#PGfuturesintroduction2011

This document summarizes a report on co-design workshops held to identify students' digital skills needs and design a digital creative toolkit for University of the Arts London (UAL). Over 100 students, staff, alumni and industry professionals participated. Key findings included identifying six elements needed for digital learning (defined knowledge, access to resources/learning/people, opportunities to apply skills) and recommending UAL provide gateway digital resources, peer networks, platforms for skills sharing, and connections across initiatives. The goal is to help students succeed in the digital creative economy through a collaboratively designed toolkit.

1) The document discusses using emerging technologies like social networks, Skype, and mobile apps to enhance online academic advising. 2) It provides examples of how academic advisors currently use tools like Facebook, blogs, Twitter, and wikis to connect with and advise students online. 3) The document predicts future technologies that may be used for online advising, such as geo-tagging, digital books, mobile apps, virtual worlds, and video conferencing.

This document provides a summary of an accessibility and inclusion forum held on 12 November 2013. It includes statistics on disability rates in the UK working population and brief descriptions of programs discussed at the forum, including SpringboardTV which provides work experience for learners, and supported internships for those with learning difficulties or disabilities. The agenda lists presentations on employability skills, case studies from various colleges, and discussions around the use of technology, open badges, and events.

Provide leadership in identifying creative tech solutions, ensuring that they are consistent with the vision of the company as well as the practicality for use at our locations in the mid-Atlantic region Provide leadership for short- and long-range planning for all technology initiatives: infrastructure, staffing, training, evaluation, budgeting, and collaboration with others Understand the business and proactively identify projects/tasks and ensure all items are completed in a timely manner Build effective working relationships with third party technology providers and vendors to ensure maximum usage, prompt support, and cost-effective products. Develop and mentor an IT workforce, including frontline support and system administrators, by recruiting, training and coaching employees and 3rd party vendors, communicating job expectations and appraising their performance Assist Help Desk with higher level issues that need to be escalated, taking a hands-on approach to solving problems Give support to remote users/ownership as well as Apple/Mac devices Design, develop, implement and coordinate IT systems, policies and procedures Responsible for creating and implementing standardization programs among property-level technology platforms, including computers, phones, copiers, internet providers, etc. Manage and monitor security of network resources to include password policies, virus protection, and email security; ensure data integrity Act in alignment with user needs and system functionality to contribute to organizational policy Provide reporting solutions to capture data/performance metrics for strategic use, analyzes data as needed; identify problematic areas and implement strategic solutions in time Audit all IT systems and assess their outcomes Manage inventory/Preserve assets, information security and control structures Create an annual budget for IT hardware and software purchases and ensure cost effectiveness by regularly reviewing costs for services and products for both property and corporate objectives Provide exemplary customer service to team members, clients, vendors

The document summarizes a roundtable discussion hosted by the BizMOOC project. It provides an agenda for the roundtable including presentations on the state of MOOCs, lifelong learning in the workplace, and business strategies for using MOOCs. Reflections from participants acknowledge challenges like cultural shifts needed in businesses to recognize lifelong learning, and the need to demonstrate cost savings to businesses from MOOC implementation. Next steps include disseminating outcomes to stakeholders and promoting an upcoming webinar on MOOC design.

The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream. Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.