Several weeks ago I wrote a short piece for CSM’s ‘Digital Present’ blog in which I explored the use of UAL’s ‘Workflow’ ePorfolio – based on Mahara.
Students and academics were kind in giving of their time and experience to discuss how and why they were using ePortfolios. What becomes very clear is that this is very much a platform which can be of use and benefit to students even without it being made a core component of their course(s). The full article is @: http://goo.gl/fFuOb
On the 15th November at LCC I had the pleasure of taking part in a SEE Event held as part of Enterprise Week entitled ‘Improving your prospects through online profiles’.
This brought together 6 speakers and a lively audience comprising mainly UAL students and alumni to debate and explore ways in which online profiles can be beneficial – as well as reviewing the potential pitfalls and how to avoid and recover from them. The slides for my presentation are @ http://goo.gl/oLmrv
This was an extremely interesting and enjoyable event which explored a wide variety of themes related to online profiles, digital identity and digital life – for more information have a look @: http://goo.gl/rlYrR
Jo Morrison @ CSM explores what digital literacy means within a dynamic arts and design educational environment and some of her thoughts are captured in a recent blog posting on the ‘Digital Present’ Blog.
As Jo mentions in her posting, colleagues at UAL are putting together a focus group to explore and understand these complex issues in much more detail and the rationale and methodology behind this is explored by Chris Follows in his recent posting about new developments at the DIAL Project.
The new CSM Digital Present Blog has just launched and is well worth visiting! This new blog aims to document and support digital literacy at CSM and offers useful information as well as case studies illustrating current practice.
The online survey for UAL students and staff which is available at has yielded some interesting results. The survey asks a mixture of questions – some multiple choice (quantitative) and others very open (qualitative) – thereby inviting additional comment and reflection. A summary of the multiple choice answers to date is shown below – watch this space for further details on the more qualitative findings.
(The findings presentation runs automatically below – but you can also open it up in a new browser window to view full screen).
John Jackson 