Approaches to developing staff and student digital capability
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Approaches to developing staff and student digital capability
- 1. Approaches to developing staff and student digtal capability September 2018
- 2. Session outline 2 • Background and context • Hands on activities – choose two of the following three 15 minute hands on sessions to explore 1. Game of organisational digital capabilities & digital pursuit (Alicja and Sarah) 2. Designing for digital capabilities in the curriculum (Shri and Lisa) 3. Using the discovery tool to engage staff and students (Heather) • Feedback and close
- 3. Why is digital capability important? • Changing world and working landscape • Evidence employers are looking not just for knowledge…but broader skills • Digital capabilities are key employability skills – and we need to go further • Changing expectations of learners • But….evidence of a skills gap 3 We need all staff and students’ to acquire the digital skills and capabilities for living, learning and working in a digital world • Graduate work is being transformed by digital technologies and data (IPPR 2017: Managing automation) • Employers focus above all on the attitudes and aptitudes that will enable graduates to be effective in the workplace (CBI/Pearson Education and Skills Survey 2017) • Only 12 per cent of leaders believe UK school leavers and graduates have the right digital skills, down from 20 per cent who said the same in 2017. (Deloitte, 2018) • 38% of workplaces in Europe report that a lack of digital skills is harming their business (European Commission 2017: ‘Human capital: Europe’s Digital Progress Report 2017
- 4. What the students are telling us 4 Although 50% of FE and 69% of HE students thought digital skills were important for their chosen career….. Only 41% of FE and HE students felt their course prepared them for the digital workplace. Only about a third of students agreed that they were told what digital skills they would need before starting their course. About 40% of FE and HE students agreed that they had regular opportunities to review and update their digital skills.
- 5. Establishing a common vocabulary Building digital capability5
- 7. Building digital capability service 7 Find out more and sign up at: https://digitalcapability.jisc.ac.uk/subcribe/
- 10. Individual report 10 Each element has: • Level: developing | capable | proficient • Next steps: what people at this level can try to develop further • Resources: links to selected resources for further exploration Building digital capability
- 11. Institutional data dashboards 11 Building digital capability
- 12. Taster version available to all staff 12 Feedback report (shortened version) Building digital capability
- 13. New…digital badges Coming soon… 13 Resources added by institutions to feedback reports
- 14. 14
- 15. Mapping to Microsoft resources 15 https://education.microsoft.com/fe
- 16. New developments… • Development of a new question set in the discovery tool for staff on accessible digital practice for September 2019 • Development of a maturity model for a digitally capable organisation • Review of digital well being practice • Mapping of the LinkedIn learning materials to our Jisc digital capability framework (May 2019) • Mapping of the Google digital skills resources to our Jisc digital capability framework (June 2019) • Development of an iDEA badge for recognition of the completion of the question sets Building digital capability16
- 17. Activities 17 Choose two of the following three 15 minute hands on sessions to explore 1. Game of organisational digital capabilities & digital pursuit (Alicja and Sarah) 2. Designing for digital capabilities in the curriculum (Shri and Lisa) 3. Using the discovery tool to engage staff and students (Heather)
- 18. Feedback 18 • Which one activity did you find most useful? • www.menti.com • Code: • Why did you find it useful? • How would you see this working in your context? 45 79 79
- 19. • Launched in May 2017, run twice yearly since with 100 delegates at from across FE and HE • Next event –14th May in London • Register now at: https://www.jisc.ac.uk/events/building-digital- capability-community-of-practice-14-may- 2019 • Join CoP mailing list jiscmail.ac.uk/jisc-digcap-ug Community of practice 19 ‘Valuable for inspiring new ideas and making new contacts, for sharing resources.’ Building digital capability
- 20. Follow developments 20 Interested in the service? • New service site: digitalcapability.jisc.ac.uk/ • Sign up at: digitalcapability.jisc.ac.uk/subscribe/ • Discovery tool: https://jisc.potential.ly Follow developments • Project blog: https://digitalcapability.jiscinvolve.org • Community mailing list: jiscmail.ac.uk/JISC-DIGCAP-UG Communication • Email the project team at: digitalcapability@jisc.ac.uk • Follow #digitalcapability on Twitter Resources • Framework and profiles ji.sc/what-is-digital- capability • Case studies and animation digitalcapability.jisc.ac.uk • Advice and guidance digitalcapability.jisc.ac.uk/our-service/bdc- advice-and-guidance/ Building digital capability
- 21. Get in touch… 21 Except where otherwise noted, this work is licensed under CC-BY digitalcapability@jisc.ac.uk
Editor's Notes
- We all know that world is changing and is increasingly digital, the working landscapes are similarly changing, with an expectation that 90% of jobs will have a digital element within the next 2 decades. Both keynotes at our Digifest conference this month yesterday referenced digital skills as the fourth literacy – no longer an option not to engage. And we now need to prepare learners for a future that may look very different from today – with jobs that don’t currently exist and multiple careers as the norm, and the only constant is change. Transferable and lifelong learning skills are increasingly critical in this environment. One recent study suggested that “The greatest challenge students need to be prepared for through higher education institutions is be the continuous need for ‘adaption through learning’ in changing work environments.” Delphi Students expectations of their educational experiences are also changing – our student panel at Digifest highlighted that they see digital as a way of getting ahead in a competitive job market.. BUT we also know that there is a digital skills gap. To be employable in the modern world we need to develop students as digitally capable lifelong learners – And we need to go further, in developing digital entrepreneurs that can help shape their future employment. 17 jobs, 5 careers (Australian futurologist Mark Mcrindle). The only constant is change. 90% quote: Matt Hancock MP, The Right Honourable Minister of State for Digital 2017
- These findings from our 2018 Jisc digital experience insights report provide the evidence of what students are telling us - although 69% of HE learners & 50% FE learners recognise that digital skills are important in their future career, only 41% feel that their course is preparing them for the digital workplace. And only a third felt that they were aware of the digital skills their course required. Only 41% of FE and HE students felt they had regular opportunities to review and update their skills.
- Our work in this area began in 2008 (with the Llida study reviewing how organisation, Dig lit programme (2011-2013). The Jisc digital capability framework with its six elements has been influential across the sector in informing how we describe and understand what digital capabilities are and is now underpins all our developments in the Building digital capability service. It starts from the perspective that digital capabilities are those that enable an individual to live, learn and work in a digital society. It provides one way of thinking about staff and student digital capabilities. It provides a single, generic description that everyone can relate to. But we know that people don’t set out to become ‘digitally capable’ in a general way. They set out to learn a particular subject, to research a particular topic, to achieve particular tasks, to work towards particular goals in their career. So the framework has to be adapted to make sense in very different settings. Our role profiles provide one role-based lens on this framework, and our curriculum materials provide a curriculum lens on the framework.
- As I mentioned the next stage is to contextualise the framework – we have done that for different staff roles – these profiles aren’t meant to suggest that ALL staff in particular roles, or learners, need ALL or ONLY these skills, but they can provide a useful starting point for conversations for example across a team to agree what skills might be needed, or the identification of any gaps. From the perspective of teaching staff, library staff or researchers, leaders, learners, learning technologists and professional services staff. You’ll be exploring a version of the leaders profile in the activity later. All of which have been mapped against relevant professional frameworks, for example the HE teaching profile aligns with the UK PSF Nine profiles in total: HE teacher profile mapped to UKPSF FE teacher Digital leader Library and information professional mapped to CILIP PKSB Researcher mapped to RDF in collaboration with Vitae Learning technology mapping in collaboration with ALT Learner Professional services staff Research professional
- We are now working with all UK educational organisations to support all aspects of building digital capability – through our Building digital capability service, bringing together all these elements in a holistic approach – how we can support from an individual perspective your staff and students to develop their capabilities and identify their strengths and weaknesses; and from an organisational perspective support in your organisational journey to digital capability, and through the data from the tool help to provide you with indicative data on where your staff and students are. But we’re continuing to work with you in partnership to explore your needs and how we can best support you in that journey.
- If we want to develop digitally literate students fit the workplace – we also need to develop our staff to so that they have the skills to enable that through the curriculum. This was the starting point for the development of a tool, the Discovery Tool, following a process of co-design with other sector bodies, which provides a starting point for staff (and now students too) to self-assess their skills, and understand their starting points. It provides a series of reflective questions that relate to the different elements of digital capability we have defined in the six elements of digital capability model (organised by the 15 sub-elements). Buy answering the questions staff are made aware of the skills they already have and new ones they might like to try. The results show a visual summary of where you, next steps and further resources. As it’s designed to be primarily a developmental tool, it is NOT an objective measure of digital competence, and isn’t designed to be a full course of study – instead it provides a range of pointers to relevant resources. Once a user has completed all the questions they are provided with a tailored report (downloadable) This is the tool dashboard that staff would see (its different for students) and they can access the questions from here, background on what is digital capability and access to reports etc down the left hand bar. One of the regular requests from our pilot institutional leads was to have something easily accessible from the dashboard which helps contextualise digital capabilities for their staff and students that would be using the tool so we have included the excellent University of Derby animation that provides an insight into what digital capabilities are and why they are important.
- As well as the overall digital capability questions, we have a suite of role-specific questions which drill down further into the skills for a particular role such as teaching, or library and learning resources work.
- Once a user has completed all the questions within a question set they are provided with a tailored feedback report. This example shows what a users of the full discovery tool receive. So, for each element they are given: Their confidence level rating (developing | capable | proficient) Suggested next steps And recommended resources Users can download their report and share it if they choose to.
- The tool is primarliy a developmental tool, but it does provide anonymised data to institutions to support organisational planning for example where training could be most effectively targeted. Including data on completion rates, and capability ratings that can be broken down by dept & subject (for staff) and dept and Care needs to be taken around how this data is used – we have guidance to help institutions make sense of their data Scoring bands needs to be used with caution – as lower scores don’t necessarily mean ‘deficit’ Mainly useful for informing conversations: With HR and staff development about overall training and development needs With teaching staff about their confidence with digital teaching, learning and assessment and their development needs With IT and e-learning teams about support for specific systems and practices With budget holders about investing in staff development and services
- Many of the features I have shown you on previous slides are available in the subscriber version of the tool, however, there is a free version of the tool available for all staff (though not students). This provides access to the ‘Overall capabilities’ question set which staff can re-take whenever they want and receive a shortened version of the feedback report on its completion. It does not provide staff with access to any other question sets or the resource bank.
- Coming soon to the full version of the tool will be: The ability for institutions to add links to their own resources or particular resources that they would like to specifically highlight to their staff and students Individual users will also be able to claim a digital badge to demonstrate when they have completed a question set
- https://www.et-foundation.co.uk/supporting/support-practitioners/edtech-support/digital-skills-competency-framework/