blackboard tlc presentation on ucisa dig cap v4

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Digital Capability: How digitally capable are we?Gillian Fielding, Digital Skills Manager, Uni of SalfordChair of the UCISA User Skills [email protected]/digcap#ucisadigcap

1Tweet2What can you as an individual, and your team do to further the digital capabilities agenda?Tweet your thoughts to #ucisadigcap.

www.ucisa.ac.uk/digcap #ucisadigcap2BackgroundFrom the UCISA Technology Enhanced Survey (TEL) SurveyDevelopment of digital capabilities across the UK HE sectorBenchmarkInaugural biennial studyInternational opportunitiesStimulate discussion

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.

3Coverage156 UK HEIs institutions invited96 institutions provided a survey repRan 1st August - 19th September 2014 (5 weeks + 1 week extra)63 surveys returned 41% response rateOnline survey (used licensed UCISA survey tool Vovici)

UCISA Digital Capabilities Survey

4Survey sectionsDefinition StrategyDelivery, Implementation and PracticeBring Your OwnSupporting Differentiation and Inclusion Looking to the Future

5www.ucisa.ac.uk/digcap #ucisadigcapDefinitions: Findings6

We used the (2010) Jisc definition, its a much-disputed term, but the concept struck a chord especially in 2012-13.In 2014-15 we are being asked to address digital capability in HE and FE as a priority challenge.Great deal of similarity in definitions.Common themes were: ability to choose appropriate technologies, embedding digital tools into teaching or research, and ensuring that infrastructure and support are adequate.Some comments acknowledged that digital capability requirements vary between roles and subject areas.

6Definition: RecommendationsAdopt a standard definition Use for benchmarkingMake sharing resources and exemplars using common terms and standards more easySpecific competencies and baseline measures can be developed from this, to enable competency or fluency to be demonstrated

7www.ucisa.ac.uk/digcap #ucisadigcapAdopt a standard definition - internally and externally. The discussion raises awareness.Benchmarking designing and completing raises awareness, results show gaps and areas to focus on and identifies where training and support is needed and shows how it has progressed.Role specific competenciesBaselines ASG and minimum standards of technology use

7Strategy: FindingsMost important factors driving digital capability development:Student expectations and requirements (for staff and students)Student Experience Survey (for staff and students)Development of innovative pedagogic practices (3rd for students)Of low importance:Develop a unique selling point or use as a marketing toolOther strategiesEstates and Staff development (mid-table)Marketing was least importantOnly 11 institutions expressly cited a member of their senior management team as having responsibility for digital capabilities.

www.ucisa.ac.uk/digcap #ucisadigcapStudent expectations and requirements (for staff and students)Student Experience Survey (for staff and students)USE TO INFLUENCE

http://repository.jisc.ac.uk/5872/1/JLF0002_digitalstudent_POSTERS_ALL.pdf

8Use of resources9Overall the mean scores for all external reports were low with maximum scores of 1.50 and 1.83 for students and staff respectively, far lower than for the factors driving development (section 2.1.1) and institutional strategies (section 2.1.2)9Strategy: RecommendationsInstitutions should adopt a whole-institutional approach and embed digital capabilities into all strategies, including Estates, HR, Finance, as well as Library, IT, Academic Development etc.

Institutions must obtain active senior management sponsorship to drive the successful embedding of digital capabilities throughout the organisation.Utilise existing resources, Jisc, NUS, HEA, UCISA.10www.ucisa.ac.uk/digcap #ucisadigcapAsk to give a digital overview to the various strategic documents. Encourage key people to get it, send summaries of the key reports, this, UCISA TEL Survey, the House of Lords report, the Digital Skills workforce, the Richard Dimbleby lecture, Gartner reports, Mintel (rise in mobile, social media,)Tie it in with teaching, learning and assessment.10Delivery, implementation and practice: FindingsEmerging practices in:students - curriculum-based initiatives, integrating digital capabilities into learning outcomes, inclusion in handbooks and the curriculum, and extra-curricular activities, including using students as change agents and digital championsstaff - included integration into annual appraisals, managing a digital profile, digital scholarship practices and induction processes Mandatory trainingStudents (40%) - on VLEs and Turnitin, IT and Library inductionStaff (41%) - systems training before access is granted, IT induction and mobile learning/VLECertified trainingStudents 54% offered no certified trainingStaff 38% offered no certified training ECDL was the most popular for staff

www.ucisa.ac.uk/digcap #ucisadigcapLinkedIn have recently bought Lynda.com its pretty obvious they will be promoting digital capabilities training which will have a positive effect for us.

From the report:For students, the most frequently-cited areas for mandatory training included course-specific software delivered through specific degree programmes (9 citations), information literacy training (8 citations), and the use of learning technologies such as the VLE or e-Portfolio (8 citations) to either get started at university, or to support degree-critical activities such as uploading of assignments. Other mandated training examples included IT and library inductions, use of MS Office, and use of mobile technology for learning. Necessarily, mandated training was not ubiquitously applied across institutions, but rather tailored to suit particular degree programme requirements.For staff, training on using business systems before access is granted was by far the most frequently cited type of mandatory training required (22 citations). This included staff systems such as finance, procurement and SAP, use of Excel for financial management, student business systems, and content management/web publishing software. Data Protection and Information Security training was mandated in six institutions, as was compulsory IT Induction. Other mandated training examples included learning technologies, newly deployed telecommunication systems, and, in one institution, a training needs analysis:During induction new staff are requested to attend a development session called Staff Systems Induction which covers a broad overview of key University systems and a training needs analysis producing an action plan for further development activities. This plan is returned to the new staff member and copied to their line manager.

11Supporting staff and student12www.ucisa.ac.uk/digcap #ucisadigcapThe 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.

12Delivery, implementation and practice: RecommendationsInstitutions should develop digital capabilities through a range of opportunities and emerging practices which motivate and reward students and staff and positively change culture. Impact can be maximised through the sharing of resources and working in partnership.Institutions should create digital curricula which is holistic, relevant and innovative for students and all staff, i.e. academic programmes and development activities, to encourage effective study, work and digital citizenship.13www.ucisa.ac.uk/digcap #ucisadigcap13BYO: FindingsBYO practices vary% of learning spaces avail