Approaches to developing staff and students' digital capability
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With growing evidence of a digital skills gap, how are colleges and universities supporting the development of their staff and students digital capabilities? This workshop will share approaches on how to develop staff and students' digital capabilities. Activity 1: Organisational digital capability and digital capability trivial pursuit Activity 2: Designing for digital capability in the curriculum Activity 3: Using the discovery tool to discover your digital confidence
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Approaches to developing staff and students' digital capability
- 1. London – 11 June Approaches to developing staff and students’ digital capability Heather Price
- 2. • Background and context • Hands on activities – choose two of the following three 15 minute hands on taster sessions to explore: 1. Game of ‘digital pursuit’ 2. Designing for digital capabilities in the curriculum 3. Using the discovery tool to engage staff and students • Feedback and close Session outline Building digital capability2 Photo by DavidCohen on Unsplash
- 3. Why is digital capability important? 3 Building digital capability We need all staff and students’ to acquire the digital skills and capabilities for living, learning and working in a digital world • 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 • 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 ‘Human capital: Europe’s Digital Progress Report 2017
- 4. Realising the potential of technology in education Five key areas of opportunity for technology: 1. Reducing the burden of ‘non-teaching’ tasks 2. Making assessment more effective and efficient. 3. Supporting access, inclusion and improved educational outcomes for all. 4. Supporting teachers so that they can develop and learn more flexibly. 5. Supporting decisions about work or further study and helping those who are not in the formal education system gain new skills. • Securing the digital infrastructure • Developing digital capability and skills • Promoting effective procurement • Promoting digital safety Commitments:
- 5. 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. What the students are telling us 5 Building digital capability
- 6. Establishing a common vocabulary 6 Building digital capability
- 7. The building digital capability service 7 Building digital capability Find out more and sign up at: digitalcapability.jisc.ac.uk/subscribe
- 8. A starting point for staff and students 8 Building digital capability The discovery tool • A self-administered quiz about professional digital practices (in education) • Designed to give useful feedback including 'next steps' and links to resources • Reflective, informative and developmental
- 10. 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 Option to request a digital badge on completion of each question set Individual report
- 11. 11 Building digital capability Institutional data dashboards Developing Capable Proficient
- 12. Taster version available to all staff 12 Building digital capability Feedback report (short version)
- 13. Coming soon • New question set focused on accessibility for staff • Review of digital wellbeing practice • Mapping Google, Apple and LinkedIn Learning materials to the framework • Points towards an iDEA badge for completion of discovery tool questions • Organisational maturity model….. Other updates Building digital capability13 **New** • Case studies: University of Westminster, Gloucestershire College, York St. John University • Service animation
- 14. • Service site: digitalcapability.jisc.ac.uk • Sign up: digitalcapability.jisc.ac.uk/subscribe • Discovery tool: jisc.potential.ly Follow developments • Project blog: digitalcapability.jiscinvolve.org • Community mailing list: jiscmail.ac.uk/JISC-DIGCAP-UG • #digitalcapability on Twitter Contact the team digitalcapability@jisc.ac.uk 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 Follow developments Interested in the service? Building digital capability14 Digital experience insights service: • Website: digitalinsights.jisc.ac.uk • Project blog: digitalstudent.jiscinvolve.org
- 15. Hands on activities – choose two of the following three 15 minute hands on sessions to explore: 1. Game of ‘digital pursuit’ 2. Designing for digital capabilities in the curriculum 3. Using the discovery tool to discover your digital confidence Workshop activities Building digital capability15
- 16. Hands on activity - on your own or in pairs…. Step 1 • Go to https://jisc.potential.ly and click on ‘Login’ • This will take you to the building digital capability login screen Step 2 • Select ‘Jisc testing’ as your organisation and click ‘continue’ • Sign in using the username and password provided Step 3 • Go to the ‘Question bank’ from the left hand menu bar and try the teaching, library or ‘new student’ question set (depending on whether you have a staff or student login) 16
- 17. Feedback and discussion Which one activity did you find most useful? www.menti.com Code : 88 63 7 17 Building digital capability • Why did you find it useful? • How would you see this working in your context?
- 18. customerservices@jisc.ac.uk jisc.ac.uk Thank you Heather Price Senior Co-Design Manager heather.price@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.
- And it’s also useful to reference that the DfE have now as of the 3rd April released their strategy which recognises the importance of ensuring people have the right capabilities and skill; and states their commitment to addressing this need.
- 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. It encompasses high level capabilities – around digital identity and wellbeing which focuses on developing your personal and professional identities; 4 core digital practices in the centre around communication and collaboration; teaching and learning; digital creation and problem solving; and information and data & media literacies. And the functional ICT skills which fall out of those higher level discussions above. 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 – you’ll get a chance to explore both in this session.
- The Jisc Building digital capability service is designed to help your staff and students thrive in a digital world. It offers a suite of practical tools and guidance to support UK educational organisations with all aspects of building digital capability. The key elements of the service are highlighted here: The discovery tool Access to organisational models Training courses Community of practice Expert consultancy Near the centre we see the service website which provides information on all the resources available and how to access them how we can support from an individual perspective your staff and students to develop their capabilities and identify their strengths and weaknesses through the discovery tool; 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.
- So we have a shared understanding of what we mean by digital capabilities, and ways of contextualising that language for different purposes. But how do we know where staff and students are in terms of their digital skills? And how can we identify actions for development? This was the starting point for the development of a tool, the Discovery Tool – a core element of the service - following a process of co-design with other sector bodies, which provides a way for staff and students to self-assess their skills, and understand their starting points. We’ve focused it around: how we can support from an individual perspective your staff and students to develop their capabilities and identify their strengths and weaknesses through the discovery tool; 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. 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. 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.
- As well as the overall digital capability questions on the staff dashboard we also 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. For students, there are two question sets on their dashboard – one for new / arriving students, the other for those already engaged with their course of study.
- Once a user has completed all the questions within a question set they are provided with a tailored feedback report. This example shows what users of the subscribed version of the discovery tool receive. So, for each element they are given: Their confidence level rating (developing | capable | proficient) Suggested next steps And recommended resources – all freely available; and prioritised for value in each area. Feedback reports are only visible to the individual, but a user can download their report and share it if they choose to. Additionally, every question set has the option for a participant to claim a digital completion badge once they have completed it and viewed the report for it.
- As mentioned previously, the tool is primarily a developmental tool, but it does provide anonymised data to subscribed institutions to support organisational planning. These data dashboards include information on: The overall number of staff that have completed question sets by department and also the overall number of students that have completed question sets by subject area They also provide capability ratings (developing | capable | proficient) for: The overall organisation At department level At subject area level And they provide sector comparisons for all of these In addition organisational leads can see the % responses to individual the activity questions in each of the question sets. Data dashboards can also be filtered by role, date, subject heading and for students it is also possible to filter by study level. This data is mainly useful for informing conversations. Care needs to be taken around how this data is used. Scoring bands need to be used with caution – as lower scores don’t necessarily mean ‘deficit’, they may simply reflect the capability level expected or needed for that particular role.
- 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.
- 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 We are working with Microsoft, Google, Linkedin Learning and Apple to map their resources to the framework and surface through the discovery tool
- Please do join our community and share your experiences, and get in touch
- Consider: How could you use this with your teaching staff? What support and follow up would need to be in place?