Learning Capabilities Development

There are a wide range of learning capabilities and literacies that students undertake as part of their degree programmes. They are informed by the discipline but broadly cover three categories: learning, research, and digital capabilities. Employability skills are also included.

Digital capabilities includes learning competences to ensure our students are well equipped for living, learning, working and researching in a digital world. Digital learning includes information and media literacies, digital scholarship and identities.

Title Description Discipline
ChemTube3D – a unique educational web site This case study provides a short description about a web-based Open Educational Resource created by Chemistry undergraduates to support their learning of structures and reactions. This OER won the Royal Society of Chemistry Nyholm Prize for Education in 2015. Chemistry
Study Skills Blog This case study outlines how a study skill blog supports student’s learning development in the Management School. Management
Group Wiki assignment to support research This case study outlines how students working in groups use an assessed wiki to develop their learning about undertaking a research project. Students develop skills related to website design, embedding multimedia content; they learn to present content in a visually interesting way, reach wide-ranging audiences, work collaboratively and practice evidence-based research. Orthoptics and Vision Science
Developing Digital literacies UoL website The University of Liverpool website developed by the Developing Digital Literacies working group, which includes digital stories from staff, the university framework for digital literacies and latest events for student and staff.  
Developing students' digital literacies

From the Joint Information Systems Committee (JISC), this is an extensive guide developed in consultation with the higher education sector on effectively developing students' digital capabilities, which includes case studies.

 
Digital Capabilities: the 6 elements defined The University of Liverpool has adopted this JISC model to support student skill development at programme, module and session levels. This very useful resource is focussed on Digital Capabilities; the six elements are: ICT proficiency; Information, media & data literacy; Digital creation, scholarship and innovation; Digital communication, collaboration and participation; Digital learning and personal/professional development and; Digital identity and wellbeing. Choose those that fit your learning and assessment tasks in your discipline and context. An informative blog  
Digital Literacies: the staff perspective

Dr Anne Qualter offers the staff perspective on digital literacies; explains the seven areas of digital literacies, derived from the JISC guidance on digital literacies, with implications for learning and research.

Duration: 9 minutes

 
Digital Literacies: the student perspective

Harry Anderson, an officer from the Liverpool Guild of Students, offers the student perspective on digital literacies including why digital literacies matter to students, what they are, what staff can do, and curricular examples.

Duration: 4 minutes

 
iLearn - generic learning capabilities development

iLearn is the University of Liverpool’s online digital literacies and learning development portal.  It is available to all University of Liverpool undergraduate and postgraduate students worldwide.  It is designed to contribute to the development of robust academic and scholarly practices whilst at Liverpool. In addition there are four disciplinary iLearn sites available:

  • Statistical skills development
    This version of iLearn was developed by PhD Psychology students for undergraduate use. It will be of benefit for all students who are required engage with statistics during their course of study. Students can elect to complete the statistics diagnostic.
  • History
    This version of iLearn was developed by Writing@Liverpool tutors, includes a specific History writing diagnostic and responds to the key challenges faced by History students when writing their assignments. The diagnostic is embedded in curriculum at Level 1.
  • Physics Lab skills
    This version of iLearn supports students in understanding and recall of key lab skills. Students are able to access the resources in real time in the Central Teaching Lab.
  • ULMS
    This version of iLearn was developed specifically for Management School students. The diagnostic is embedded into a first year formative assignment task that requires students to reflect on their learning skills. It includes and builds on the resources available in the generic iLearn.
 
My Liverpool This is a University of Liverpool web-based signposting resource showcasing the wide variety of co- and extra-curricular activities available to all students (UG, PGT and PGR). The portal can also be accessed by prospective students. It aims to support the enhancement of the student experience by highlighting the range of activities and by encouraging students to reflect on skills developed through their participation.  
Online Research Integrity Module Designed for doctoral students and early career researchers, these are online modules created by a consortium of universities across the world, Epigeum. Available in five disciplinary clusters, they are designed to provide an essential understanding of responsible research practices. The courses include designing the research project, conducting the research, reporting the research and responsibilities to society.  
Policy to Practice - supporting student learning This is a presentation paper from a SEDA conference (2011) that discusses supporting student learning using policy to inform practice.  
Using video interviews to support students’ employability The Careers & Employability Service offer practice interviews to students and graduates as part of careers modules in industry courses. This case study outlines how the practice interview, using Sonru technology enables students to develop interview skills, including reflection on their performance in their own time, using the recording.