1、 DIGITALLY ENHANCED BLENDED LEARNING:LEVERAGING THE BENEFITS OF TECHNOLOGY IN HIGHER EDUCATION 2 DIGITALLY ENHANCED BLENDED LEARNING April 2024 This report was written by Alyson Hwang,Researcher at Policy Connect.Co-chairs:Lord Philip Norton Professor Kathryn Mitchell Policy Connect 7-14 Great Dover

2、 Street LondonSE1 4YR www.policyconnect.org.uk 3 DIGITALLY ENHANCED BLENDED LEARNING Contents Co-chairs Foreword 4 Executive Summary and Recommendations 6 Introduction 9 Terminology 10 11 11 17 20 21 24 25 27 27 28 29 32 32 33 34 37 39 43 43 44 1.Importance of leadership1.1 Strategic Oversight of Bl

3、ended Learning Approaches2.Staff support and digital capabilities3.Digital inclusion,access to connectivity,and cost of living3.1 Digital Poverty in Higher Education3.2 Broadband Connectivity3.3 Maintenance loans and support for distance learners4.Employability for the Modern Workforce4.1 Employabil

4、ity in Higher Education4.2 Professional,statutory,and regulatory bodies(PSRBs)4.3 Digital Work-Integrated Learning Opportunities5.Use and procurement of Edtech5.1 Challenges in Procuring Edtech5.2 Focus Group Findings5.3 Due Diligence on Edtech Tools and Early Market Engagement5.4 Creating Edtech(Re

5、search&Development)5.5 Contracting and Licensing Practices6.Regulation and quality of digitally enhanced blended learning6.1 Quality Assurance of Blended Learning6.2 Regulatory Landscape in England6.3 Risk of Additional Burden45 Conclusion 46 Methodology and Contributions 47 References 52 About this

6、 report 56 Acknowledgements 57 4 DIGITALLY ENHANCED BLENDED LEARNING Co-chairs Foreword In the ever-evolving landscape of higher education,blended learning has become the sector standard.Students now expect,and universities are now delivering,courses that combine in-person and digitally enabled form

7、s of teaching and assessment.The approach stands at the forefront of the digital revolution of education delivery,capable of meeting the diverse needs of learners by utilising technology for learning.Blended learning models offer the promise of a more personalised,engaging and flexible learning expe

8、rience.Yet,to realise this potential,we need stakeholders including Higher Education Institutions,government,students and technology developers to work in concert to thoughtfully and effectively implement blended learning so that the opportunities it presents can be leveraged to greatest effect.This

9、 report synthesises the findings from the Higher Education Commissions inquiry into the adoption and impact of blended learning across various institutions.Through case studies,recommendations,and examples of good practice,it provides a comprehensive overview of the current state of blended learning

10、 in higher education.Moreover,the report delves into the lived experiences of students and staff,offering valuable insights into the challenges and opportunities that blended learning presents.In this spirit,the report calls upon senior leaders and academics in every institution to champion the caus

11、e of blended learning and associated teaching practice,making it a personal and institutional priority.Government can play an equally crucial role by facilitating a supportive ecosystem that enables our universities to effectively adopt and scale blended learning,as well as engage in innovative prac

12、tice to drive progress in this area.As such,we urge government to address the financial,practical and operational challenges that institutions face,thereby helping to ensure that the UK HE sector is leading the technology transformation to enhance both student engagement and the student experience.F

13、inally,and perhaps most importantly,the report demonstrates the critical need to cultivate digital skills and capabilities.Educators,students and professional services staff must be equipped with the tools and knowledge necessary to navigate the technological currents that shape our world.This is no

14、t a luxury;it is a necessity for the workforce of tomorrow.As we present this report,we are grateful to the wide range of individuals and organisations who have contributed their insights and expertise.We extend our heartfelt thanks to the students who have shared their experiences and the educators

15、 who have shown their resilience through pioneering new approaches to practice during a sector-wide transformation.We would also like to thank the expert panel of Higher Education Commissioners who have provided support and advice to this inquiry,as well as the Commissions sponsors Jisc and ACCA Glo

16、bal,without whom this inquiry would not have been possible.DIGITALLY ENHANCED BLENDED LEARNING 5 We invite you to join us in this endeavour,to embrace the challenges and opportunities that blended learning presents,and to work collaboratively towards a future where every student is able to leverage

17、the benefits of technology in higher education.Together,we have the opportunity to harness the transformative power of blended learning to create a more accessible,innovative,and engaging higher education system for all.Professor Kathryn Mitchell CBE,DL Lord Philip Norton of Louth Chair,Higher Educa

18、tion Co-chair,Higher Education Commission Commission 6 DIGITALLY ENHANCED BLENDED LEARNING Executive Summary&Recommendations The integration of digitally enhanced blended learning in higher education is a strategic imperative to the evolving demands of the digital age.The Higher Education Commission

19、s recommendations are focussed on elevating and evolving teaching practice and learning experience,exploring the various ways that Higher Education Institutions(HEIs)and government can enhance the system to realise the full potential of blended learning approaches.Where blended learning is deployed

20、effectively,it can widen participation,enhance student outcomes and learning experiences,and modernise educational delivery to be responsive to industry changes and continued technological developments.Contributors to the inquiry voiced how student needs and demands are changing in line with the eco

21、nomy more than ever,students are benefitting from flexible,personalised,and accessible delivery of their courses.Leadership has been identified as a cornerstone for driving the strategic vision and operational excellence of digitally enhanced blended learning initiatives in curriculum,assessment,and

22、 assessment design.Effective leadership is not only about administrative oversight but also involves championing innovation,fostering a culture of continuous learning,and ensuring that curriculum design and assessment methodologies are responsive to the digital learning context.It requires a commitm

23、ent to reimagining educational paradigms and embracing the potential of digital technologies to enrich the learning experience.1.Importance of LeadershipRecommendation 1:HEIs should appoint an executive leader in every department to advocate for and advance digitally enhanced blended learning models

24、 for student success.The team member would be accountable for:a.Ensuring that all disciplines deliver courses that are consciously designed to embed digital skills andliteracy in the curriculum.b.Enabling innovation in assessment and feedback mechanisms to leverage digital tools and approaches.c.Exp

25、loring ways of elevating student engagement through technology and facilitating the developmentof non-technical skills.Staff support and digital capabilities are equally critical to the successful adoption and integration of digital learning tools and methodologies.Institutions must prioritise the p

26、rofessional development of faculty and staff,equipping them with the necessary digital skills and pedagogical competencies to navigate and thrive in a blended learning environment.This involves not only technical training but also pedagogical innovation to effectively leverage digital tools in enhan

27、cing teaching and learning outcomes.2.Staff Support and Digital CapabilitiesRecommendation 2:HEIs should support staff in further developing blended learning approaches,recognise good practice,and allocate time in workload models for digital training opportunities.DIGITALLY ENHANCED BLENDED LEARNING

28、 7 Digital inclusion and access to connectivity address the foundational challenge of ensuring equitable access to digital learning resources.As higher education institutions embrace digitally enhanced blended learning,it is essential to address the digital divide by providing affordable and reliabl

29、e access to technology and internet connectivity.This includes addressing cost-of-living considerations and ensuring that students from diverse socio-economic backgrounds can fully participate in and benefit from blended learning opportunities.3.Equitable Access to Technology for LearningRecommendat

30、ion 3:HEIs should address digital exclusion for all students,taking both a top-down and bottom-up approach to proactively provide and communicate relevant support.This approach could include:a.Providing guidance on digital skills,devices and software to incoming students as part of the pre-arrivalan

31、d induction process,as well as signposting where to get additional help and support upon arrival andthroughout their academic journey.b.Working alongside students unions to provide information on digital inclusion initiatives that gobeyond the technical support provided by IT services.c.Working acro

32、ss the sector to achieve joined-up thinking and action,enabling solutions that are morestrategic,sustainable,scalable,more effective,and more widely accessible.Recommendation 4:Ofcom and HEIs should encourage broadband providers to expand existing connectivity schemes and offer discounted access to

33、all HE students.Recommendation 5:The Government should expand the eligibility requirements for maintenance loans to include learners studying remotely.Currently,they are only eligible if they have declared a disability.Employability for a modern workforce underscores the imperative to align educatio

34、nal offerings with the evolving needs of the labour market.Digitally enhanced blended learning presents an opportunity to develop digital literacy,critical thinking,and adaptive skills that all employers expect as a minimum for graduates.By integrating real-world applications and fostering industry

35、partnerships,institutions can prepare students for successful careers in a rapidly changing economic landscape.4.Employability for the Modern WorkforceRecommendation 6:Professional,Statutory,and Regulatory Bodies(PSRBs)and other accreditation bodies should incorporate digital literacy standards into

36、 their evaluation criteria,reinforcing its importance as a fundamental outcome of higher education.Recommendation 7:To bridge the gap between education and employment,HEIs should partner with employers to facilitate digital work-integrated learning experiences such as e-placements,digital internship

37、s,and project-based learning.8 DIGITALLY ENHANCED BLENDED LEARNING The use and procurement of educational technology(Edtech)requires a strategic approach that balances innovation with cost-effectiveness and pedagogical value.Institutions must navigate the complex Edtech marketplace with a clear unde

38、rstanding of their educational objectives and the needs of their learners.This involves rigorous evaluation of Edtech solutions,stakeholder engagement,and the adoption of flexible procurement practices that can adapt to the fast-paced evolution of educational technologies.5.Use and Procurement of Ed

39、ucational TechnologyRecommendation 8:To encourage competition in the Edtech sector and maintain high-quality standards for emerging products and services,the HE sector should adopt the model of a vendor database of current and potential suppliers of Edtech and IT services to universities,with the su

40、pport of trusted sector bodies(UCISA,Jisc,ALT,BESA etc.).Recommendation 9:HEIs and UK Research and Innovation(UKRI)should prioritise project funding for the research and development of Edtech solutions and digital learning materials co-produced by academics,learning technologists,and developers.Reco

41、mmendation 10:The Competition and Markets Authority(CMA)should conduct a market investigation into Edtech with the aim of improving licensing and contracting practices.Recommendation 11:Crown Commercial Services(CCS)should coordinate with HEIs to tailor framework agreements and timelines to meet the

42、 sectors needs,helping to reduce administrative burdens for providers looking to procure new Edtech.Regulation and quality assurance of digitally enhanced blended learning is vital to maintaining educational standards and ensuring the integrity of the learning experience.As digital modalities contin

43、ue to evolve,the sector should have a coherent and consistent strategy for assessing the quality of learning experiences.Any approaches to regulating and monitoring digital learning practice must be responsive and adaptable,promote ethical practice,safeguard student interests,and foster a culture of

44、 excellence and accountability among providers.6.Regulation and Quality Assurance of Blended LearningRecommendation 12:The Office for Students should establish a single,coherent approach for assessing the quality of online and blended learning as the designated quality body,ensuring that metrics do

45、not impose additional bureaucratic burdens on the HE sector.The inquirys research provides evidence of a widely varied system institutions are diverse and at different points of digital maturity.The report raises questions about how institutional policies and priorities are developed to deliver blen

46、ded education and provides case studies of good practices occurring across the sector.It set out to examine the current landscape of pedagogic practice,identifying fundamental components that must be in place to guarantee an adaptive and inclusive educational environment.DIGITALLY ENHANCED BLENDED L

47、EARNING 9 Introduction The Higher Education Commission began scoping its 10th inquiry in November 2022,following the publication of the Office for Students(OfS)Review of Blended Learning.1 The nationwide lockdowns necessitated a swift and underprepared pivot to online delivery,and HEIs are adopting

48、long-term strategies for advancing digital components of learning and teaching.The Commission found that HEIs have made notable progress since this leap to online:lessons have been reflected on to transform and reimagine blended practice and policy.This report examines how blended learning models ha

49、ve evolved to fully embrace the affordances of digital technology.The Commission set out to:1.Identify the challenges that providers face in delivering blended learning courses.2.Understand student and teaching staffs blended learning experiences and explore opportunities todigitally enhance teachin

50、g and learning practice.3.Propose suggestions on how government,policymakers and senior leaders in the higher educationsector can support the further development of blended learning approaches.The Commission found that blended learning has the transformative potential to widen participation and acce

51、ss to higher education for all,improve equality of opportunities,and enhance learning outcomes.As this teaching approach becomes standard practice,the sector is shifting the focus to refining and elevating current approaches to ensure that technology-enabled learning can fully realise its affordance

52、s.Accordingly,this report covers the importance of leadership,strategic investment in digital infrastructure,and equitable access to technology as key pillars of high-quality blended education.10 DIGITALLY ENHANCED BLENDED LEARNING Terminology Blended learning has been a contested term across the se

53、ctor,with multiple interpretations of what exactly constitutes it and how it should be implemented.Contributors to the inquiry have used terms such as technology-enhanced learning,digitally enabled learning,and hybrid learning interchangeably.The simplified definition of blended learning as the comb

54、ination of in-person learning with learning in a digital environment has now evolved to consider“more precise ways of talking about different elements and what they contribute to student learning and engagement”.2 A more nuanced discussion of the different aspects of blended learning can help identi

55、fy areas of opportunity to further advance practice underpinned by“sound pedagogic principles”,as Prof.Susan Orr states in the OfS review of Blended Learning.3 We take this report to consider how HEIs may enact those principles and how the balance between digital and in-person components can be opti

56、mised to improve student outcomes and prepare them for their futures.During the pandemic,the use of virtual learning environments(VLEs)and live video-based lectures/seminars became commonplace.A distinction arose as a result of this whether an activity or encounter is synchronous(live,at the same or

57、 shared time)or asynchronous(at different times,usually within a time window).As methods continued to evolve due to nationwide lockdown restraints,further distinctions and nuanced definitions emerged over time.As Hrastinski notes,blended learning is an umbrella term that requires further research to

58、 arrive at a sector-wide understanding it is considered as a learning paradigm that involves more than one mode of teaching,multiple pedagogical approaches and use of diverse technologies.4 In Jiscs report,“Beyond Blended”,a definition that considers the multiple components of blended learning is pr

59、ovided:Time,pace and timing Synchronous and Asynchronous Space Place and Platform Materials Tools,facilities,learning media and other resources(digital,print-based or material)Groups Roles and relationships(teacher-led and peer-learning,varieties of learning groups)This definition breaks down the bl

60、ended learning model into four distinct components.5 Each aspect defines the learning activities in any given curriculum design.It allows for a more intentional consideration of how the different elements of blended learning can shape a students education journey.Further,detailing the requirements n

61、eeded can scaffold discussions to explore how blended learning can be further enhanced and integrated with e-learning practices.In shaping the report,the sections address different aspects of the definition above,identifying opportunities and proposing solutions to advance the learning model.It is i

62、mportant to note,however,that blended learning approaches are context-specific:good practice can differ per institution and even per department/faculty.Deploying blended learning practice should align with the strategic planning and institutional policy of the university,which takes commitment from

63、leadership and collaboration between staff and students.The variation in approaches led to a lively debate about the quality of provision when using digital technology,as many contributors to the inquiry raised concerns about the role of Edtech and its growing role in delivering higher education.Thi

64、s is especially relevant due to the rapid evolution and growth of AI technologies.There are already research reports that an increasing number of students are using AI tools and other IT solutions to engage in coursework and complete assessments,demonstrating the prevalence of digital in education t

65、oday.6 The sector is moving to a period where all learning will use and incorporate digital components to some degree.Technology can undoubtedly be a powerful tool in elevating education,but it requires considerable planning and consideration to realise its benefits.DIGITALLY ENHANCED BLENDED LEARNI

66、NG 11 1.Importance of leadershipSection Overview:This section examines the importance of senior leadership in delivering digitally enhanced blended learning.Several institutions have demonstrated that with clear policy and strong leadership,rapid digital transformation can occur.We heard from educat

67、ors and staff that although the transition to online learning was difficult during the pandemic,a blended education can provide flexibility,increase accessibility,and enable the personalisation of learning.When digital tools are consciously embedded into programmes,students are able to engage in a d

68、igital community,fostering a sense of belonging with their peers without being on campus.These approaches can elevate the learning experience and incorporate digital competencies and non-technical skills(munication,critical thinking,etc.),which is increasingly valuable in preparing students for thei

69、r futures.Based on these findings,the Commission recommends that HEIs strategically approach the scaling-up of blended learning across the institution by appointing an executive leader in every department to be responsible for driving forward blended models.Effective leadership is critical to the su

70、ccess of blended learning.Various submissions state that implementing change and digitally transforming curricula,pedagogy,and assessment must happen centrally with strategic oversight.This is in line with much of the available literature on the topic,as researchers suggest that a more strategically

71、 led approach to policy,strategy,investment and operational planning is needed to 1.1 Strategic Oversight of Blended Learning Approaches achieve institutional adoption and realise the benefits of the teaching model.7 When executive teams are committed to a coherent digital transformation strategy,co

72、nsistency and coherency can be achieved during constant change.8 Conversely,a lack of support for digitally enhanced blended learning models can hinder innovative practice and necessary reform.Senior leaders are positioned to consult and involve the student and staff community in driving change,whic

73、h can be critical in advancing blended learning models.As Dr Ann Thanaraj,the Director of Digital Transformation at Teesside University,told us,any digital strategy should be“co-developed together with Edtech partners,staff,and students,with the learning experience ethos at the heart of driving chan

74、ge and enhancements”.9 Contributors to the inquiry represented a wide variety of disciplinary areas,and it was clear that blended learning approaches are shaped by how the subject has traditionally been taught.We found that blended learning approaches can be well-established in theoretical subjects

75、as course materials can be easily translated into online domains.Subjects requiring practical work and more in-person teaching often require consideration and quality assurance to ensure that digitally enhanced approaches to blended learning deliver desired student outcomes.However,recognising that

76、digitally enhanced blended learning should exceed minimum standards and transform course materials to afford the benefits of technology-enabled learning,every department should appoint an executive leader to drive forward blended teaching and learning practice.This would ensure that blended learning

77、 approaches are developed meaningfully in alignment with subject areas.12 DIGITALLY ENHANCED BLENDED LEARNING Case Study:Queen Mary University of Londons ACE Approach Queen Mary University of London(QMUL)created the Active Curriculum for Excellence(ACE)as a foundation for their approach to teaching.

78、The ACE approach was co-developed with students and further developed by teaching staff and researchers.It is embedded in all programmes regardless of discipline.Components are routinely updated to reflect the context and environment in which students are learning.Four pillars of excellence in educa

79、tion and student experience make up the foundation for this pedagogic approach:1)education,2)student engagement,3)learning environment,and 4)student employability.The success of this approach can be seen in QMULs survey into students perceptions of blended learning(or,in this case,the institution ca

80、lls this mixed mode education).65%of students rated their blended learning experience as good or excellent in 2022,a year after adopting this approach.67.4%of respondents to the survey stated that blended learning should continue after travel and other pandemic-related restrictions are lifted,with f

81、lexibility,choice,and preference for online engagement as critical advantages to blended learning models.In an interview with Professor Anthony Michael(Dean of Education at QMUL),he attributes the high student satisfaction rates of blended learning to the strategic approach of pedagogy development:t

82、he ACE approach supports teaching staff to deliver an interactive and engaging learning experience.As the framework emerged post-pandemic in response to the great leap online,it is continuously being updated and reformed to continue driving the universitys mission of excellent teaching.DIGITALLY ENH

83、ANCED BLENDED LEARNING 13 Recommendation 1:HEIs should appoint an executive leader in every department to advocate for and advance digitally enhanced blended learning models for student success.Several mechanisms support digitally enhanced blended learning models,such as curriculum and assessment de

84、sign.The following section provides case studies showing how educators across the UKs higher education(HE)sector have approached blended learning and suggests how Recommendation 1 could be applied in practice.a.The executive leader would ensure that all disciplines deliver courses that are conscious

85、ly designed toembed digital skills and literacy in the curriculum.Through written submissions and evidence sessions,student contributors voiced that using online platforms can help cultivate necessary digital skills that can be used for the workplace.As students highly value workplace preparation an

86、d employability,it comes as no surprise that digital literacy is perceived as an essential outcome of higher education.For example,one student claimed that:One thing that worked really well for me was that I was able to use a lot of the same platforms and tools I use in class for work.Its been reall

87、y nice using Padlet or Slack during my course and then suddenly using the same platforms within my work environment.It really will help during the transition into employment that I have developed my digital capabilities during university.Student,Evidence Session One Using technology in lectures and

88、seminars gives students the opportunity to familiarise themselves with platforms and tools that may be used in the workplace.As shown in the case study for QMUL,executive leaders can shape pedagogical and technological frameworks that support the implementation of blended learning.They also play a r

89、ole in investing in digital infrastructure and solutions that can aid students in further developing their capabilities and confidence in using technology.It is critical that this lead is able to align expectations with senior management on the use and application of digital components in blended le

90、arning courses to ensure that there is a cohesive and feasible strategy for scaling pedagogical change across the department.14 DIGITALLY ENHANCED BLENDED LEARNING Case Study:Embedding Digital Capabilities in the Curriculum of a New Medical School Kent and Medway Medical School Kent and Medway Medic

91、al School(KMMS)is a partnership between the University of Kent and Canterbury Christ Church University.Established in September 2020,KMMS provides modern and comprehensive medical education and training to future doctors.KMMS integrates digital literacy and skills into its curriculum design for the

92、Bachelor of Medicine and the Bachelor of Surgery(BM BS)programmes through one of its initiatives,“Digitally Enabled Doctor of the Future”.10 This initiative supports students in becoming doctors who can work confidently in digital environments.It is supported by learning technologists,IT support tea

93、ms,academic skills developers,and librarians,adopting a collaborative approach to identify digital competencies(informed by NHS Englands Digital Literacy Framework),map the curriculum to identify gaps in practice,and routinely track the progress of students using self-assessment questionnaires throu

94、gh progress-tracking tools Digital20 and Scholar20.These questionnaires allow course convenors to diagnose the digital competencies of the cohort at the start of the course and monitor scores over the years.The mean score for the Digital20 assessments between Year 1 and Year 2 increased by 20%,attri

95、buted to the embedded approach to curriculum design students can develop their digital capabilities and knowledge of digital health as part of the curriculum rather than an additional skill that they must develop over their degrees.This case study demonstrates the significance of embedding digital e

96、lements in the curriculum rather than providing supplementary workshops or training for students.Incorporating digital competencies into the curriculum communicates that students must develop their technical and non-technical skills and acquire knowledge of their subjects.b.The executive leader woul

97、d enable the innovation of assessment and feedback mechanisms to leverage digital tools and solutions.Blended learning is feeding towards digital skills for the future.The only facet is about how to assess them and thats still a question mark for me.If we assess students by using the same traditiona

98、l methods,then its not going to work.We need to change our assessment methodologies as well so that they can properly utilise the skills gained throughout their learning.Teaching Staff,Interview Senior leaders are pivotal in enabling the innovation of assessment and feedback mechanisms,as any change

99、s must comply with regulatory requirements and require oversight.Rethinking assessment design to leverage digital resources requires time and input from staff and an overarching strategy to implement changes on an institutional level.11 Participants of the evidence sessions stated that despite the c

100、hallenges the pandemic brought to the sector,it also provided an opportunity for educators to reconsider the value of traditional pen-and-paper exams and explore alternative ways of authentically assessing their students.There is a wealth of guidance available for educators that illustrate how techn

101、ology can enable more inclusive and authentic assessment,such as Jiscs principles of good assessment and feedback12,or Times Higher Education and Adobes joint report on authentic assessment and the role of digital creative technologies.13 DIGITALLY ENHANCED BLENDED LEARNING 15 Case Study:Cadmus and

102、the University of Manchester Cadmus,an online assessment platform,partnered with the University of Manchester during COVID-19 to support the institutions transition to a blended learning and assessment strategy.This partnership focussed on assessment reform to protect academic integrity,increase acc

103、essibility,and enhance student success.Together,they transitioned 65 courses online across various disciplines as Cadmus academic team redesigned and implemented applicable assessment templates to align with the universitys teaching and learning policies.The platform also integrated the universitys

104、academic skills support and academic integrity resources to provide accessible support throughout the assessment process.Students received scaffolded assessment checklists,in-app academic skills support,referencing guides,and real-time educator feedback.This enabled students to understand their asse

105、ssment requirements and develop authentic work.Conversely,the platform has benefited staff experiences by providing Academic Integrity Assurance Analytics.It helped teaching staff monitor how students constructed their assignments and identify students at risk of malpractice before submission.This p

106、ractice effectively protects students who may lack awareness of what constitutes academic malpractice,thus supporting them in achieving successful outcomes.Cadmuss platform can be accessed through Blackboard,and its interoperability is a key strength.All academic staff using Cadmus at the university

107、 reported wanting to continue using the platform after its pilot,with 97%giving a positive experience score.Similarly,88.96%of the 6170 students who have used Cadmus reported a positive experiencea 17.6%increase in the student experience score since its implementation.14 c.The executive member would

108、 explore ways of elevating student engagement through technology,facilitating the development of non-technical skills.Student submissions highlighted the importance of creating a sense of belonging within their communities in university and how many struggled during the pandemic due to decreased eng

109、agement with their peers and staff.Technology can improve student-centred learning and teaching practices,particularly in implementing blended learning models that cater to different learning preferences and needs.Using technology efficiently can also improve learning outcomes,self-regulation,and ef

110、ficacy and lower attrition rates.15 Moreover,it can help students develop non-technical skills while navigating digital platforms and tools,which are essential for success in various professional fields.These skills include collaboration,critical thinking,adaptability,and communication-skills employ

111、ers consider increasingly important in the digital age.Educators can create an engaging learning environment that prepares students for the technology-dependent workforce by thoughtfully integrating technology into the curriculum and providing the necessary support.16 DIGITALLY ENHANCED BLENDED LEAR

112、NING Case Study:Enhancing student engagement,employability,and digital experience-Dr Maria Limniou at the University of Liverpool Dr Maria Limniou is in charge of leading a third-year cyberpsychology module at the University of Liverpool.The main objective of this module is to allow students to appl

113、y their disciplinary knowledge in various real-world contexts while developing their digital and communication skills.The course aims to teach students how to communicate their opinions effectively using different digital media and to encourage critical reflection on the learning process.The module

114、offers two types of assessments.The first is a traditional essay-based examination that evaluates the impact of digital technology on peoples lives.The second assessment requires students to create a series of blog posts.The first post involves critiquing a research article,and the second post requi

115、res students to present themselves to their blog readers.In this post,they must reflect on their strengths,weaknesses,and knowledge and skills gained throughout the module.They are also encouraged to consider how this coursework may help them introduce themselves to a future employer and apply the s

116、kills they learned in workplace settings.Students are given multiple opportunities to foster a sense of belonging with their cohort.They are continuously encouraged to participate online and in person to seek peer feedback and collaborate.An example includes how Dr Limniou facilitates class discussi

117、ons,which take place on Microsoft Teams and Padlet to support synchronous and asynchronous learning.Through these discussions,students can exchange ideas and resources with others and improve their communication and critical thinking skills.In explaining her rationale for this course design,Dr Limni

118、ou stated that employability and digital skills are two key areas that should underpin 21st-century education.Dr Limniou invited members of staff from the universitys careers offices to tailor advice and suggestions,used a wide variety of online platforms and Edtech tools,and designed coursework wit

119、h the primary aim of incorporating employability into the curriculum and enhancing student engagement.DIGITALLY ENHANCED BLENDED LEARNING 17 2.Staff support and digital capabilities Section Overview:This section delves into the importance of upskilling teaching staff to improve their digital literac

120、y,thereby enabling them to effectively design,implement,and enhance blended learning practices.In this section,we discuss what steps are necessary to ensure that teaching staff are supported in further developing their approaches to blended learning,providing access to resources that can help improv

121、e their digital capabilities.The digital skills and capabilities of staff are also critical for delivering a quality blended learning experience.In the call for evidence,we asked HEIs to describe current initiatives to train and build confidence in staff.The responses from HEIs demonstrate great amb

122、ition to provide continuous professional development opportunities for staff.Examples of training provisions include the following:Open University provides training for staff through informal routes such as their“Badged Open Courses”accredited by the CPD Standards Office or through more formal route

123、s such as their Masters in Online Teaching.16 QMUL has a Technology Enhanced Learning team that supports staff in learning more about learning technologies used across the institution.17 University of Derby organises staff development through its new Derby Excellence in Learning,Teaching and Assessm

124、ent(DELTA)scheme,a suite of staff development events,and an Ideas Factory for staff to share good practices and ideas.18 Similar initiatives or training hubs exist across the country and although it is difficult to estimate how many courses and opportunities are available,all institutions will have

125、a staff development scheme in place.However,Jiscs 2022/23 survey of HE staffs digital experiences reported that only 39%of respondents agreed that they were given guidance on the digital skills needed for their course.19 This number has declined since 2020/21,although the figures are still higher th

126、an the pre-pandemic figure of 29%.Furthermore,only 16%felt that they had the opportunity to assess their capabilities and confidence,and only 8%received any reward or recognition for their digital skills.The issue is not the number of training opportunities available but rather the barriers that dis

127、courage uptake.An interview with a staff member revealed that teaching staff are often at maximum capacity in workload,juggling their teaching,research,and administrative responsibilities and are not able to prioritise further career development.The University and College Unions(UCU)workload survey

128、further corroborates this claim,as it shows that the pace and intensity of workloads have only continued to increase since the pandemic.Critically,the survey report states that the“increase in workload is often at the cost of professional development”,emphasising capacity issues as an ongoing challe

129、nge.20 18 DIGITALLY ENHANCED BLENDED LEARNING Good practices across the institution should be rewarded and recognised to encourage staff and create a supportive digital community of practice.Evidence session participants stated that training should be complemented by creating a culture of digital in

130、novation and experimentation among staff to encourage further improvements to blended learning models.Appointing an individual responsible for digital engagement,access,and skills who acts as the focal point of staff support and facilitates peer-to-peer learning could be one way to foster a digital

131、community of practice in an institution.Outside the institution,educators should continue to engage in sector forums and working groups to share insights on using digital technology,such as the Association of Learning Technology,UCISA,Jisc,AdvanceHE,etc.These groups prioritise confidentiality and da

132、ta protection to encourage transparency and sharing of practice,allowing staff to interact with their peers and learn about new approaches.Interviews with academics showed that there is an appetite for sharing evidence-based blended practice:We need more of a holistic or a strategic alignment toward

133、s technology-enhanced learning.For educators,achieving this professional development is incredibly important.As educators,we can encourage collaboration and sharing of good practices across our own and even with other institutions.We can do more to learn from each other.(NCUB)Building upon existing

134、schemes to support staff in enhancing their blended learning practice with digital tools,universities can encourage staff to improve their digital literacy by holding time to train in workload models.Senior leaders can especially target specific times in the year to prioritise digital training and u

135、pdate staff knowledge,such as when IT systems are newly implemented or when new academic staff are onboarding.Highlighting the importance of digital proficiency at a time when blended learning is standard practice can stimulate teaching staff to reflect on their practice and identify areas of improv

136、ement,which is vital to a successful blended learning experience for students.Resource:Digital capabilities framework for staff by Jisc Jisc has developed a national framework for digital capabilities and role profiles for university staff.This framework outlines the minimum digital skills required

137、for each role.Universities can use this framework to identify gaps in digital literacy and anticipate any potential issues.The framework has been used to create role profiles that define the digital capabilities necessary for specific job roles.These profiles have been used to create reflective ques

138、tions in the discovery tool,which aims to help students and staff identify their current strengths and areas for development in their digital capabilities.The role profiles have been developed in collaboration with professional bodies to maintain standards across different roles.Jiscs written submis

139、sion states that human resources are critical to the discussion on the digital capabilities of staff,which they believe are key actors that can support staff with their continuous professional development.DIGITALLY ENHANCED BLENDED LEARNING 19 The national framework needs to be the basis for all new

140、 JDs,staff induction,integrated into PG Certs and into teacher training courses.Digital is no longer an optional add-on it needs to be seen as being part of the professional skills all staff require.(NCUB)To access the framework,visit https:/digitalcapability.jisc.ac.uk/what-is-digital-capability/.R

141、ecommendation 2:HEIs should support staff in further developing blended learning approaches,recognise good practice,and allocate time in workload models for digital training opportunities.20 DIGITALLY ENHANCED BLENDED LEARNING 3.Digital inclusion,access to connectivity,and the cost of livingSection

142、Overview:This section explores how digital exclusion and the ongoing cost-of-living crisis can hinder the adoption of blended learning practices.Digital exclusion can be further exacerbated by the increasing costs of maintenance and living,which has been shown to negatively impact students mental an

143、d emotional well-being.With many students struggling to afford necessities and course materials due to unaffordability or lack of connectivity,digital exclusion can significantly impact financially vulnerable students who are not able to fully engage with the digital components of their courses.Wide

144、ning access and participation in learning opportunities and creating an inclusive digital economy are national priorities for the UK,as driving towards inclusion means that everyone can access the skills required to participate in a digital society.21 We found that in this cost-of-living crisis,more

145、 students are in need of financial support to afford to attend university both physically and online.This section underscores the urgent need to address digital exclusion to ensure that all students,regardless of their socio-economic or ethnic backgrounds,have equal access to quality blended educati

146、on and the confidence necessary to navigate the modern world.3.1 Digital Poverty in Higher Education In the UK,the OfS states that students are in digital poverty if they are without access to one of the core items of digital infrastructure22,which are as follows:appropriate hardware.appropriate sof

147、tware.reliable access to the internet.technical support and repair when required.a trained teacher or instructor.an appropriate study space.Digital poverty can affect access,engagement,and study outcomes in online education,preventing the development of transferable information and communications te

148、chnology(ICT)skills and digital literacy.This,in turn,can affect learners life outcomes beyond education and can become a barrier to engaging fully with blended courses.We found that students are still struggling to access appropriate online course materials or lack access to suitable devices needed

149、 for learning.In Jiscs Annual Digital Experience Insights survey of HE students,it was reported that students continued to struggle with accessing a suitable device(15%in 2020/21 to 27%in 2022/23),and many had poor wifi connection(63%in 2020/21 to 54%2022/23).23 There was also an increase in the num

150、ber of students who encountered challenges with mobile data costs,as figures rose by approximately 41.67%between 2020 and 2023.24 DIGITALLY ENHANCED BLENDED LEARNING 21 The findings from the studies above were consistent with student accounts during the roundtable evidence sessions.Parity of access

151、to digital tools needs to be ensured:students and staff cannot have digital capabilities if they are not able to access digital tools.Not all students have,for example,powerful machines at home or reliable high-speed internet connections.Many students are not able to afford these resources.Imperial

152、College Unions former Deputy President(Education),Jason Zheng Similar concerns were shared by students in the devolved nations,with the President of the National Union of Students(NUS)for Scotland emphasising the challenges spurred on by the cost-of-living crisis:The financial barriers that prevent

153、students from accessing blended learning are really important to acknowledge I was certainly in that situation when I was a student,where I would skip classes to take an extra shift at the supermarket I was working at.Because I had no choice,the only other option was to face homelessness.President o

154、f NUS Scotland,Ellie Gomersall According to NUS Scotlands“Fighting for Students:The Cost of Survival”report,one in ten students have skipped an online class because they could not afford mobile data.25 These figures demonstrate that basic levels of connectivity are still an issue for many students a

155、cross the United Kingdom and need urgent attention.Case Study:Teesside University and Hardware/Software Support for Students Teesside University offers iPads to students to help them become more digitally confident.Eligible students receive an Apple iPad with Microsoft Office 365 software installed,

156、which allows them to access the technology that is consistent with their learning experience and environment.Academic and technical support is also provided to students to assist them in their learning journey.As part of this initiative,staff members are provided with a comprehensive digital develop

157、ment training and coaching programme to equip them with the necessary knowledge,tools,and skills to embrace new technologies and methods of interacting with them to deliver lessons.According to Teesside University,this initiative has wholly transformed the approach to learning and teaching for both

158、staff and students.It is critical to acknowledge that digital poverty and exclusion often intersect with other forms of marginalisation and disadvantage,leading to further inequalities among students.For instance,students belonging to Black/African/Caribbean and Indian/Pakistani/Bangladeshi backgrou

159、nds reported a lack of access to suitable devices more often than the overall survey data,citing issues with mobile data costs.26 To ensure that universities can achieve their goal of increasing access and widening participation,it is necessary to target students who are at risk of disengagement or

160、non-completion due to a lack of digital resources.22 DIGITALLY ENHANCED BLENDED LEARNING This issue of digital exclusion is especially more pronounced for non-mainstream students:Id be inclined to emphasise“all”my experience is that edge cases,such as foundation year students,part-time undergraduate

161、s,self-funded research students,tend to fall through the cracks.Professor of Information Technology and Committee(University of Bath),Member of BCS Digital Divide Specialist Group,James Davenport,written submission Recognising the need for an institutional-wide approach to tackling the digital exclu

162、sion of students and staff members,the Commission recommends that HEIs provide support in various ways by coordinating between senior leaders,staff,students,and student unions.Recommendation 3:HEIs should address digital exclusion for all students,taking both a top-down and bottom-up approach to pro

163、actively provide and communicate relevant support.This recommendation could include approaches such as:a.Providing guidance on digital skills,devices and software to incoming students as part of the pre-arrivaland induction process,as well as signposting where to get additional help and support upon

164、 arrival andthroughout their academic journey.The induction process is critical for setting the tone for a students digital experience.Providing adequate digital support for students academic journey is critical to ensuring they can effectively engage with their learning.Providers should assess stud

165、ents digital capabilities and provide support or training sessions to develop these skills.This is important for bridging the digital divide that can disproportionately affect disadvantaged students and will only get more important as emerging technologies,like generative AI,permeate the curriculum.

166、QAA,written submission Providing information and guidance on digital skills and devices from the outset is essential.Initiatives could include:Digi tal Skills Assessment:Include a digital skills self-assessment in the induction process to identifystudents who may need additional support,such as Lanc

167、aster Universitys Digital Skills Self-Assessmenttool.27 Induction Modules:Create induction modules that cover essential digital skills,ensuring that all studentsstart with a solid foundation,such as the University of Bristols Digitally Ready pre-arrival course.28 R esource Directory:Compile a compre

168、hensive directory of digital resources,including free or discountedsoftware,online tutorials,and local tech support services,such as University College Londons e-Learning Wiki.29 DIGITALLY ENHANCED BLENDED LEARNING 23 Mentoring Programmes:Pair incoming students with a digital mentor who can guide th

169、em through the initial stages of their digital learning journey,such as the University of South Waless Super Mentor programme.30 b.Working alongside students unions to provide information on digital inclusion initiatives that go beyond the technical support provided by IT services.Students unions pl

170、ay a pivotal role in representing the student body and are well-placed to identify and address issues of digital exclusion.By partnering with student unions,HE providers can ensure that support for digital skills and access to hardware is tailored to the actual needs of students.For example,Stafford

171、shire University has created a new role responsible for engaging with students on their digital skills development,referred to as the student digital engagement officer.This individual is responsible for acting as a bridge between the universitys teaching innovation and learning enhancement hub,libr

172、ary services,EDI initiatives,and the students union to create work streams to enhance digital provision for students.31 Student unions can work alongside executive teams to raise awareness of various initiatives within and outside campus to advocate for digital inclusion.They can advocate for studen

173、ts needs and communicate them to the universitys executive teams,supporting a diverse student body throughout their time at the university.This includes,for example,understanding and supporting students with additional support needs:universities must have the appropriate device,assistive technology

174、and data connectivity for students with physical or cognitive constraints to ensure they are still able to participate digitally.c.Working across the sector to achieve joined-up thinking and action,enabling solutions that are more strategic,sustainable,scalable,more effective,and more widely accessi

175、ble.HEIs should participate in the wider ecosystem to learn and solve common problems together.Digital inclusion is a multidimensional and complex issue intertwined with many other personal and social issues,such as financial poverty,deprivation,and social inequalities.It should not be treated as a

176、separate issue or thought of as a problem to be solved by a single entity.There is still a lack of understanding and joined-up approach.Enabling someone to get digital and participate sufficiently in a digital world is more than just about having a device or connectivity.It requires joining many dot

177、s:device+connectivity+tech support+motivation&confidence+skills,opportunities,safety,inclusive design,etc.Chair of BCS Digital Divide Specialist Group and Founder of#Joiningthedots,Freddie Quek,written submission 24 DIGITALLY ENHANCED BLENDED LEARNING There is a#JoiningtheDots movement across the UK

178、 by the tech sector and the Digital Poverty Alliance(DPA)to facilitate more joining up of thinking and action.32 The DPA launched its National Delivery Plan and signed a Memorandum of Understanding with the BCS,Chartered Institute for IT to jointly tackle this issue.At Digital Universities Week 2023

179、,an event that included representatives from the University of Leeds,Liverpool,Staffordshire,and Bristol,the BCS,DPA and THE started a call to action to create a sector-wide digital inclusion network and strategy,marking the HE sector as the first to do so.The co-chair of this network,Professor Nawa

180、z of Staffordshire University,launched a Digital Inclusion Manifesto at his own university,which has been published by the THE Campus with the aim of encouraging other HEIs to follow suit.33 We found that sector-wide collaboration and sharing of practice is a strength of the HE sector and believe jo

181、ined-up approaches to tackle digital exclusion in universities is feasible and effective.As such,the Commission encourages HEIs to consider the scale and ubiquity of the digital divide as experienced by students and staff and urge leaders to enable sector-wide solutions to this ongoing challenge.3.2

182、 Broadband Connectivity Recommendation 3 focussed on what providers can do to support students and staff at risk of digital exclusion.However,support must extend beyond campus parameters as studying off-campus becomes commonplace among students.As such,this recommendation focusses on the role of gov

183、ernment in preventing our students from further exclusion as our society becomes increasingly digital.It is paramount that students can connect to the internet to access their learning,especially when most of the educational activities occur online and in virtual learning environments(VLEs).It is co

184、ncerning to note that mid-contract price increases above inflation are prevalent in the broadband industry.According to Which?s 2023 broadband survey,most providers were raising mid-contract prices by approximately 14%,with BT and EE customers facing the highest average price hikes of 147.43 and 147

185、.31 during a customers contract.In an effort to combat digital poverty,broadband providers offer cheaper internet tariffs for Universal Credit and other benefit recipients,known as social tariffs.Despite this,the take-up of these tariffs remains low and has only increased marginally,indicating the n

186、eed for improvement.As of April 2023,only 5.1%of eligible customers had signed up for the scheme,with awareness being a significant issue.Ofcom research shows that over half of eligible households remain unaware of the social tariffs,leading to low take-up rates.Currently,there is discounted access

187、for students in higher education.However,discounted rates for students are,on average,much higher than social tariffs and other internet schemes.Social tariffs range from 10 to 23 per month34,while broadband deals for students range from 21 to 42 per month.35 As such,the Commission encourages broadb

188、and providers to expand current schemes to make HE students eligible for social tariffs or provide discounts in line with essential and basic broadband packages.DIGITALLY ENHANCED BLENDED LEARNING 25 Case Study:University of Witwatersrand,submitted by the Quality Assurance Agency(QAA)This case study

189、 is specific to a university in South Africa,where the providers have negotiated with mobile communications providers to offer reduced rates for students.This shows there is precedent for reduced broadband fees for students in other contexts.To provide support for remote learning during the global p

190、andemic,the University of Witwatersrand entered contracts with the leading mobile network providers in South Africa to provide 30GB of data to all students registered with MTN,Vodacom,Cell C,or Telkom at no cost to students.36 The mobile data scheme ran for approximately six weeks.Since then,a new c

191、ontract has been negotiated with the mobile network providers on a bill-back basis for students and staff who do not have adequate access to Wi-Fi or data at home.The scheme also suggested ways of reducing data usage on third-party platforms to ensure that data can be reserved for online learning an

192、d educational purposes.This scheme is ongoing,with the initiative developing into monthly data offerings of 10GB(anytime)and 20GB(night-time)data in 2024.37 Recommendation 4:Ofcom and HEIs should encourage broadband providers to expand existing connectivity schemes and offer discounted access to all

193、 HE students.3.3 Maintenance loans and support for learners During the national lockdowns in 2020,the Department for Education launched the Get Help with Technology programme to provide schools with access to devices and fibre connectivity.Unfortunately,this programme was not extended to HEIs,despit

194、e research showing that 63%of students still experienced poor Wi-Fi connection in 2020/21.38 Further,the ongoing cost of living crisis continues to impact students ability to access the digital components of their programmes.While the current system provides various forms of financial support,variou

195、s contributors called for further maintenance allowance for HE students.These discussions often focussed on adjusting maintenance loan amounts to better reflect living costs and provide more targeted support for vulnerable student groups.Increasing maintenance loans is a way to support digital inclu

196、sion initiatives,as it will enable students to have the financial means to access the necessary technology and internet services.Despite various efforts made by HEIs to bridge this gap,students still need help in this regard.According to the Institute for Fiscal Studies,errors in forecasting inflati

197、on from 2020 have led to the real-term erosion of student support.39 The minimum parental income threshold has not been revised for over a decade,which has resulted in fewer students being entitled to the maximum yearly loan every year.Moreover,due to the ongoing cost of living crisis,students from

198、low-income households have to face significant hardship as they graduate with the largest loan balances.26 DIGITALLY ENHANCED BLENDED LEARNING Some groups of students,such as distance learners,are entirely excluded from the maintenance loan system.The number of distance learners defined as students

199、who complete most,if not all,of their learning online has steadily increased since the pandemic.According to the Higher Education Statistics Agency(HESA),UK-based distance learners increased from 190,755 students in 2014/15 to 278,420 students in 2020/21,withnumbers projected to continue growing.40

200、Students who are studying remotely are generally not eligible formaintenance loans to help with living costs,regardless of whether they are in full-time or part-time courses.There are exceptions for students who cannot attend their course in person due to a disability.However,students must provide p

201、roof of disability to demonstrate that they are unable to attend university in person presenting a barrier for students who are unable to be on campus for various justifiable reasons yet withoutmedical documentation.The rise in remote delivery methods raises questions about the extent to which onlin

202、e provision qualifies as an online course.This is particularly relevant for students enrolled in full-time undergraduate programmes that are delivered primarily online,with non-mandatory seminar hours.The eligibility of such students for maintenance loans is a concern that needs to be addressed.Duri

203、ng the inquiry,teaching staff discussed in-attendance courses with significantly higher proportions of online delivery than in-person teaching,comprising more than 60%of the course.Despite this,students in such courses are still eligible for maintenance loans.The current system assumes that distance

204、 learners do not require maintenance funding to cover necessities such as housing,homeware,kitchenware,and travel as they study from home.However,the inquiry has highlighted the growing digital costs that students face due to blended learning becoming standard practice.This demonstrates that this as

205、sumption does not capture the reality of student experiences.To widen access to blended learning courses,we strongly recommend expanding the eligibility requirements to include students who are learning remotely.This would ensure that distance learners are not differentiated from their peers and rec

206、eive the same treatment and level of support from student finance bodies.It is certainly a meaningful starting point in providing desperately needed financial support for students who would benefit most from flexible,blended and online programmes.Recommendation 5:The Government should expand eligibi

207、lity requirements for maintenance loans to include learners studying remotely.Currently,they are currently only eligible if they have declared a disability.DIGITALLY ENHANCED BLENDED LEARNING 27 4.Employability for the Modern WorkforceSection Overview:Integration of technology in learning environmen

208、ts has the transformative potential to cultivate skills highly valued in todays job market.By engaging with digital platforms and resources,students absorb subject-specific knowledge and become proficient with the tools and technologies in contemporary workplaces.This dual focus on content and techn

209、ological fluency is essential for students to transition seamlessly into professional roles that increasingly demand digital competence.Our research found that because of emerging technologies such as Generative AI and automation,many professions are reviewing the qualifications process and consider

210、ing whether they are fit for purpose in the digital age.Evidence session participants highlighted the importance of establishing guidelines for essential skills amidst the evolving technological landscape.We found that courses can be designed to embed the development of digital and information liter

211、acy skills into curricular teaching and work best when complemented by extra-curricular opportunities in work-based learning.Professional bodies can help HEIs in this regard by ensuring consistency in evaluating the digital skills needed to succeed in the workplace,which can reinforce digital litera

212、cy as a critical outcome of higher education.There was also significant support for HEIs to partner with employers in providing such opportunities,as participants recognised the value of aligning educational outcomes with the needs of the labour market and industries.4.1 Employability in Higher Educ

213、ation Employability has become an integral part of the HE system as institutions increasingly recognise their role in preparing students academically and for the workforce.This shift reflects a broader understanding of the value of HE in equipping students with a blend of academic knowledge and prac

214、tical skills that improves their chances of securing employment post-graduation.The Government has also placed a greater focus on graduate outcomes due to the Higher Education Act(2017),which the OfS has primarily overseen to guarantee that a university-level education delivers successful outcomes f

215、or all students.These outcomes are recognised and valued by employers and enable further study,reflecting a broader strategy to align HE with the evolving needs of the modern workforce and digital economy.The Governments higher education policy statement and reform consultation document further emph

216、asise the prioritisation of graduate outcomes.41 It outlines steps to ensure high-quality courses that lead to good outcomes,including regulatory reforms with the OfS to drive up quality and standards.Reforms include the introduction of numerical thresholds to set minimum expectations for the propor

217、tion of graduates who complete their courses and transition to further study or professional work.The document highlights the Governments investment in higher education to support courses that result in positive outcomes for students,the economy,and society.This includes funding for high-cost,high-r

218、eturn subjects,aiming to enhance graduate employability and meet the skills needs of employers and industry.42 28 DIGITALLY ENHANCED BLENDED LEARNING Additionally,the OfS introduced the Quality and Standards Condition B3,which underpins both the Access and Participation plans and the Teaching Excell

219、ence Framework.The condition states that the provider must deliver successful outcomes for all of its students,which are recognised and valued by employers and/or enable further study,which delivers on its commitment to set numerical thresholds for graduate outcomes.43 Now,more than ever before,HEIs

220、 are being held accountable for their graduates employment prospects and earnings.4.2 Professional,statutory,and regulatory bodies(PSRBs)Professional,Statutory and Regulatory Bodies(PSRBs)play a significant role in the HE sector by engaging with providers at various levels,including regulatory,repre

221、sentative,and promotional.They work with HEIs to ensure that educational programmes meet professional standards and prepare students to enter specific professions.PSRBs may accredit or endorse courses that meet professional standards,providing employer-recognised routes to professions.They can also

222、participate in designing,approving,monitoring,and reviewing courses and contribute to the national systems internal and external quality assurance processes.They critically help to maintain the required standards and comparability with the programmes across the sector,using their statutory and regul

223、atory responsibility to set standards and promote consistency of standards and codes of practice.As such,PSRBs can play a pivotal role in ensuring that HE programmes meet the evolving demands of the professional world.While explicit references to PSRBs and their establishment of digital literacy sta

224、ndards across all disciplines are limited,evidence from specific fields indicates a growing emphasis on digital competencies.There are instances of PSRBs working to integrate digital literacy into HE programmes through various means tailored to the specific needs and standards of the disciplines the

225、y oversee.Examples include:Law:The QAA Subject Benchmark Statement for Law highlights lawyers evolving role in decision-makingprocesses as artificial intelligence tools and software develop.This suggests that law programmes mayexplore emerging models for delivering legal services in a digital societ

226、y,including the use of digital justiceand ethical issues.This indicates a push towards incorporating digital skills and technology into legaleducation to prepare graduates for a digitally driven legal environment.Accounting:The Association of Chartered Certified Accountants(ACCA)works to embed digit

227、al literacywithin the accounting discipline.They have introduced digital content and delivery enhancements to itsACCA Qualification to ensure that it evolves in line with technological advancements.Changes includedirect learning through content that tests knowledge of financial systems,blockchain,da

228、ta analytics,andthe practical use of digital tools in computer-based exams(CBEs).44 The updated qualification now requiresstudents to develop digital skills in specific ways,ensuring that they are well-equipped to meet the digitaldemands of the finance function.The reforms made to the qualification

229、were designed with input fromemployers,guaranteeing that students and members are thoroughly prepared to enter the workforce.DIGITALLY ENHANCED BLENDED LEARNING 29 Healthcare:The Nursing and Midwifery Council(NMC)in the UK mandates standards for nursing education,emphasising digital literacy as a cr

230、ucial component.These standards apply to all NMC-approved programmes and include expectations for assessing students digital and technological literacyat the selection and admissions stages.45 The aim is to ensure students possess the necessary digital capabilities from the onset.46 Digital proficie

231、ncy is further highlighted as a critical outcome,with programmes encouraged to support the ongoing development of these skills to meet patient care needs.Proficiency standards for registered nurses detail the importance of digital skills in performing specific procedures and holistic patient care.Nu

232、rses are expected to demonstrate numeracy,literacy,and digital skills for safe and effective practice,including the responsible use of digital technologies for information sharing and data management.47 This approach underscores digital literacy as essential for modern nursing.It extends beyond tech

233、nical expertise to include communication and relationship management in a technologically advanced healthcare environment.Recommendation 6:Professional,Statutory,and Regulatory Bodies(PSRBs)and other accreditation bodies should incorporate digital literacy standards into their evaluation criteria,re

234、inforcing its importance as a fundamental outcome of higher education.4.3 Digital Work-Integrated Learning Opportunities HEIs increasingly recognise the value of digital work-integrated learning(WIL)experiences,such as e-placements,digital internships/apprenticeships,and project-based learning.These

235、 initiatives bridge thegap between academic learning and practical application and offer students a comprehensive educationexperience that mirrors the evolving digital workplace.Students can gain practical experience in their field,buildprofessional networks,and develop the digital competencies that

236、 employers demand.It also allows studentsto apply their discipline-specific knowledge to solve real issues that they will encounter in their careers.Byintegrating digital WIL into blended learning curricula,HEIs can offer students a more engaging and relevanteducational experience that prepares them

237、 for the realities of the modern workplace.Most importantly,digitalWIL experiences can accommodate a diverse student body as they offer flexibility and accessibility,removingbarriers to work experience such as geographical constraints,care responsibilities,or disabilities.In the second evidence sess

238、ion,participants were asked to reflect on employability as a measure of student success and discuss initiatives that provided WIL online.We heard from employers that as the modern workforce becomes increasingly digital,they seek candidates who are not only knowledgeable in their field but also adept

239、 with digital tools and platforms.Digital WIL experiences are great opportunities to provide the digital literacy and professional skills essential in todays globalised and technologically driven job market.30 DIGITALLY ENHANCED BLENDED LEARNING Case Study:Dr Lisa Taylor and Peer-Enhanced e-Placemen

240、ts at the University of East Anglia Due to COVID-19 restrictions,in-person practice placements for occupational therapy students at the University of East Anglia were suspended in March 2020.As a solution,the academic team designed and implemented an online practice learning placement called Peer-En

241、hanced E-Placements(PEEPs).The first PEEP took place from April to May 2020,allowing students to progress through their programme without delay.The PEEPs programme uses the virtual learning environment Blackboard to deliver the placements,which are organised following professional and statutory stan

242、dards.The PEEPs model provides groups of students with case studies,practical and reflective tasks,and activities with academics,clinicians,and service users,all delivered remotely,to meet the placement learning outcomes.48 Evaluations of the Peer Enhanced E-Placement(PEEP)have revealed significant

243、and authentic learning outcomes,particularly in the context of peer group learning processes.The PEEP initiative has been instrumental in fostering employability that is highly sought after by employers,such as teamwork,interpersonal communication,active listening,problem-solving,and personal accoun

244、tability.These attributes are critical for graduate employability,and the PEEP has effectively developed these skills,sometimes even surpassing traditional in-person placement experiences,through its emphasis on peer-to-peer learning.Having time to consider a wide range of case studies during the PE

245、EP also provides students with a breadth of learning opportunities to draw upon to develop their employability and career planning.In our view,this type of activity could and should be expanded in a similar guide across disciplines.DIGITALLY ENHANCED BLENDED LEARNING 31 Case Study:Degree Apprentices

246、hip for Digital and Technology Solutions Specialist at Warwick Manufacturing Group The Digital and Technology Solutions Specialist degree apprenticeship,offered by Warwick Manufacturing Group(WMG),is a prime example of how industry partnerships can enhance educational programmes and foster innovatio

247、n.WMG,an academic department at the University of Warwick,is a pioneer in bridging the gap between academia and industry,driving research and development to address technical and social challenges.49 The degree apprenticeship programme is structured to provide a blend of practical,theoretical,online

248、,and work-based learning,ensuring that apprentices can apply their knowledge directly to the workplace.50 This hands-on experience is invaluable for learners,as it allows them to develop a balance of leadership and technical abilities while implementing complex digital and technology strategies.Addi

249、tionally,the funding model of apprenticeships underscores the mutual investment in developing a skilled workforce as costs are covered by the UK Government and employers.Employers play a crucial role in shaping the apprenticeship programme,not only by providing financial support but also by collabor

250、ating with educational institutions to tailor the programme to industry needs.In summary,the Digital and Technology Solutions Specialist degree apprenticeship at WMG is a compelling case of how industry partnerships can enrich educational programmes.By aligning academic learning with industry expert

251、ise and needs,WMG ensures that apprentices are well-equipped to tackle current and future challenges in the technology sector.Recommendation 7:To bridge the gap between education and employment,HEIs should partner with employers to facilitate digital work-integrated learning experiences such as e-pl

252、acements,digital internships,and project-based learning.32 DIGITALLY ENHANCED BLENDED LEARNING 5.Use and procurement of EdtechSection Overview:Blended learning approaches are centred around the latest developments in educational technology.These technological advancements have opened vast opportunit

253、ies for blended learning to address the inadequacies of the traditional large lecture format that is commonly used in undergraduate higher education.In this report,Edtech is defined as technology that facilitates and enhances learning,teaching,and assessment,referring to the whole industry.This incl

254、udes hardware such as laptops and tablets,as well as software and services like cloud-based learning management systems or virtual learning environments.Our evidence sessions showed that education providers are motivated and committed to using technology and data to improve operations,student experi

255、ences,and outcomes.However,implementing newly acquired technology and the tendering process can be resource-intensive and time-consuming.We recommend a more unified and consistent approach to procuring Edtech to leverage the collective voice and purchasing power of HEIs.Currently,in England,there is

256、 no universally agreed framework or standard that facilitates the evidenced-based judgement of what constitutes a high quality,effective Edtech product.In the absence of an evidence-based method to differentiate Edtech product quality,there is no clear guidance,grounded in pedagogical evidence,regar

257、ding desirable criteria or quality characteristics to look for when selecting Edtech products and tools.Department for Education,2023 5.1 Challenges in Procuring Edtech HEIs are solely responsible for the digital products and services they procure.As such,institutions independently gather informatio

258、n and monitor the impact of digital products and services.In a written contribution,Nous Group reported that 59%of universities have increased investments in digital infrastructure that supports student and academic life.In interviews with academic staff,many attributed the increased investment in E

259、dtech solutions to technologys ability to enhance the quality and accessibility of course materials,improve operational efficiency,and ensure that universities remain competitive in the long term.However,the complexity of the digital ecosystems of universities and the resources required to monitor a

260、nd evaluate emerging technologies pose a barrier to the widespread adoption of digital tools.Contributors to the inquiry voiced that the tendering,procurement,and implementation of a new Edtech solution is hugely arduous,costly,and resource-intensive.51 Preparing for and running tender exercises req

261、uires institutions(especially ones considered to be public sector organisations)to gather information,adhere to prescriptive regulations,and qualify vendors.HEIs manage such activities independently or through various channels such as purchasing consortia and sector organisations(e.g.Jisc,UCISA,etc.

262、),which can impose further challenges as each HEI will differ in their digital maturity and capacity for Edtech adoption.DIGITALLY ENHANCED BLENDED LEARNING 33 We found that HEIs work closely with purchasing consortia to procure Edtech,such as the UK Universities Purchasing Consortia(UKUPC).It is a

263、favoured approach to procurement,as purchasing consortia can provide specialist knowledge relevant to the needs of the HE sector.The UKUPC delivers a broad portfolio of framework agreements for universities,effectively combining the purchasing power of multiple institutions.In an interview with coll

264、eagues at the Southern Universities Purchasing Consortia,one of the regional members of the UKUPC,we found that institutions are at various stages of digital maturity,leading to diverse approaches to tendering and implementation.However,all institutions face similar barriers to adopting new Edtech a

265、nd IT solutions the most pertinent being the cost of procurement exercises and the time needed to facilitate tendering and implementation.5.2 Focus Group Findings In collaboration with UCISA,a membership organisation for digital practitioners in the HE sector,the Commission convened two focus group

266、sessions focussed on procuring Edtech for blended learning.The group identified several areas that would benefit from policy interventions to improve procurement practices across the sector.1.IncreasingThe group found that there needs to be more of a concerted effort to increase Competitioncompetiti

267、on and reduce monopolies held by some suppliers to ensure that HEIs can access the full suite of available Edtech solutions on the market.Monopolistic behaviour can also reduce innovation and exacerbate financial pressures for HEIs looking to change services.Members also noted that such issues can b

268、e further compounded by practical constraints such as the time required to complete procurement activities or the utilisation of university frameworks that apply to only a small pool of suppliers.2.Multiple RoutesThe group spoke of the importance of enabling dynamic procurement and creating to Marke

269、talternate routes to market.Dynamic routes can improve responsiveness from both the market and sector and increase access for HEIs to engage with a diverse range of suppliers,from small UK-based innovation companies and start-ups to internationally based Edtech vendors.3.Aggregated/JointThe group su

270、pported aggregated procurement as it can allow the HE sector to have Procurementa greater influence in the market and increase its buying power.Furthermore,joint Exercisesprocurement exercises can increase efficiency and drive up the value of the various consortia and purchasing groups,which benefit

271、s HEIs as they are able to obtain the best value for money.4.Efficiency andThe lack of standardised approaches or criteria is a barrier to the widespread Standardisationadoption of emerging Edtech for buyers and suppliers.The group emphasised,however,that the community should drive standardisation b

272、y identifying best practices rather than introducing new policy mandates that could risk increasing administrative burden for HEIs such as centralised information repositories or standardised functional requirements that are shaped by the sector.34 DIGITALLY ENHANCED BLENDED LEARNING 5.Commercial Sk

273、ills inThe group emphasised the importance of raising the profile of IT procurement the Digital Ageacross staff,as well as increasing awareness and skillsets needed to engage critically with digital tools.Conversely,members noted the importance of having commercial skillsets in IT leadership teams,w

274、hich is considered best practice in industries but is not commonplace within the HE sector.6.InteroperabilityThe group discussed interoperability as a critical function in enabling competition and diversity in the Edtech market.Members found that more could be done to ensure that suppliers providing

275、 services for the HE sector can be seamlessly integrated into other platforms.This would reduce the cost of change for institutions,increase leverage,and allow for faster deployment of new technology.7.StandardisedNon-functionalRequirementsNon-functional requirements(NFRs)in relation to Edtech are s

276、pecifications that describe the systems operational capabilities and constraints,which determine how well the Edtech system operates rather than what it does.The group found that the sector would benefit from a standardised set of NFRs to ensure critical aspects of the user experience(e.g.accessibil

277、ity,cybersecurity,data privacy,etc.)are always considered when purchasing new Edtech tools.5.3 Due Diligence on Edtech Tools and Early Market Engagement The Commission received various submissions voicing concerns on due diligence and the equitable use of Edtech tools for education.Despite the grand

278、 scale of the Edtech industry and its extensive reach over the HE sector,for many Edtech products,“little is known about how they work,whom they benefit and whether they work successfully”.52 The Department for Education has regularly published notes on the topic,although its scope does not extend b

279、eyond schools and colleges.Contributors to the inquiry supported a sectoral-level oversight of the Edtech market to ensure that the adoption and implementation of Edtech tools are considered in the context of critical social challenges such as digital inequity,transparency,and ethics.It is crucial f

280、or institutions to ask the right questions upfront:knowing the market is critical to anticipate risks and to make informed requests for proposals to suppliers.The census that emerged from written submissions was to form a consistent and unified approach to the market so that the sector can leverage

281、its collective voice and buying power as effectively as possible.Further,standardising requirements would encourage vendors to develop products relevant to UK pedagogic practice and increase efficiencies,as institutions would not have to qualify each vendor individually.53 One method of facilitating

282、 sector-wide due diligence is to establish centralised information repositories on Edtech vendors that have been vetted and backed by academics,trusted sector bodies,and providers.DIGITALLY ENHANCED BLENDED LEARNING 35 According to the OECD,establishing information platforms on Edtech providers and

283、information and resources is a solution to bridge the information gaps between levels of governance.54 A vendor database is such a platform,acting as a central repository that stores and manages information about suppliers or vendors.The database typically includes essential information such as cont

284、act details,financial data,performance history and contract terms.The purpose is to streamline procurement processes,enhance communication and collaboration between suppliers and organisations,and ensure compliance with corporate policies and industry regulations.It is an effective way of requiring

285、suppliers to adhere to a professional level of rigour and standards or identifying suppliers that are compliant with requirements deemed as a priority for buyers.The case study below demonstrates the advantages of utilising a vendor database,especially for early market engagement exercises.Case Stud

286、y:Achilles Utilities Vendor Database(UVDB)Like Edtech,the utility market is fast-moving and subject to stringent regulations and constant technological advancements.Achilles,a company specialising in supply chain regulation and procurement,connects suppliers across sectors and geographies to create

287、resilient and transparent supply chains.They offer a wide range of services to help buyers procure utilities,such as in-depth assessments and in-person audits,to ensure that suppliers and buyers are supported in making the best choice for their businesses.Achilles hosts a platform called MyAchilles

288、that helps buyers collect and validate information about a vendor and the products or services they supply.The Utilities Vendor Database(UVDB)is part of their offer,a prequalification service that helps utility companies manage risk,comply with regulations,and verify other critical financial and com

289、pany information.Critically,the database is successful in achieving the following:Faster Processes:the vendor database can complete tendering exercises within ten days(excludingnegotiations),as buyers already have access to supplier insights(e.g.IT systems integrity,cyberexposure).By comparison,a HE

290、I will spend around 10-12 months to tender a VLE platform formally.55 Customised terms and conditions:buyers can customise their terms and conditions and issue themthrough the Request for Information feature,a communication channel between the buyer andsupplier.As HEIs have their own unique needs an

291、d wants for Edtech platforms,a feature like this couldeasily facilitate negotiations for terms and conditions on an institutional or sector-wide level.Thisfeature could,for example,establish NFRs such as accessibility as a minimum requirement forsuppliers.Pre-qualification questionnaire created by t

292、he community:the pre-qualification questionnaire iscreated by working groups comprised of stakeholders across the sector and is created and updated bythe community.Dynamic Purchasing:the vendor database enables small-to-medium enterprises(SMEs)and start-upsto register in a matter of days,given that

293、suppliers can pass the pre-qualification questionnaire.Thisenables a competitive market as it is easy to diversify the pool of suppliers.36 DIGITALLY ENHANCED BLENDED LEARNING We found that many of the large suppliers also used by the HE sector are registered in the vendor database(such as Microsoft

294、 and Cisco)and that creating a new category in their database specifically for Edtech vendors is feasible and worth exploring.Using the Achilles vendor database for Edtech can enable transformative changes to how HEIs procure IT software and products,simplifying and speeding up the procurement proce

295、ss.This can save administrative costs and help sector bodies procure Edtech solutions from vetted and trusted suppliers with track records of enhancing learning experiences and outcomes.Additionally,creating a new category in their existing database specifically for Edtech vendors is feasible and wo

296、rth exploring.Various contributions to the inquiry show that the sector wants a streamlined process that affords customisation and flexibility.We find that if a pre-qualification system is to be established,it is fundamental to build upon existing mechanisms and established channels for mediating pr

297、ocurement principles and ethics,which are often led by trusted sector bodies such as Jisc,UCISA and BESA(for schools and colleges).As such,a vendor database for Edtech led by the HE sector and relevant organisations is a practical,short-term solution for increasing efficiencies and competition whils

298、t maintaining a level of professional standard.Furthermore,it would advance sector-wide thinking on what additional benchmarks particularly relevant to safety and reliability issues are required for technologies that are beingdeployed in an educational setting.Recommendation 8:To encourage competiti

299、on in the Edtech sector and maintain high-quality standards for emerging products and services,the HE sector should adopt the model of a vendor database of current and potential suppliers of Edtech and IT services to universities,with the support of trusted sector bodies(UCISA,Jisc,ALT,BESA etc.).Re

300、source:Accessibility Toolkit for Procurement and Contracting Templates The Royal National Institute of Blind People(RNIB)and University College London(UCL)are collaborating to improve the accessibility of the higher education experience.A key early output of the collaboration will be guidance on pro

301、curement and contract templates that provide robust requirements around accessibility compliance.Creating guidelines(and an accessibility toolkit)for the procurement of products and services will ensure that institutions do not have to reinvent the wheel when going to market.By standardising accessi

302、bility requirements,the guidelines will reduce the ability of suppliers to embed inaccessible products within the higher education landscape.Consistency in procurement processes will also support greater business incentives for suppliers to deliver accessible by design products and services as highe

303、r education institutions will be better positioned to compare procurement feedback and outcomes.If you would like to find out more or be part of the project please contact Ben Watson,Head of Digital Accessibility at UCL:b-watsonucl.ac.uk,or visit the Make Things Accessible website.DIGITALLY ENHANCED

304、 BLENDED LEARNING 37 5.4 Creating Edtech(Research&Development)Educational innovation needs to be driven by pedagogical deliberations rather than technical novelty or private sector financial gain.It is important to ensure that those pedagogical deliberations are based on robust scholarship and resea

305、rch into what works.Research and scholarship opportunities that encourage interdisciplinary collaboration between academics,technologists and researchers would be particularly welcome.Advance HE,written submission Edtech products have the potential to alter the socio-structural order of the educatio

306、nal system as they increasingly play a role in decision-making processes at various levels,including administrative and pedagogical decisions.As previously mentioned,there is still room for clarification on Edtechs functionality and the beneficiaries of these products:it is paramount that pedagogica

307、l interests drive the development of Edtech tools rather than commercial ones.In the evidence sessions on using Edtech,participants voiced their support for collaborations between learning technologists,academic specialists,and the participation of user communities the products intend to serve.As su

308、ch,projects that leverage the pedagogic expertise of educators should be further prioritised in developing Edtech solutions for the HE sector.The previous section emphasised the significance of interoperability,as discussed by the members of the focus group.It is crucial to foster collaborations bet

309、ween academia and industry to ensure that Edtech investment is aligned with industry needs and changes,which can lead to improved integration support.Jisc,in their written submission,emphasised the importance of data and technical interoperability as critical to a fast-developing and ever-changing m

310、arket,which is as much about supporting integration and use as it is about supporting exit plans to move to new solutions.56 Collaborations between academia and industry can help promote better integration,further supporting students and staff to use a diverse suite of digital tools that can enhance

311、 their learning experiences.Existing initiatives that have supported the research and development of Edtech tools include the Knowledge Transfer Partnership(KTP)scheme.KTPs are funded by Innovate UK and are a partnership between UK-based businesses,registered knowledge bases(universities,colleges,ca

312、tapults,and technology organisations),and a suitably qualified graduate with the capability to lead a strategic business project.KTPs are developed with the core goal of solving specific,strategic innovation challenges faced by a business.A recent pilot scheme under the KTP programme was designed to

313、 create short-term collaborations to“rapidly inject innovation capacity,”aptly named the Accelerated Knowledge Transfer to Innovate Pilot Scheme.One funded project was a partnership between York St John University and ViSR Dynamics Ltd,which explored the suitability of a self-author tool for augment

314、ed reality content within learning and assessment for educational purposes.57 Most notably,the research is underpinned by exploring various methods of teaching and learning,as the project overview states that this Edtech solution is most effective when implemented within a constructivist pedagogy.Th

315、is is an example of how collaborations between industry,academics and developers can create Edtech products and tools driven by pedagogical interests rather than commercial interests.38 DIGITALLY ENHANCED BLENDED LEARNING Case Study:Durham University and Theatre in the Round(Use of VR in English Stu

316、dies)Many of the simulation-based educational opportunities focus on disciplines with a high portion of practical components,such as medical education or engineering.However,a collaboration between technicians,subject specialists and learning designers at Durham University showed how convening exper

317、tise from multiple domains has modernised English studies,a traditionally theoretical and desk-based subject.A recent research project aimed to provide students with a unique learning experience by using virtual reality(VR)to explore scenes from the plays they were studying.Students performed scenes

318、 from three plays they studied for the module,selected from Hamlet,Top Girls,and Waiting for Godot.Performances were then recorded using a 360-degree camera.Later,students viewed these scenes using Oculus Quest headsets and then participated in a focus group to discuss their experiences and key take

319、aways.The project is a collaboration between Dr Alistair Brown,a professor of digital humanities and modern literature,Dr Mark Childs,a senior learning designer,and James Youdale,a senior digital education consultant and technologist.The project objectives were to modernise a traditionally academic

320、subject and use VR headsets to fully immerse students in the text and reflect on their readings.In an interview with Dr Childs and Dr Brown,we found that the project facilitated shared understanding between the course convenors,as the integration of VR technology was informed by pedagogical knowledg

321、e.For example,during post-performance focus groups,students were asked to discuss their experiences of using the technology and how it might have affected their interpretations of the text.Students reported that they were able to get into character and embody the characters they were studying,leadin

322、g to more productive discussions emerging from the VR sessions when compared to the more traditional seminar approach.Reflecting on this experience,Dr Childs stated that technology can be a means to emotionally engage students,create community,and connect with them as people.“Learning is about emoti

323、onal connection,and so is technology,if you get them right”.This project successfully pulled together various disciplines and technical experts to design an approach to utilising Edtech tools that transmit knowledge and convey emotion.Recommendation 9:UK Research and Innovation(UKRI)and HEIs should

324、prioritise project funding for research and development of Edtech solutions and digital learning materials co-produced by academics,learning technologists,and developers.DIGITALLY ENHANCED BLENDED LEARNING 39 5.5 Contracting and Licensing Practices The focus groups highlighted several practices that

325、 have become commonplace in the HE sector,especially regarding the procurement of digital resources.Through the discussion,we found some examples of recurring unfair behaviour:Transitioning to Software as a Service Model(Edtech as a service,rather than a product)Vendors providing software systems as

326、 a product are moving to a software-as-a-service(SaaS)model without giving HEIs enough time to consolidate their options and run an entire tender exercise.In one case,a vendor announced their transition to a SaaS model,providing HEIs less than a year to decide to shift and a further two years to imp

327、lement the changes,despite tender exercises taking much longer to complete under current procurement rules.Further,once an institution has decided to shift,providers are expected to begin paying SaaS rates,irrespective of the fact that the transition has not yet taken place.Price Hikes on Renewal Pr

328、ice hikes are announced suddenly,often without factoring in the time needed for HEIs to consult the market and make informed decisions.In one case,a vendor increased prices up to fourfold with limited justifications for why this price hike occurred.Buyouts and commercialisation are also increasingly

329、 becoming problems for HEIsjust in 2021,$20.8 billion of venture capitalist investment flooded the Edtech market.For many publicly funded HEIs,it is increasingly challenging to sustain digital contracts during aggressive price hikes.Introduction of data Vendors have started restricting free cloud an

330、d data storage,introducing new storage costs costs upon renewal.Although this phenomenon has occurred globally,with many HEIs worldwide being impacted,HEIs in the UK have particularly been affected due to earlier renewal dates.By the end of February 2024,HEIs will be subject to new costs for data st

331、orage a mere four months after the announcements.This is particularly an issue as HEIs are expected to collect and report data for regulatory and finance purposes.For example,the OfS requires the sector to retain student records for up to five years.Premium Pricing on A vendor may supply a particula

332、r product that comprises multiple components.Specific Components The group reported that,in some cases,vendors had used a different license or and Lack of price model for that specific component.Because that specific component will be Interoperability embedded into other systems,HEIs cannot opt out

333、of the said component without having to abandon the complete product set.Another example is when vendors have different levels of licensing with varying levels of non-functional requirements built in,encouraging buyers to opt for the highest level.40 DIGITALLY ENHANCED BLENDED LEARNING In the cases above,changes in prices or operating models are often announced with little room for negotiation and