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Visitors and Residents: understanding student behaviour online - Jisc Digital Festival 2014
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Understanding student behaviour online 07/06/2022 Visitors and Residents
description
This is a practical session which explores how the Visitor and Resident continuum can be used to identify and describe the modes of online engagement used by educators, learners and researchers. As Visitor you may find you interact online only as and when required, whereas the more Resident your behaviour is, the more pervasive, persistent and normalised your online presence becomes. After an introduction to the concept, you will use it to create a map of your own online activities and discuss wider implications for the delivery and support of teaching, learning and research. The session is underpinned by the research of David White (Oxford), Lynn Silipigni Connaway (OCLC) and Donna M. Lanclos (UNCC) on the Jisc-funded "Visitors and Residents" project and the HEA "Challenges of Residency" project. It is supported by ongoing work with Jisc Netskills to create a collection of Creative Commons licensed resources, designed to enable you to map, reappraise and strategically develop new and existing online activities more effectively. During the session you will also be able to discuss how you can use the resources, online support and full workshops within your own team, organisation or institution.
Transcript of Visitors and Residents: understanding student behaviour online - Jisc Digital Festival 2014
10/04/2023
Understanding student behaviour online
Visitors and Residents
Visitors and Residents 2
Introductions
Dave White, University of Oxford
Donna Lanclos, University of North Carolina
Lawrie Phipps, Jisc
Steve Boneham, Jisc Netskills
Chris Young, Jisc Netskills
Visitors and Residents 3
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Making maps
Visitors and Residents
http://padlet.com/wall/visitorsandresidents
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What now?
Workshops, materials for facilitation and development
http://www.netskills.ac.uk/VandR
Evaluating Services Infokit
http://www.jiscinfonet.ac.uk/infokits/evaluating-services/