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Similar a DDL Programme Meeting Oct12(20)


DDL Programme Meeting Oct12

  1. Developing Digital Literacies programme   What is expected? Helen Beetham October 2012
  2. What is expected from DDL? • Who is expecting? • Challenges and priorities • Developments in DL • What are we really offering? • The asks and offers process 2
  3. Who is expecting? • We are here in a representative capacity • Institutions - why did they support your bid? what’s in it for them? how does your project support institutional priorities? • Staff in the sector - through the Associations and the different staff involved in Projects - what do they expect? what do they need? • Students in the sector • JISC and other sectoral bodies
  4. Institutional challenges • Attract enough of ‘the right’ students: e.g. AAB, non-restricted, ‘new markets’, regional • Retain students by meeting their needs/ expectations • Progress students to achieve graduate attributes/employment • Build capacity from existing resources (including restructure/new roles) • Generate long-term partnerships • ...
  5. Institutional challenges What is your institution asking for?
  6. Systemic challenges • Demonstrate value (to individuals and society) including value for money • Remain globally competitive as new providers gain market share • Update offer (‘relevant’) while remaining distinctive (‘traditional’ ‘academic’) • Deal with multiplying uncertainties • Student as consumer - new contract, challenges for development? • ...
  7. Systemic challenges
  8. Sector challenges What can we offer ‘UK HE’?
  9. Challenges for people in the system • Staff – insecurity, restructuring, job losses – need to ‘future proof’ role and career but... – less time/space/reward to innovate? • Students – power/choice depends on grades – developing identity / career path in uncertainty – less time/space/inclination to innovate? – debt = study+work (for most) – relevance of digital skills to life goals? • What are the challenges of developing people in this context?
  10. Personal challenges What do your stakeholders really want from this programme?
  11. Developments in DL • Our six themes: academic practice | professional practice assessing/progressing DLs | bring your own skills student pioneers | digitally literate leaders • International convergence: EU Digital Competence project, digitalliteracy/gov, Digital Champion (MLF), etc • More awareness DL as ‘embedded in everything we do’ • ... more cynicism? ‘nothing special’, ‘happening anyway’ ‘kids are alright’ • More enhancement (RoI?), less WP?
  12. What are we really offering? • Conceptual frameworks - understand DLs / your DL setting • Competence frameworks (for staff and students) - map what you’re doing already and fill the gaps • Staff development resources - try these • Student development resources - try these • Case studies, examples - this is what ‘doing DL development well’ looks like • Themes, findings and lessons learned - this is how it was for us • Models and methods for embedding digital literacies institutionally - recommendations and alternatives
  13. What are we really offering? Design studio pages
  14. The asks and offers process • Refine your asks now and keep them handy institutions | people | sector • Projects: assign 1 person to making the offers and 1 to asking - you can swap halfway • Associations: focus on asks for your members • Askers: visit as many stalls as you can, and fill in feedback slips for each item you review • Offerers: collate your slips - and use them to refine your offer later • We will reconvene to discuss: what we’ve asked for, what we’re offering, what the gaps are 14
  15. Developing Digital Literacies programme   Interim report guidelines Helen Beetham & Jay Dempster October 2012
  16. Some general philosophies/ goals • Synthesis and evaluation is in itself part of the change process • Accountability is a growing area of need for funded programmes. • Clarity, relevance of key lessons/messages not needless complexity • Inspire & inform - illustrate & animate your findings, link to outputs • Offer useful, meaningful, actionable
  17. Gathering, analysing, reporting outcomes collating & evidencing making sense of & verifying quantitative ‘deliverables’ qualitative ‘lessons’ (accountability >> institutions/ (knowledge transfer >> programme/ partners/funders) funders, the HE sector) gathering feedback on project processes, practices and outcomes across the Programme (developmental >> programme team/funders)
  18. Writing the report narrative • 1. Be interesting – this is not just a day job, unexpected, exciting or aggravating things happen, communicate the ‘human’ element, use examples, avoid waffle/needless detail, convey the excitement of change rather than just writing to sub-headings. • 2. Be research-like – investigative as well as pragmatic, micro-theories based on observations, hunches and conversations as well as on findings and solid evidence. Record them. This is what makes projects interesting. • 3. Be communicative – the first audience for reports is the rest of the programme, use them as critical friends, feedback from them is evidence of what is interesting & useful. • 4. Be meaningful – think about what project activities, outcomes and lessons might mean for people beyond your organisation, the wider sector (graphic above might help). • 5. Be opportunistic – look for ways of recording what you need to record that don't take up too much time (iterative reporting, blogging, capturing conversations/outputs, routine monitoring/usage, turning the best bits into an 'update') • 6. Be pragmatic – in terms of rigour (reliable, valid data/methods determine the quality of the evidence produced) • 7. Be ‘big picture’ esq – related to baseline evidence, seek overarching relevance/ value
  19. Checklist questions - 1 • Is your evidence facilitating discussion or decision making/action taking? – What kinds of discussion & feedback is your project generating and how are you recording/ capturing this? – How useful is it? (to the work of your project, institutional change, partners/associations engagement/contribution, to students, to the wider sector) – Is your synthesis of findings and evaluation
  20. Checklist questions - 2 • What kind of outputs are you producing? –  What ways are you providing ‘snapshots’ & ‘sense making’ on processes & outcomes synthesised across your project? – Are you tagging topics and key audiences of findings for later synthesis/dissemination? – How are you critiquing the data/evidence you are gathering?
  21. Checklist questions - 3 • Does the evidence add up to something? – Is it fit-for-purpose and supporting claims you are making about change and impact? – Are you communicating outcomes/benefits or defending a situation or finding in the project? – How are you filtering/tagging what is valuable and relevant to your project/strategic objectives and stakeholders as you go along? – Are you generating an overall picture of the (emerging) impact of the work?