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Jisc student experience blog
Supporting innovation in learning, teaching and the student experience

  • Join the pilot of the Student/Learner digital experience tracker
    Pilot of the Student/Learner digital experience tracker Following feedback on the Digital Student Data service from the consultation events to date, expert input, and intensive testing of the questions with learners from HE and FE, we are now ready to pilot a beta version of the digital experience tracker with a small number of universities, ...

  • University of Winchester Student Fellowship Scheme Case Study Published
    Posted on behalf of Clare Killen: The Student Fellowship Scheme (SFS) at The University of Winchester recruits and trains students to work on targeted educational development projects alongside academics and professional staff.  The SFS evolved from the Jisc-funded FASTECH project, a collaborative project involving staff and students at The University of Winchester and Bath Spa University that advanced  ...

  • Anonymity and identity
    Following on from my post about posts across the web on identity, James Davis, Jisc’s Information Security Manager provided the following blog post which expands on the topic. With increased awareness of state surveillance schemes, people are looking towards cryptographic technologies such as tor and bitcoin as a perceived means to regain a degree of ...

  • Digital anonymity
    One of the six elements of digital capability as outlined in our published framework is digital identity Across the web on various blogs, there have been some interesting articles and views on identity. I really started to engage with the web in 1997 and back then the default behaviour was to be mainly anonymous or if you ...

  • Working with the Heads of Educational Development Group
    This is a write-up of a workshop I ran for HEDG in November (yes finally! I have been working with universities in Australia since then – more in a following post). It is always good to work with educational developers, a group of people who are alive to the need for teaching staff to develop ...

  • Achievements of the Change Agents’ Network
    I’ve been in a rather fortunate position having been commissioned to undertake an evaluation of the Change Agents’ Network (CAN) by the Advisory Group, looking back over the last three years of its operation and helping to inform its future. I’d like to focus this blog post on key achievements and the best way to ...

  • Skills sector project: Five more learner focus groups and some preliminary thoughts from these
    Posted on behalf of Giles Pepler,Skills Study Project Manager, and NIck Jeans,Senior Consultant (Learning Technology): In the run up to Christmas we ran five further learner focus groups: three in ACL and two at private training providers. The ACL learners included a large and lively group at Carmarthen and smaller groups in Leicester and Derby, ...

  • It’s a question of style
    In applications such as Word and Powerpoint you have styles. In online tools such as WordPress and Moodle you also have styles. Reflecting on your own capability in using styles in applications, would you consider yourself to be: Proficient Confident Competent Aware Unaware Your response to this question provides a real insight into your actual ...

  • FE case studies: Staff-student partnerships
    Case studies from our Jisc FE Digital Student project on how students are working with staff to develop the student digital experience are now on the Resources page of the blog, in addition to the 4 CAN case studies .  It’s inspiring to see how much good work is being done by individual institutions.  

  • UK HE system requirements: invitation to suppliers to respond
    Jisc and UCISA have been working with universities to develop a statement of requirements to help suppliers understand the needs of UK higher education in relation to the electronic management of assessment (EMA). We have created a template for suppliers to respond to those requirements to help universities better understand the ways in which particular […]