Today I was delighted to take part in the launch of a new book:
Digital Learning in Higher Education
COVID-19 and Beyond
Edited by Matt Smith, Interim Head of Primary Education,University of Wolverhampton and John Traxler, Professor of Digital Learning, Education Observatory, University of Wolverhampton, UK and UNESCO Chair
Publication Date: June 2022 ISBN: 978 1 80037 939 8 Extent: 176 pp
Mapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how Higher Education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, using reflections from HE practitioners and other academic professionals to explore the beginnings of a new and brighter future for HE.
My contribution
I worked with Rachel Crookes and Matt Smith to co-author the chapter on Further non-teaching perspectives on aspects of the higher education sector impacted by COVID-19, based in findings from the ALT Annual Survey:
“ALT’s Annual Survey has run each year since 2014, with a number of the core questions remaining unchanged. We think it provides a unique insight into how learning technology is used across sectors as well as identifying emerging trends in current and future practice. Explore key findings from this year’s survey:
Trends in Learning Technology
This report focuses on how the Learning Technology landscape is changing through a focus on tools and technologies and also professional practice. Our findings provide insight into how blended and hybrid models are becoming the main mode of learning, for 66% of our Members and that student engagement continues to be the number one drive behind the adoption of learning technology.
How our profession is changing
This report explores one of the key questions we ask in the survey: how are institutions investing in Technology-Enhanced Learning? We continue to see an increase in investment of over 30% overall, although smaller than the previous year, when 45% of Members reported an increase in their budgets. From 2020 to 2021, investment in permanent posts has increased from 32% to 54%, and for fixed term posts from 34% to 50%, emphasizing the continued and growing demands for Learning Technology professionals in the long term.”
