Developing an holistic institutional approach to digital capabilities development
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The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Developing an holistic institutional approach to digital capabilities development
- 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!
Editor's Notes
- #5: As well as giving us a snapshot view of proficiencies and gaps, the pilot generated discussions around the language of digital capabilities and what digital means to different people. It has provided individuals with a profile and recommended resources that they could interact with and begin to develop their skills; and made us as an institution think about not just what we offer ourselves for CPD but how and when and how this links to appraisal and progression. This is helping us to win hearts and minds and create an openness that will inform a considered programme of support that aligns to broader personal, team and organisational objectives
- #6: At the same time as we were undertaking the pilot we were reviewing our Academic CPD offering.