Digital Skills Gap Peer Learning Activity - Two examples from the UK
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Presentation of Helen Beetham for Jisc at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
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Digital Skills Gap Peer Learning Activity - Two examples from the UK
- 1. ET2020Working Group: Digital Skills andCompetences Two examples from the UK Helen Beetham for Jisc 07 Dec 17 #digitalcapability #digitaltracker
- 2. Our challenges in UK HE »Teaching staff are doing the basics › …but feel starved of time and expertise to innovate »Students have high expectations »Funding constraints and economic uncertainty › Employability the focus »High dependence on external metrics… › Staff fear of monitoring › Student cynicism about surveys › Strong demand from organisations for benchmarking »… but a lack of quality information, local or national »Many initiatives, little coherence08/11/17 #digitalcapability http://ji.sc/building-digicap
- 3. All available from: http://ji.sc/building-digicap 09/05/17 #digitalcapability http://ji.sc/building-digicap Outer layer (identity) = high level attributes Middle layer = digital practices • learning and teaching • research and problem solving • communication and collaboration • handling information, media and data Inner layer = functional access & skills Designed to be adapted to: role, subject specialism, local culture A framework for digital capability
- 4. »Role-specific profiles »Strategic model and guidance »Curriculum development materials »Case studies »Further resources and reports 09/05/17 #digitalcapability http://ji.sc/building-digicap A range of resources
- 5. • Mainly benefits individuals • Explore concept of digital capabilities • Identify personal digital capabilities • Understand more about own strengths and weaknesses • Access helpful resources • Delivered in Potentially • Add custom resources • For staff and students • Mainly benefits organisations • Collect data • Assess the digital experience • Actionable data about access, experience, support and attitudes • Start conversations • Delivered in BOS • Add custom questions • For staff and students Tracker Discovery
- 6. Student experience tracker 1. A tried and tested student survey, made up of: › Closed questions that can be benchmarked › Open questions for local analysis › The opportunity to add customised questions 2. A student engagement process, governed by our guidance: › Students play a part in planning, communicating, participation, analysis and responding to findings 3. Triangulate with survey data from organisational leads and from staff 4. A Community of Practice around the process and findings
- 7. Development and piloting »Initial questions based on research findings and sector consultations (2016) »Closed pilot with 24 selected institutions (2016) »Open pilot with 85 self-selecting institutions, including 10 non-UK HEIs (2016-17) »Multi-strand evaluation – data analysis, surveys, interviews
- 8. Evaluation findings 2017 1. Survey instrument is robust 2. Universities value the process: » Actionable evidence about student digital experience » Benchmark against other universities, monitor change over time, and compare groups of students » Better informed decisions about investments in the digital environment and digital CPD » Support for student engagement » Bring stakeholders together to have a coherent conversation, including with other universities » Demonstrate quality enhancement & student engagement 27/06/2017 https://www.jisc.ac.uk/rd/projects/student-digital-experience-tracker #digitalstudent
- 9. Evaluation findings 2017 3. Interest in our aggregated findings for the UK HE sector »Range of briefings for stakeholders in universities & policy-makers (ca 2000 views) »interest from external agencies »opportunities for further research & foresight »lessons for further development of the tracker »Reports available from http://bit.ly/jisctracker17 http://bit.ly/tracker17brief
- 10. Open pilot 2017-18 »Almost 200 signed up (registration still open for non-UK HE) »Refinements to student questions »Contextualising data collected from organisational leads »Optional teaching staff survey (for early 2018) »Review panels (UK) »(Potentially) more benchmarking groups including non-UK »Updated guidance, webinars, FAQs jiscmail community 18/10/17 #digitalstudent http://bit.ly/trackerguide
- 11. Timeline › Non-UK universities can still sign up before 30th April 2018 › Run the survey in any two- or three-week period after this. › All surveys closed by 31st May 2018 › You have access to your data until 31 July 2018
- 12. • Mainly benefits individuals • Explore concept of digital capabilities • Identify personal digital capabilities • Understand more about own strengths and weaknesses • Access helpful resources • Delivered in Potentially • Add custom resources • For staff and students • Mainly benefits organisations • Collect data • Assess the digital experience • Actionable data about access, experience, support and attitudes • Start conversations • Delivered in BOS • Add custom questions • For staff and students Tracker Discovery
- 13. Digital discovery » Digital discovery supports individuals (staff and students) to reflect on their digital capabilities » A series of quiz-type questions and feedback linked to the digital capabilities framework » Participants are made aware of digital skills they have and new ones to try » Results show a visual summary, ‘next steps’ and links to further resources 08/11/17 #digitalcapability http://ji.sc/building-digicap http://bit.ly/digcapdiscovery
- 14. Users like finding out about digital capabilities and exploring what they can do already (and might try next) »60% link through to further resources »80% of those found the resources relevant to their needs »Overall, 83% found the discovery tool ‘somewhat useful’, ‘useful’, or ‘very useful’ »30% said they were planning to do something new as a result of using the discovery tool »Need for significant improvements in platform, user experience; questions needed to focus on work-related digital issues First pilot evaluation: what we learned 08/11/17
- 15. 2018 pilot 08/11/17 #digitalcapability http://ji.sc/building-digicap »Over 100 education providers signed up; working closely with 10 »New platform: potentially »New questions and question types »Generic questions for staff + teaching questions (HE and FE/Skills) »Coming soon: generic + specialist questions for students »New pilot and evaluation process Dec 2017-May 2018
- 16. Pilot: who’s involved 08/11/17 #digitalcapability http://ji.sc/building-digicap »See digitalcapability.jiscinvolve.org for detailed analysis
- 17. What have we learned? » Framework provides coherence and common language while letting people develop local solutions » Tension between collecting organisational data e.g. for planning, and supporting self-development » Tension between describing digital practice broadly or in detail: › Broad capabilities and mindset require examples to clarify › Detail/examples date quickly and exclude some people » The actual framework matters less than the process of engagement (local context) and sharing across contexts 08/11/17 #digitalcapability http://ji.sc/building-digicap
Notas del editor
- From a curriculum point of view, the outer layer of the framework (digital identity) corresponds to high level outcomes, such as graduate attributes, or end-of-course assessment criteria. What kind of learner or practitioner do you aspire to become? Our first activity will take place in this layer. The four interlocking circles in the middle layer of the diagram correspond to four areas of digital practice in the curriculum. They will be our focus when it comes to designing authentic learning activities. Finally, the inner layer corresponds to the digital tools used, and the functional skills required to use them. They may be very specialist or quite generic (the Learner Profile suggests examples of both). But the design process or workflow we will follow does not look at the tools and skills to be used until those higher level decisions about the overall learning activity and how it can authentically be carried out using digital technologies.
- As an outcome of the digital student work and the need to gather quantitative data on students digital experience at an organisational level and at a sector level, we developed the student digital experience tracker as a survey tool with a robust set of student tested questions delivered in BOS. See http://bit.ly/jiscdigidataservice This evidence supports discussions with senior managers The report containing the summary findings from 2017 surveys will be available from 20th June from web link on this slide.
- We asked questions through a variety of formats – including a pop up short survey after staff had completed the tool (907 responses), and fuller survey a couple of weeks later. We also asked institutional leads for their feedback.
- There are also benefits for organisations – the anonymous data returns that an organisational lead can access show the number of completions by department….
- There are also benefits for organisations – the anonymous data returns that an organisational lead can access show the number of completions by department….
- Benefits at both staff and institutional level Staff – we have seen it can be powerful tool for widening perceptions and understanding of what digital literacies are, and provide a useful point for reflection For organisations – an aggregated view of anonymised staff data to provide insight to support identification of future support needs.