles. Elle régit l'action de l'administration fédérale et peut servir de cadre de référence aux autres acteurs de la Suisse numérique, notamment la communauté scientifique, les milieux économiques, les autorités et la société civile. La Stratégie " Suisse numérique " doit être en mesure de réagir aux principaux développement économiques, juridiques, techniques et sociaux, et fixer des priorités. Elle est actualisée au moins tous les deux ans.

Les décisions récentes prises par les géants du web de bloquer certains comptes mettent en lumière le rôle joué par les plateformes numériques dans notre société. Cette question préoccupe les cercles restreints de la gouvernance de l'internet depuis des décennies. Il est grand temps de faire plus de place au débat sur la numérisation!

Lire l'article

Bundeskanzlei BK
Digitale Transformation und IKT-Lenkung DTI
Schwarztorstrasse 53
3003 Bern

Back to top

Afin de pouvoir adapter notre offre web de manière optimale à vos besoins, nous utilisons l'outil d'analyse Google Analytics. Ainsi, votre comportement sur le site web est enregistré anonymement. Par conséquent, aucune donnée personnelle n'est transmise ou stockée. Si vous n'êtes pas d'accord avec cela, vous pouvez arrêter la collecte de données par Google Analytics et continuer à utiliser ce site web sans restrictions. En savoir plus

D'accord

Poursuivre sans acquisition de données

# data[].attributes.attachment_link.authors[].name
Direction opérationnelle Suisse numérique GDS

# data[].attributes.attachment_link.description
Avec sa stratégie " Suisse numérique ", le Conseil fédéral montre qu'il reconnaît l'importance de la numérisation et des défis qu'elle représente pour notre société, et qu'il veut en exploiter les possibilités au profit de tous. La Stratégie " Suisse numérique " tient lieu de stratégie faîtière pour la politique numérique de la Confédération; elle est complétée par des stratégies sectorielles.