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Developing digital capability for the future
- 1. Marianne Sheppard, Jisc infoNet Developing digital capability for the futureAugust 2014
- 2. Why digital capability matters »Developing the digital university »Access to opportunities in a digital world »Transformative change and new paradigms? »Capability/exploitation gap »Need for strategic vision – technology itself is not the answer 27/08/2014 Developing digital capability for the future 2
- 3. Understanding digital literacies »Those capabilities which fit someone for living, learning and working in a digital society 27/08/2014 Developing digital capability for the future 3
- 4. Digital literacy development 27/08/2014 Developing digital capability for the future 4 access and awareness skills practices in context attributes identity (Beetham and Sharpe 2009 & 2010) 'I am...' 'I do...' 'I can...' 'I have...'
- 5. Digital literacies 27/08/2014 Developing digital capability for the future 5
- 6. Your Digital Literacies »What digital capabilities are or would be useful for you, or someone in your role? Discuss in small groups and add ideas to post-its Select your top three and add to flip chart sheet 5 mins 27/08/2014 Developing digital capability for the future 6
- 7. Your Digital Literacies »What steps might you take to develop these capabilities? Map these to each of your 3 capabilities using different coloured post-its 5 mins 27/08/2014 Developing digital capability for the future 7
- 8. Institutional approaches » Developing Digital Literacies programme (2011-2013) » Focus on developing digital literacies strategically across an institution » Supporting the integration of digital capability into core activities » Working to normalise digital capability in mainstream practice » Exploring issues and challenges across different stakeholder groups 27/08/2014 Developing digital capability for the future 8
- 9. Approaches to change » Develop a digital leadership culture » Build communities of practice, work across boundaries » Be inspired by others and share inspirations » Develop a digital mindset and explore digital identity » Recognise and promote good practice » Ensure policies and processes are supportive » F2F can be transformative! 27/08/2014 9Developing digital capability for the future
- 10. Developing digital literacies infokit »Practical guidance, tools and approaches from the Jisc Developing digital literacies programme and beyond »‘Top-down’ strategic considerations involved in developing digital literacies across an institution »‘On the ground’ view of what this means in practice for many different role groups »Available at www.jiscinfonet.ac.uk/infokits/digital- literacies 27/08/2014 Developing digital capability for the future 10
- 11. Developing staff in the digital university »What are the challenges? (3 mins) »What are the enablers? (3 mins) »Your wish list for the future (4 mins) Pink for Challenges Yellow for Enablers Green for ‘wish list’ 27/08/2014 Developing digital capability for the future 11
- 12. Find out more… 27/08/2014 Developing digital capability for the future 12 Developing digital literacies Marianne Sheppard Researcher/Analyst, Jisc infoNet marianne.sheppard@northumbria.ac.uk @marianneshepp www.jiscinfonet.ac.uk/infokits/digital-literacies #jiscdiglit Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Notes de l'éditeur
- Intro – me and Jisc Purpose of the session Explore why developing digital capability is still a challenge Why and how we need to address it Current thinking about digital literacies – what we’ve learned from work with the sector Staff experiences of using technology Resources that might help Engagement and discussion
- I think we’re aware of a lot of the drivers for this in HE. We know the sector has a key role to play in developing higher level skills which will make graduates more employable but it’s a more holistic vision of the digital university which is driving change and many ways challenging the traditional models of HE. While there are some excellent examples of innovative practice, we’re generally not that great at fully exploiting the potential of technology in education. We need strategic leadership within institutions to understand that developing skills and expertise is critical and required time and investment. So what can we do about it?
- “Digital literacy” as a way of understanding capability In 2010 Jisc defined digital literacies as: those capabilities which fit someone for living, learning and working in a digital society It’s a much-disputed term, but the concept struck a chord in the sector, especially from 2012-13 onwards. Different constituent groups prefer to talk about digital fluency, digital skills. Now in 2014 we’re being asked to address ‘digital capability’ in the HE and FE sectors as a priority challenge This is what you could call a ‘shell definition’ – it allows for expansion within your own context; for considering what are the key digital literacies in your university, college, or discipline or service context. The definition highlights why digital literacies are important, not just for students but for staff. For students it’s about making the most of their learning opportunities and maximising their employability when they leave but for staff it’s about having the appropriate skills to support students and develop/innovate their own practice as practitioners in whatever field they’re in.
- “Digital literacy is a condition to attain rather than a threshold to cross” (Belshaw) Moving beyond functional IT skills to attributes, practices, behaviours and identity Importance of context Digital literacy isn’t stand alone but embedded
- Encompasses a range of other capabilities. This model is quite generic but by no means exhaustive. Will vary depending on context but can help articulate where digital and material know-how intersect.
- Remember – these skills aren’t confined to IT skills.
- Much of our understanding has been further developed by the DDL programme where a number of institutions took this model and adapted it. A useful tool to start conversations and encourage thinking. The programme involved 12 projects – 10 universities, 2 colleges, taking a strategic approach to developing digital capability across their organisations 12 professional associations working alongside institutional projects to help normalise activities across different professional role groups. Inc. SDF, SEDA, HEDG, ODHE, AUA, ALT, ALDinHE Eg UCL Digital Department project worked with ALT develop an accredited framework for teaching administrators. ALDinHE DL - Association for Learning Development in Higher Education ALT DL - Association for Learning Technology AUA DL - Association of University Administrators HEDG DL - Heads of Educational Development Group ODHE DL - Organisational Development in Higher Education SCAP DL - Standing Conference on Academic Practice SCONUL DL - Society of College, National and University Libraries SDF DL - Staff Development Forum SEDA DL - Staff and Educational Development Association Vitae DL
- Some of the key messages from the programme Recognising the strategic and operational importance of technology – developing a strategic vision. Leadership across the organisation, not just top-down but decision-makers need to digital enablement is about people not IT. Learn from peers across different role groups Be inspired by your network, colleagues etc. And share this with others Digital identity is a good hook for exploring digital capability in context e.g. what does it mean to be a digital administrator, how is technology embedded in my coaching practice. Promote good practice. Importance of policies and processes – institutional issue but also about local F2f can be transformative e.g. workshops that explore digital literacies
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