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Good Practice Guide: The Use of Digital Resources in University Programmes: Digital Literacy as a Way to Improve Students' Employability. Case Studies from the COLISEE Project
Linköping University, Department of Management and Engineering, Production Economics. Linköping University, Faculty of Science & Engineering.
2017 (English)Report (Other academic)
Abstract [en]

The good practice identified through two years of activity within the COLISEE project is valuable since these activities have produced practical examples which can be analyzed, and pathways which can be followed, but not models which can be reproduced, given the fact that the local context and environment vary so much from one university to another. The authors of this booklet are aware that there is a long way for each university to go if they want to develop a true digital culture and overcome the well documented resistance to change. However, the contribution of the project in terms of the digital resources identified and made available to a varied public (students, university teachers etc.) is substantial given the fact that the digital resources which have been evaluated, developed (e.g. MOOCs) and tested within the bounds of the COLISEE project are numerous and respond to a real need. The effort expended by the authors on this piece of team work has centered on the three key competences of the project but also of the forthcoming Master’s programme (plurilingualism and corporate culture).

Concluding Remarks

As we reach the end of this booklet on ‘The use of Digital Resources in University Programmes’, it is worth noting both the limitations of this piece of collaborative work and the contributions it has made, especially in terms of the sustainability of the project and the anticipated impact of the COLISEE project deliverables. Its limitations lie in the fact that it cannot lay any claim to have come up with a model which others can follow. The good practice identified through two years of activity within the COLISEE project is valuable since these activities have produced practical examples which can be analyzed, and pathways which can be followed, but not models which can be reproduced, given the fact that the local context and environment vary so much from one university to another. The authors of this booklet are aware that there is a long way for each university to go if they want to develop a true digital culture and overcome the well documented resistance to change. However, the contribution of the project in terms of the digital resources identified and made available to a varied public (students, university teachers etc.) is substantial given the fact that the digital resources which have been evaluated, developed (e.g. MOOCs) and tested within the bounds of the COLISEE project are numerous and respond to a real need. The effort expended by the authors on this piece of team work has centered on the three key competences of the project but also of the forthcoming Master’s programme (plurilingualism and corporate culture).

The students from the various universities who follow this Master’s course will be able to develop each of the three competences autonomously as well as develop familiarity with the use of new technologies. The university teachers who participate in the Master’s will be able to enrich their own professional practice so long as they make the effort to undertake training and to question their own practices. Overall, this good practice guide fully meets one of the outcomes expected from the COLISEE project.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017, 1. , 113 p.
Keyword [en]
Digital Literacy, Learning Environment
National Category
Pedagogical Work Other Computer and Information Science Computer and Information Sciences Learning Human Aspects of ICT
Identifiers
URN: urn:nbn:se:liu:diva-142567ISBN: 9789176855676 (print)OAI: oai:DiVA.org:liu-142567DiVA: diva2:1153866
Projects
COLISEE Erasmus+ KA2
Note

Authors and Contributors

Alain Carlo, Université de Montpellier, France, Introduction and Conclusion

Ana María Martín-Cuadrado, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Alexandros Liapis, Hellenic Open University, Greece, Chap. 2

Carlos Cerrada, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Chiara Biscarini, Università per Stranieri di Perugia, Perugia, Italy, Chap. 4

Danilo Rini, Università per Stranieri di Perugia, Perugia, Italy, Chap. 4

David Cons Couselo, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Donatella Padua, Università per Stranieri di Perugia, Perugia, Italy, Chap. 1, 2 and 4

Elena Karakolidou, Hellenic Open University, Greece, Chap. 2

Evangelia Karagiani, Hellenic Open University, Greece, Chap. 2

Fernando Nardi, Università per Stranieri di Perugia, Perugia, Italy, Chap. 4

Inés Gil-Jaurena, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Janerik Lundquist, Linköping University, Sweden, Editor

Julio Navio, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Lucrecia Rallo, Universitat de les Illes Balears, Spain, Chap. 2 and 4

Luis Miguel Almagro, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

María Jordano de la Torre, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Michalis Xenos, Hellenic Open University, Greece, Chap. 2

Nuria Manzano-Soto, Universidad Nacional de Educación a Distancia, Spain, Chap. 3

Patrizia Manili, Università per Stranieri di Perugia, Perugia, Italy, Chap. 4

Stefania Spina, Università per Stranieri di Perugia, Perugia, Italy, Chap. 2 and 4

Vicky Wright, University of Southamton, UK, Chap. 4

Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2017-11-01Bibliographically approved

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