exeter cascade scap slides
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Exeter Cascade project slides presenteTRANSCRIPT
The Exeter Cascade Project: Academic Practice in a Digital Age
Dale Potter 06 July 2012
The context
Exeter a research-intensive university
High-achieving staff and students many of whom prefer 'traditional' research and study approaches
BUT an appetite for change if led by scholarship:
New campus developments including Forum building with innovative teaching spaces
New programmes and interdisciplinary research centres with digital elements
History of successful initiatives led by students as change agents
Generic aim
to design and implement a range of innovative strategies and curriculum activities
which ensure that researchers, students and staff develop their digital capabilities
in the context of their own disciplines
Activities
Baseliningthe situation as is, and priorities for change
Developing peopleworking with 15 postgraduate researchers to develop their
digital expertise and local influence
Developing the curriculumworking across taught programmes to embed authentic, research-
rich activities that enhance digital capability
Developing know-howbuilding online resources and activities, working in partnership
with Colleges and professional services
Critical values
Digital scholarshipKnowledge practices that support learning, teaching and research,
focusing on how knowledge is generated, grown, shared, critiqued and communicated in the discipline
CollaborationActivities designed by staff and PGRs, following consultation about
the needs of students and scholars in the context of different disciplines; partnerships with professional services
Students as change agentsPostgraduate students are key agents of change in this area, as
early-career researchers, digital natives, and emerging teachers.
SCAP findings and theExeter Cascade project
5. DL development is framed in the context of the disciplines
6. Opportunities exist to broaden the conversations around DL, to include research
7. Opportunities exist to strengthen discussions of student development of DL, possibly through better collaboration with students
These findings tie in closely with our activitiesand critical values!
5. DL development is framed in the context of disciplines
(We found): Some digital academic practices are subject-specific at the level of topic or research area, e.g. data capture, analysis and visualisation
Others are generic e.g. collaboration, communication, note-taking, referencing, time and task management, publication, networking
(We are): Developing digital literacy through research-like activities embedded in taught modules
Supporting postgraduate interns to undertake relevant development work in their own departments
Producing College reports and recommendations to ensure local ownership even where issues are common
6. Broaden the conversationsaround DL to include research
(We found) Digital scholarship opens more doors that digital literacy at a research-intensive university
Postgraduate researchers can be effective change agents as both early career researchers and emerging teachers
(We are) working with researcher developers and ADs (research) as well as PGRs directly
Orientating events around scholarly discussion and showcasing rather than skills development
Bringing researchers and teachers together to share ideas
7. (Explore) DL developmentin collaboration with students
We found: PGRs can be brilliant digital pioneers with the right
support and recognitionOur postgraduate students are: developing resources, setting up peer networks,
pioneering methods of data collection and visualisation, communicating research in novel ways, developing their skills together, blogging, conducting original research into digital attitudes, asking difficult questions, criticising, contributing to new strategies, putting on events, writing reports, forging new partnerships between colleges and academic services...
Find out more
http://projects.exeter.ac.uk/cascade/
http://blogs.exeter.ac.uk/cascade/blog/
twitter: exetercascade