Information and digital literacy in education via the digital path

Inspiration for an uncertain future

When hundreds of spring and summer undergraduate courses were abruptly moved from onsite to online delivery in the wake of COVID-19, several faculty and students nationwide reacted with panic and uncertainty. Currently, instructors are busy preparing for the 2020-2021 academic year where several students will continue taking courses online. At my institution, fall academic courses will be primarily virtual (along with several others across the nation), with some in-person and hybrid instruction for performance-based, clinical, and laboratory courses, and some students living on campus.

Many learning providers will be welcoming new learners to their courses in September and this new Jisc guide looks in depth at how organisations can plan an inclusive induction programme. Whether you are taking a hybrid, face-to-face or blended learning approach you will find information about accessibility, wellbeing and helpful resources. You will also find many case studies to inspire you.

With some schools already announcing they will not reopen normally in the fall, and many others considering their options, educators are hoping to take advantage of the summer to improve on this spring’s sink-or-swim plunge into distance learning. Much of this reflection is likely to take place within the often siloed communities of practice in K-12 and higher education.

Whether enrolling in a single online class or a fully virtual program, students need to be prepared for the academic and social learning that compose their educational journey. While some may arrive with years of online learning experience, others will require familiarization with processes, tools, expectations, and the campus community—and all will benefit from an introduction to their new academic community. Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.2

Vice-chancellors and senior executives from more than 40 UK universities have contributed to a new framework, launched today, to help higher education leaders realise the benefits of a long-term strategic approach to digital technology.

In March 2020, UK higher education embarked on a sudden shift to digital learning. In the vast majority of cases, it wasn’t a designed and fully realised transformation of teaching and learning.

It was an emergency response to an unprecedented situation that relied on upskilling staff rapidly enough to enable them to deliver the remainder of their courses, and assess them, in as effective and equitable way as possible. 

The extent of this digital shift, and the tools, techniques and platforms used, varied not only between universities but also within them, depending on the demands of different departments and the confidence and capabilities of the staff.