A new police station opens in a Somerset town, which aims to be "more efficient and sustainable".

Developers wanted to build 20 homes on land next to a Site of Biological Importance in Harwood, Bolton.

Police want to hear from anyone who witnessed the sex assault, which happened last month.

Counterterrorism police say the officer is suspected of expressing support for the proscribed group online.

A judge tells Jack Bradley the failed raid was "a spectacularly stupid thing to do".

Officers say they believe someone accessed the rear of the property through a side alleyway.

Police say no life-changing injuries were reported in the incident.

Do not "approach or attempt to catch the emu unless you have experience", a charity says.

A single protester has a sign wrestled off her during the silence at Forbury Gardens in Reading.

Dzhamilya Timaeva, 19, from Windsor, gained a place at an Islamic Sunday school, a court has heard.

The former boss of Derbyshire Community Transport has been reflecting on the charity's demise.

The Labour MP for Hitchin, Alistair Strathern, reacts to the blaze in Wallace Way.

The boss of Premiership Rugby says he welcomes the prospective return to professional rugby of Wasps, Worcester and London Irish.

The comedian has been praised by students at the Royal National College for the Blind, where he studied.

House that has been empty for 12 years will be community-owned and rented out to local family.

There are almost 400 active cases of reported damp or mould in social housing across Wiltshire.

The group also rammed a farmer's vehicle in a "terrifying" incident in Wiltshire, police said.

Ryan Ward, 31, is wanted in connection with incidents of assault and criminal damage.

A man in his 20s remains in hospital with serious facial injuries after shots were fired at a park.

Police were called after a witness reported a man being assaulted in Rugby.

There is no excerpt because this is a protected post.

Palestine Action said its members blocked the entrance to two Elbit Systems UK sites in Bristol.

Mitchell Curtis 'refused to admit what he had done' to colleagues despite a 'wealth of evidence'.

When Ariana Grande wrote “could get it again” next to Big Sean’s picture in her “Thank U, Next” video, she might not have been joking. The two were spotted hanging out yesterday, and maybe they were recording new music, maybe she was bouncing back to that dick, or maybe both. While ex-fiance Pete Davidson has […]

The post Ariana Grande Spotted with Ex, Big Sean appeared first on HecklerSpray.

LightSounds runs 23-24 November.

Today in the Guardian, features writer Kira Cochrane has produced a story that is already being widely quoted on the numbers (or lack thereof) of visible women in the media. "In a typical month, 78% of newspaper articles are written by men, 72% of Question Time contributors are men and 84% of reporters and guests on Radio 4's Today show are men. Where are all the women?"

On the one hand, this story is decently written and based on a sound idea. Not least because rather than write an article on lazy assumptions of representations, it goes to the bother of looking at whether the actual numbers match up with the perceptions of the author. This is a good place to start in any conversation about representation and is often overlooked in media or social commentary.

That said, there is a huge difference between "counting numbers" and "producing statistics". Or, indeed, evidence. My problem is not with the article per se, which after all is simply a feature for the Life & Style section of the Grauniad, but rather with the reception it's had on Twitter and elsewhere as if it is le dernier cri in proof. The article is an improvement on most other articles of its kind. But it is also at best a beginning of something that could, and should, be examined further in a way which is compatible with well-designed research.

But the widespread acclaim indicates there is a danger of not taking the piece any further, and adopting its conclusions wholesale as if it was a well-designed in-depth study. It's not (yet). It could be. For example, the article starts with "In a typical month" - to be unimpeachable, you must establish in what way the months selected were "typical".

Because the numbers match so closely with the author's a priori assumptions, care should be taken to assure the reader that the shows selected do not comprise a skewed sample. (Actually, this should be done anyway.) We need to know what the spread of shows on television and radio are that are considered topical, political, or sufficiently serious. Why was Question Time included, and Loose Women excluded? I don't think one is especially more in-depth or topical than the other. Why is Have I Got News For You considered, which is a comedy show, and Moral Maze not, which is a serious radio programme featuring many regular women panellists and guests? Or the Radio 4 News Quiz, hosted by Sandi Toksvig and featuring many women as guests? What about Women's Hour?

Size, as ever, matters. What are the audience sizes for the shows, since clearly that is important? So, too, does sampling. Since it's presumably not practical or useful to count all appearances on all media, there needs to be a way of assuring that the ones considered in such a study comprise a representative sample of media, audience types, and audience sizes. This is something almost no examination of media topics outside academia bother to do (and many inside don't do it either). But if the shows can not be shown to be representative, the stud's conclusions could be accused of being skewed, and the results not taken seriously.

The title of the article, with its unexplored "why?" also presents the danger of interpreting an outcome as if it is the same as the opportunity. Why, indeed, should there be more women on Question Time, when the percentage of female MPs is only 22%? This surely this is a problem that needs to be addressed at root level (why are there not more women in government, considered for such positions, or running for them?) and not by whingeing about token women on politics shows.

The reaction to women going on some of these shows can be extremely negative, which makes other women considering whether to appear think twice. Remember when Fern Britton appeared on Question Time, and the furore over her opening her mouth on topics other than what we thought she should talk about? I was asked to go on QT last year and turned it down because I expected much the same reaction. Would a similarly placed man in media have had the same dismissive reception as Britton, particularly from women like Amanda Platell perceiving them as "lightweight"?

Similarly, the format of the Today programme on Radio 4 is extremely off-putting. Would you like to be shouted at for two minutes first thing in the morning on a show that prides itself on manufacturing controversy, or have a reasonable discussion over on Women's Hour? That, incidentally, is the question more-or-less as it has been put to me by the PR folks at Orion in the past. Come on, it's not even a contest which most women (and men) would choose given the option.

Age is also part of the mix. As one twitter correspondent (@petehague) commented, "I think that the entire debate misses the point that experienced commentators represent past gender policies ... i.e. if you want to get a professor of economics on TV, your selection is influenced by undergraduate gender balance decades ago." And not only the undergrad balance, but especially the percentage making it through study to professorships. David Starkey and his ilk are still rocking up peddling their schtick because, well, the women with the best and most cogent arguments to counter him are not at his level of academic or media experience yet. This phenomenon is almost certainly at work outside the academia bubble as well. And given the continuation of the trend in which women for various reasons choose family or life balance over single-minded pursuit of their careers, it may well never happen.

Finally, we must ask why it is women in media, even ones like say, Laurie Penny, who seem committed to an ideal of being a political writer, end up doing pieces about dating and handbags. Is it because when such assignments are offered, writers would rather take the job than turn it down? And does this, over time, contribute to an impression that anyone who has done so is destined to "lack gravitas"? There is a pink ghetto even - no, especially - at the Guardian. Isn't it ironic that Cochrane's piece is in the Life & Style section, rather than, say, Comment Is Free? On the same day when a man's thoughts on his Movember 'tache does get a spot in CiF?

So in short, while I broadly agree with Cochrane's thesis that it would be nice to see more women on shows like Question Time and Have I Got News For You, I'm not sure the critical applause is warranted. Yet. And I don't think it constitutes "proof" much at all apart from being about those shows on those days. Interesting? Yes. Generalisable to all media at all times? No. The difference between anecdotes and sampling is subtle (perhaps too much so for most media) but crucial.

You may be wondering why this matters on an issue in which most people are in agreement. It matters because if an argument is seen to be slapdash or half-baked, it throws the conclusions into doubt regardless of how worthy they are. It matters because for there to be change it's important to know the real and not imagined extent of the problem. And it matters because if something is worth doing, it's worth doing right. There's a germ of an interesting idea in there. The real question is what is to be done with it?

An OCR free word spotting method is developed and evaluated under a strong experimental protocol. Different feature sets are evaluated under the same experimental conditions. In addition, a tuning process in the document segmentation step is proposed which provides a significant reduction in terms of processing time. For this purpose, a complete OCR-free method for word spotting in printed documents was implemented, and a document database containing document images and their corresponding ground truth text files was created. A strong experimental protocol based on 800 document images allows us to compare the results of the three feature sets used to represent the word image.

Due to both the widespread and multipurpose use of document images and the current availability of a high number of document images repositories, robust information retrieval mechanisms and systems have been increasingly demanded. This paper presents an approach to support the automatic generation of relationships among document images by exploiting Latent Semantic Indexing (LSI) and Optical Character Recognition (OCR). We developed the LinkDI (Linking of Document Images) service, which extracts and indexes document images content, computes its latent semantics, and defines relationships among images as hyperlinks. LinkDI was experimented with document images repositories, and its performance was evaluated by comparing the quality of the relationships created among textual documents as well as among their respective document images. Considering those same document images, we ran further experiments in order to compare the performance of LinkDI when it exploits or not the LSI technique. Experimental results showed that LSI can mitigate the effects of usual OCR misrecognition, which reinforces the feasibility of LinkDI relating OCR output with high degradation.

This paper presents a system that simulates, in real time, the volumetric deformation of muscles during human locomotion. We propose a two-layered motion model. The requirements of realism and real time computation lead to a hybrid locomotion system that uses a skeleton as first layer. The muscles, represented by an anatomical surface model, constitute the second layer, whose deformations are simulated with a finite element method (FEM). The FEM subsystem is fed by the torques and forces got from the locomotion system, through a line of action model, and takes into account the geometry and material properties of the muscles. High level parameters (like height, weight, physical constitution, step frequency, step length or speed) allow to customize the individuals and the locomotion and therefore, the deformation of the persons' muscles.

The quality attributes of a software system are, to a large extent, determined by the decisions taken early in the development process. Best practices in software engineering recommend the identification of important quality attributes during the requirements elicitation process, and the specification of software architectures to satisfy these requirements. Over the years the software engineering community has studied the relationship between quality attributes and the use of particular architectural styles and patterns. In this paper we study the relationship between quality attributes and Aspect-Oriented Software Architectures - which apply the principles of Aspect-Oriented Software Development (AOSD) at the architectural level. AOSD focuses on identifying, modeling and composing crosscutting concerns - i.e. concerns that are tangled and/or scattered with other concerns of the application. In this paper we propose to use AO-ADL, an aspect-oriented architectural description language, to specify quality attributes by means of parameterizable, and thus reusable, architectural patterns. We particularly focus on quality attributes that: (1) have major implications on software functionality, requiring the incorporation of explicit functionality at the architectural level; (2) are complex enough as to be modeled by a set of related concerns and the compositions among them, and (3) crosscut domain specific functionality and are related to more than one component in the architecture. We illustrate our approach for usability, a critical quality attribute that satisfies the previous constraints and that requires special attention at the requirements and the architecture design stages.

Software components are used in various application domains, and many component models and frameworks have been proposed to fulfill domain-specific requirements. The general trend followed by these approaches is to provide ad-hoc models and tools for capturing these requirements and for implementing their support within dedicated runtime platforms, limited to features of the targeted domain. The challenge is then to propose more flexible solutions, where components reuse is domain agnostic. In this article, we present a framework supporting compositional construction and development of applications that must meet various extra-functional/domain-specific requirements. The key points of our contribution are: i) We target development of component-oriented applications where extra-functional requirements are expressed as annotations on the units of composition in the application architecture. ii) These annotations are implemented as open and extensible component-based containers, achieving full separation of functional and extra-functional concerns. iii) Finally, the full machinery is implemented using the Aspect-Oriented Programming paradigm. We validate our approach with two case studies: the first is related to real-time and embedded applications, while the

Service composition is an effective approach for large-scale multimedia delivery. In previous works, user requirement is represented as one fixed functional path which is composed of several functional components in a certain order. Actually, there may be several functional paths (deliver different quality level multimedia data, e.g., image pixel, frame rate) that can meet one request. And due to the diversity of devices and connections in pervasive environment, system should choose a suitable media quality delivery path in accordance with context, instead of one fixed functional path. This paper presents a deep study of multimedia delivery problem and proposes an on-line algorithm LDPath and an off-line centralized algorithm LD/RPath respectively. LDPath aims at delivering multimedia data to end user with lowest delay by choosing services to build delivery paths hop-by-hop, which is adapted to the unstable open environment. And LD/RPath is developed for a relatively stable environment, which generates delivery paths according to the trade-off between delay and reliability metrics, because the service reliability is also an important fact in such scenario. Experimental results show that both algorithms have good performance with low overhead to the system.

1. ‘Been a long time since I felt that way’: Sexually transmitted infection numbers provide new hope  POLITICO
2. There are millions of sexually transmitted infections in the US every year, but new data shows the epidemic may be slowing  CNN
3. America's STD explosion laid bare and the shocking number of people catching one every minute  Daily Mail
4. At Long Last, the Surge in S.T.I.s May Be Leveling Off  The New York Times

1. Niagara Health offering free parking after delays reported  News Talk 610 CKTB
2. Implementation of new Niagara Health patient info system resulting in long wait times  St. Catharines Standard
3. Temporary delays impacting registration at emergency departments  Thorold News
4. Niagara Health Working Through Delays  101.1 More FM
5. Niagara Health experiencing temporary delays impacting registration and EDs  Niagara Health

“Fifteen Years of Evolution of Law, Technology and Society” To celebrate SCRIPTed’s 15th birthday, we are hosting a conference on Monday 28 January (3pm-7pm) at Evolution House here in Edinburgh. For more details, the programme, and (free) registration, see our

To improve the effectiveness of online training for music education, it was investigated how to improve the pulse-coupled neural network in image processing for spectral image segmentation. The study proposes a two-scale descent method to achieve oblique spectral correction. Subsequently, a convolutional neural network was optimised using a two-channel feature fusion recognition network for music theory notation recognition. The results showed that this image segmentation method had the highest accuracy, close to 98%, and the accuracy of spectral tilt correction was also as high as 98.4%, which provided good image pre-processing results. When combined with the improved convolutional neural network, the average accuracy of music theory symbol recognition was about 97% and the highest score of music majors was improved by 16 points. This shows that the method can effectively improve the teaching effect of online training in music education and has certain practical value.

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers). Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

Aim/Purpose: This paper presents the findings of an Activity-Oriented Teaching Strategy (AOTS) conducted for a postgraduate level Software Engineering (SE) course with the aim of imparting meaningful software development experience for the students. The research question is framed as whether the activity-oriented teaching strategy helps students to acquire practical knowledge of Software Engineering and thus bridge the gap between academia and software industry. Background: Software Engineering Education (SEE) in India is mainly focused on teaching theoretical concepts rather than emphasizing on practical knowledge in software development process. It has been noticed that many students of CS/IT background are struggling when they start their career in the software industry due to inadequate familiarity with the software development process. In the current context of SE education, there is a knowledge gap between the theory learned in the classroom and the actual requirement demanded by the software industry. Methodology: The methodology opted for in this study was action research since the teachers are trying to solve the practical problems and deficiencies encountered while teaching SE. There are four pedagogies in AOTS for fulfilling the requirements of the desired teaching strategy. They are flipped classroom, project role-play for developing project artifacts, teaching by example, and student seminars. The study was conducted among a set of Postgraduate students of the Software Engineering programme at Cochin University of Science and Technology, India. Contribution: AOTS can fulfil both academic and industrial requirements by actively engaging the students in the learning process and thus helping them develop their professional skills. Findings: AOTS can be molded as a promising teaching strategy for learning Software Engineering. It focuses on the essential skill sets demanded by the software industry such as communication, problem-solving, teamwork, and understanding of the software development processes. Impact on Society: Activity-oriented teaching strategies can fulfil both academic and industrial requirements by actively engaging the students in the SE learning process and thus helping them in developing their professional skills. Future Research: AOTS can be refined by adding/modifying pedagogies and including different features like an online evaluation system, virtual classroom etc.

Aim/Purpose: This study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning. Background: Despite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: In response to the call to improve social media learning environments under-scored in contemporary education, the current case study took an initial step aiming at deepening the understanding of the role of instructional guidance in microblogging-supported learning environments. Findings: This study showcases that with instructor facilitation, students succeeded in being engaged in a highly participatory and interactive learning experience across a variety of tasks and activities. This study indicates that students’ perspectives of social media tools rely heavily on what instructors do with the tool and how the instructional activities are structured and supported. Instructors’ scaffolding and support is instrumental in keeping students on task and engaging students with meaningful events, thus ensuring the success of microblogging-based learning activities. Meanwhile, students’ perception of usefulness of instructional guidance is closely related to their own pre-perception and experience. Recommendations for Practitioners: When incorporating social media tools, it is important to examine learner’s prior knowledge and comfort level with these tools and tailor the design of instructional activities to their attributes. It is also vital to monitor student progress, adjust the type and amount of guidance and scaffolding provided as they progress, and eventually remove the scaffolding until students can demonstrate that they can perform the task successfully without assistance. Recommendation for Researchers: Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either one type of guidance approach. Future researchers should continue to develop robust research methodologies to seek ways to better operationalize this variable and strive to understand its effect. Future Research: Future replication studies in other settings, with a larger sample size, and different populations will certainly provide further insights on the effects of instructional guidance in microblogging-based learning. Alternative coding methods may also shed light on differences in student interaction in terms of content diversity and depth of learning when analyzing the tweets. Advanced data collection techniques may be explored to ascertain the completeness of data collection.

Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats.

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.