Universities in the United Kingdom (UK) had to move quickly to greater use of digital learning and a multitude of terminologies for describing the diverse digital learning experiences offered by them. This lack of a common language could prove to be a roadblock for students to understand the programs and the differences between the learning experiences offered by these Universities.
Universities in the United Kingdom (UK) had to move quickly to greater use of digital learning and a multitude of terminologies for describing the diverse digital learning experiences offered by them. This lack of a common language could prove to be a roadblock for students to understand the programs and the differences between the learning experiences offered by these Universities.
Consequently, the Quality Assurance Agency (QAA) has published Building a Taxonomy for Digital Learning, guidance that defines and assesses the most common terms that Universities use to describe how they and the students engage with digital teaching and learning. The aim is to help Universities evaluate the appropriateness of the terminologies and achieve consistency in the usage of terms. Appropriateness and consistency are important to ensure a better understanding of the learning experiences offered by the Universities.
The guidance provides broad classifications of the type of experiences a student can expect from the education and training programs that have digital elements. By outlining these, the guidance will help Universities inform students and help them compare and make informed choices about the different digital approaches.
Building a Taxonomy for Digital Learning also contains a glossary of associated terms that are used when communicating what elements of digital learning are being used. It is intended as the starting point for an understanding of a common language and embedding a common terminology for digital learning across the UK higher education sector.
Click here to read the original article published by the QAA.
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