by Karen Barton

1. Developing a holistic institutional approach to digital capabilities
development
Karen Barton , Director of Learning and Teaching

2. OCIO Review
Recommendation 9: Develop digital capability profiles based on the JISC framework
for different types of student and staff to assess skill levels and identify requirements
Wider Discussion C: Future strategic reviews should consider the responsibility for
developing and delivering digital capability training and development for staff and
students. This should include assessing the feasibility of developing a standardised,
centrally delivered digital capability course for students, with variations for each
School based on their student digital capability profile.

3. Working in partnership
Digital Capabilities Scoping Group
Academic Staff
Students
Staff
Development
Areas
Professional
Staff
Held workshop to
review Framework and
Profiles
Participated in pilot of
JISC’s Digital
Capabilities Discovery
Tool and delivered
institutional case study
Engaged community
through established
communications channels
(StaffNet, StudyNet,
Yammer; emails; voxpop)
Obtained ethical approval
for sharing outputs as
appropriate

4. Promotional
campaign
Drop-in
sessions
Video bites
Academic: 46
Professional: 71
Manager: 39
Digital
Productivity
Digital Identity
Management
Digital
Wellbeing
Digital
Collaboration
Digital
Creation
Digital
Teaching
Working in partnership
Outcome of the Pilot

5. Working in partnership
Modelling CPD at different stages of Academic life

6. What will we do?
1. Development of integrated programme for
Academic Staff
Map JISC DC Framework/Elements to existing CPD
Academic Framework to promote existing
development opportunities and identify gaps
2. Extend digital capabilities opportunities
to all staff:
Explore extension of CPD Framework for
Academics as ‘blueprint’ for other roles/business
services e.g. Academic Registry, Careers, Library
and Computing Services and pilot programmes
3. Review expectations and digital
capabilities opportunities for students
Investigate expectations via JISC Digital Student
Tracker project and launch opportunity to engage in
JISC Discovery Tool pilot as ‘Learner’
Working in partnership
Governance
• Joint Senior Sponsorship agreed so less
emphasis on ‘infrastructure/technical’ project
- more focused on ‘practice’
• Collective stakeholder engagement -‘Digital
Capabilities Scoping Group’ worked well
• Work extended to partnership activity with the
Education Research Network (Technology
Enhanced Learning Group)
What are we planning in Phase Two?

7. Working in partnership (Phase Two Strand 1)
Enhancing current practice by mapping to digital capabilities
Continuing Professional Development
Support model for Academic staff
Triggers:
• Induction/probation
• Appraisal/Review
• Programme Team
Annual Reviews
• Action planning e.g. NSS
• Succession planning
• Career goals

8. Working in partnership Phase Two Strand 1
Sample mapping to JISC Roles based on ‘Teacher’ Profile

9. Working in partnership Phase Two Strand 2
Exploring potential for using Academic CPD Framework as a ‘blueprint’
Units engaging in Phase Two pilots:
Academic Schools:
Physics, Maths and Astronomy
Health and Social Work
Professional Support Units:
Academic Registry (Administrators)
Careers
Library and Computing Services
Being supported by:
Learning and Teaching Innovation Centre
People Development and Change
Human Resources

10. Working in partnership Phase Two Strand 2
Review expectations and digital capabilities opportunities for students
• Identify pilot student cohorts to pilot ‘Student
Tracker’ Tool to identify expectations and needs
• Analyse Student Feedback returns and align to in-
house analytics returns to indicate gaps in
expectation and experience
• Work with module and programme leaders to
prototype changes in design and delivery which
could be implemented (‘quick wins’; longer term
fixes- feed into Programme Review and School
Action Plans)
• Implement changes and evaluate impact in
programme/module feedback

11. Working in partnership
• The specific recommendation to investigate the digital capabilities framework provided a
strategic driver and gave ‘permission’ and authority to get the dialogue around digital
capabilities going.
• Partnership working is key, particularly for such a large and complex organisation as the
University of Hertfordshire. The scoping group and senior support this has secured has been
instrumental in bringing stakeholders together, establishing the importance of the digital
capabilities agenda, extending the reach across the university and providing a forward
momentum.
• Encouraging teams to discuss and develop contextualised understandings of digital capabilities
is important in persuading and influencing people to engage and ‘win hearts and minds’.
• Working well with those who are interested is allowing us to develop a robust approach and
carry forward positive messages and a good story to share with colleagues across the
organisation.
Key Lessons Learned

12. Slide 1: Group Of People Connection Digital Device Concept Photo ©
Rawpixelimages. Dreamstime.com
Slide 2,5,6,7,8: Education objectives. (2017) Enhancing Educational
Practice. CPD embedded in your professional life at the University of
Hertfordshire. Guide for staff. University of Hertfordshire.
GA16978/DS/09_17
Slide 7: Jisc Digital Capabilities Framework Roles based Profile for
‘Academic’. Available from
http://repository.jisc.ac.uk/6620/1/JiscProfile_HEteacher.pdf
Thanks for listening and Attributions!