Foreword

This is the University’s second digital education strategy. The first, covering the period 2016-21, identified the most promising ways in which digital tools can be used to enhance an Oxford education. However, without dedicated resources or an implementation plan, progress with its objectives was incremental, until the COVID-19 pandemic forced more rapid change. This second strategy seeks to learn from the experience of the first, and from the pandemic.

The working group consulted widely in developing this strategy and took full account of feedback received. Key messages were that:

  • There is huge capacity for innovation in teaching across the university, with many brilliant initiatives launched every year – the best examples are truly inspirational
  • Technology-enhanced initiatives should complement and not replace our traditional strengths in small-group, in-person teaching
  • In some areas, university-wide consistency of practice is desirable, but in others there are different priorities and a need to adopt available tools selectively
  • New developments need to be properly resourced, in terms of both systems and staff time
  • There’s a need to walk before we can run – many underpinning IT systems lack functionality and these need to be fixed before moving on to more ambitious objectives.

This strategy therefore starts by emphasising the need to fix the basics across the collegiate University. Beyond that, it aims to enable digital approaches where they are desirable. There is some emphasis on the development of central systems with the aim of promoting efficiency, but no intention to dictate to creative academics who know their own subject.

While the strategy explicitly links to existing educational goals, it also builds on lessons from the pandemic, when colleagues came to understand both the advantages and disadvantages of a digitally supported education. Many aspects of teaching suffered, and have since benefitted from a return to an in-person mode, but there were some positive outcomes as well. In particular, while learning remotely brought challenges, many disabled students found that some features of the University’s teaching practices became more accessible and inclusive, when forced to make greater use of digital approaches.

It is important to be clear that the Digital Education Strategy does not have its own implementation budget. However, throughout its development, there has been close collaboration with the broader Digital Transformation programme which aims to make a step improvement in digital provision across a range of university activities and processes. This strategy will play a key role in the prioritisation of funded projects within the Digital Transformation programme.

Future developments in the digital world will continue to inform how and what is taught at Oxford. We believe that the Digital Education Strategy is both foundational and ambitious. If successful, it will enable the use of digital technology to the benefit of both students and staff. And it will enable innovation through digital means to enhance Oxford’s traditional educational excellence.

In closing, we wish to offer our heartfelt thanks to all the members of the working group for their excellent contributions during a very busy time, and to the many people across the collegiate University who have engaged in consultations over the past year.

Professor Sir Nigel Shadbolt, Chair of the Digital Education Strategy working group

Professor Martin Williams, Pro-Vice Chancellor (Education)

 

Contact us


For general enquiries, please contact us at

CONTACT@CTL.OX.AC.UK

 

Follow us


 @CTLOxford

 

Teaching & Learning Newsletter


Subscribe to our termly Teaching & Learning Newsletter

SUBSCRIBE TO NEWSLETTER

 

Related links