Digital literacy provision across the sector – UCISA benchmarking survey results and feedback - Rebecca McCready & Annette Webb
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Digital literacy provision across the sector – UCISA benchmarking survey results and feedback - Rebecca McCready & Annette Webb
- 1. Digital Capabilities Survey Results 2014 Rebecca McCready Learning and Teaching Advisor Newcastle University Annette Webb Academic Technologies Trainer York St John University UCISA benchmarking survey results and feedback Digital literacy provision across the sector Get involved: #ucisadigcap
- 2. Digital Capabilities Survey Results 2014 The state of the nation www.ucisa.ac.uk/digcap #ucisadigcap 2
- 3. Digital Capabilities Survey Results 2014 Key finding: Differentiation and Support 3 0 10 20 30 40 50 60 Drop-in clinics or appointments for students Telephone/email/online chat Remote access Twitter/ social media Videos (e.g. YouTube, Vimeo, in house etc.) An online knowledge base Other method library IT Services Ac/StudySkills eLearning
- 4. Digital Capabilities Survey Results 2014 Key finding: Work together 1. Teaching and Learning systems (22), including a. 8VLE-related projects and reviews, b. 4 lecture-capture system implementations or reviews, 2. Digital Literacy-related projects (20), including a. 8 projects for students mainly focusing on the alignment or embedding of digital skills into curricula or frameworks, b. 5 for staff, particularly upskilling academic staff to enhance the student learning experience. 4 RankDepartment No of citations 1 IT Services 30 1 Academic development/Learning Technologies 30 2 Library 25 3 Senior Leadership Team 15 4 HR 13
- 5. Digital Capabilities Survey Results 2014 Key finding: Whole institution approach 5 Faculties/Schools TEL/eLearning Units SMT Library IT Depts Academic Development Unit/Teaching Enhancement Units Human resources Depts Research/Graduate Units Careers, Employability & Enterprise Student services/study skills Other
- 6. Digital Capabilities Survey Results 2014 Discussion What can you as an individual, and your library or team do to further the digital capabilities agenda? Discuss your ideas. Tweet your plans to #ucisadigcap. 6
- 7. Digital Capabilities Survey Results 2014 Finding out more UCISA Digital Capabilities Survey 2014 www.ucisa.ac.uk/digcap #ucisadigcap Join our community: http://digitalskillsanddevelopment.ning.com/ 7
- 8. Digital Capabilities Survey Results 2014 Contact Rebecca McCready Rebecca.McCready@ncl.ac.uk AnnetteWebb A.Webb@yorksj.ac.uk 8
Editor's Notes
- The survey follows much work on digital literacies/capabilities by organisations such as Jisc, Higher Education Academy and National Union of Students, and comes at a time of increased competition within the HE sector, where there is much focus on improving the student experience and producing highly employable graduates. UCISA Digital Capabilities Survey Survey of UK HE institutions 63 respondents Data gathered Summer 2014 Sections on: Definition Strategy Delivery, Implementation and Practice Bring Your Own Supporting Differentiation and Inclusion Looking to the Future 156 institutions invited 96 institutions provided a survey rep 63 surveys returned – 41% response rate
- The Library, IT services, Academic study skills support and elearning units were most heavily involved in supporting students and staff to develop their digital capabilities, and we expect to see this continue and strengthen. Coming out top by a clear lead is library services, represented in 270 different ways across the 63 responding institutions (STUDENTS), which represents nearly a third (29%) of all responses received (excluding the ‘not involved’ responses); only 5 institutions stated that the library is not involved. The library services seemed to be by far the most progressive, most often making use of new communication methods such as Twitter, social media and videos, in addition to established ones. Second with 234 responses and a quarter (25%) of the total responses (excluding ‘not involved’) was IT Services, with 7 institutions indicating it is not involved; both significantly outstripping the other services, with academic study skills accounting for only 150 or 16% of the total responses (excluding ‘not involved’). Drop in clinics/appointments and telephone/email/online chat were the most frequently cited methods of support offered by core services for students. The use of videos was also widespread, particularly by eLearning units for staff, but a suite of options were made available to suit different needs and requirements. It will be increasingly important to offer differentiated support and opportunity for staff and students as the breadth of tech increases, and the range of knowledge and experience continues to diversity. Support for the digitally disadvantaged will also be important – lack of access and lack of skills. Current focus is on disability, but even this needs revisiting, in terms of benefits to all, r.t. benefits to a small minority. Adapting spaces and tech platforms to enable people to work how they wish – with their own tech, in ways and with s/w that suits them.
- There were many similar projects reported as in progress, planning or research for the next 2 years across the sector. Make more use of sector publications to inform and develop internal initiatives. Share internal successes better too. Share tech developments better across the sector. See it altruistically r.t. aiding the competition! Work together to get more leverage over large s/w providers (ie Bb) to get dev’s that we want r.t. they think we want! TABLE: The number of depts./services cited. Most institutions (39, 88%) cited between one and four, or five and eight different services, departments or groups. In addition to the list above, Staff Development, Careers, Faculties, Schools, Student Union, Audio Visual Services, Estates, Finance, Centre for Excellence in Teaching and Learning, Specialist Experts, relevant committees, Directors of Excellence in Teaching and Learning, Study Skills Advisors, academic staff, student representatives, Customer Services, Marketing and Communications, and ‘everyone’ were also cited. Of all responding institutions, six listed nine job titles or units where digital literacy featured. Titles included SOLSTICE fellows, Student Digital Champions/Ambassadors/Advocates, Programme Manager Digital Pedagogy, Programme Manager Digital Curation, Digital Training Officer, Digital Learning Director, and the Office for Digital Learning.
- Libraries are already leading the way in differentiation and support, info lit, dc project delivery and at a strategic level. You can encourage senior leadership support. Only eleven institutions expressly cited a member of their senior management team as having responsibility for digital capabilities, including PVC for teaching and learning, DVC. Other staff were at all different levels in the institution, advisors, officers, managers, heads, directors. This will lead to a whole institutional approach. GRAPH: The responsibility for developing the culture of digitally capable staff and students, was in most institutions located across a number of teams. The three areas with most responsibility were Libraries, IT departments and academic development/educational development unit or teams. Very few respondents cited only one area.