This project provides clear evidence on the operation of pedagogy in digital/online contexts and the key features of content that impact on engagement and learning. In contrast to most existing evidence that has focused on the design of digital/online contexts for learning, new evidence is provided on how pedagogy operates through content. The findings reveal that content is constructed at the interplay between the learner and the technology. The project objectives were therefore met: (i) a digital pedagogy framework was constructed from evidence generated with over 11,500 learners and from 93 learner participants, 17 educators, and 21 UG and PG students; and (ii) guidelines on the institutional support required for a digital pedagogy framework to be effective were identified from 3 workshops with separate stakeholder groups, that included, external partners, senior teaching staff and students. To facilitate data communication and impact, evidence-based resources will be made available for use across subject disciplines and different education contexts.
Given that the project ended on January 30th 2018, at this stage comments on impact are not apparent in our data set. As identified in the full bid, anticipated impacts include: (i) inclusion of digital pedagogy framework into university-wide educational strategies, policies and/or guidelines; (ii) the use and adoption of the digital pedagogy framework by internal and external partners/collaborators; (iii) further support for funds focused on generating a robust evidence-base to develop, refine and adapt the digital pedagogy framework; (iv) the inclusion of digital pedagogy into staff training, including PCAP and the Beacon scheme.
Education Enhancement Fund
Dr Victoria Goodyear (firstname.lastname@example.org) & Dr Mark Griffiths (email@example.com), Sport and Exercise Science and Rehabilitation, College of Life and Environmental Sciences
For more information, contact the projects office on firstname.lastname@example.org, quoting reference CSLP168.