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The Mechanics of Digital Wellbeing in HE: Beyond Google Garage.

Holley, D., Goldsmith, B. and Quinney, A., 2020. The Mechanics of Digital Wellbeing in HE: Beyond Google Garage. #Take5.

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Digital wellbeing is one of the fast-emerging ‘hot topics’ for HE, evident in its new prominence in the Jisc’ digital capabilities framework. JISC, the UK’s expert body for digital technology and resources in Higher Education, Further Education and research defines wellbeing as: “a term used to describe the impact of technologies and digital services on people’s mental, physical, social and emotional health.” How can digital competency frameworks offer a different approach to conceptualising student wellbeing? Mirrored by the EU digital capabilities framework, digital wellbeing is now starting to influence policy at national and pan-European level. An analysis of these two frameworks was carried out by Biggins, Holley and Zezulkova (2017); their work identified ways in which more nuanced approaches to policy implementation would pay dividends in terms of wellbeing outcomes for students. Notably, their work suggests that human learning, underpinned by technological tools, needs to be partnered by a focus on lifelong learning and continuous professional development. At institutional level, McDougall et al (2018) argue human-centred approaches prioritising staff and students’ immediate and lifelong wellbeing are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. Digital wellbeing has taken on new dimensions and arguably greater importance in the adjustments being made to teaching and learning and to everyday life in response to Covid-19. Numerous opportunities now exist for connecting, for socialising, for protesting, and for studying using online platforms; yet underneath there are challenges of the digital world for young people. These unfold in a myriad of ways: trolling and online-bullying; increased peer pressure for an instagram ‘perfect’ life and body image; and access and isolation. Through our teaching and learning endeavours we know about inequalities in access to technology tools, and the health implications that studying on line can create, including the impact of social isolation on young people. We know there are increasing numbers of young people experiencing mental health challenges. An EU project has been set up to increase the capacity of lecturers and students to promote and practice digital wellbeing.

Item Type:Other
Additional Information: Welcome to Take5! This website and blog is designed to help all of us working at London Met to share our passion for teaching and learning. There are resources here on the site that people can use whenever they want to hopefully feed their passion for emancipatory and creative learning, teaching and assessment (LTA). There will be fortnightly blogposts sharing tips on easy-to-use ideas that can be embedded into any module at any level to develop student learning and success. "take just 5 minutes" to: - find a new idea - share how you applied it to your subject/module - share a new approach - add a comment...
Uncontrolled Keywords:digital wellbeing ; digital competence frameworks ; tilt to online ; ~Take5 #47
Group:Faculty of Health & Social Sciences
ID Code:36674
Deposited By: Symplectic RT2
Deposited On:02 Mar 2022 12:36
Last Modified:14 Mar 2022 14:33


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