Perspectives on implementing a vision for developing staff digital capability

Editor's Notes

• #5: Mention current pilots of the tool and resource set Mention mapping of the HE profile to the UK PSF. Auditing digital capability: a tool for educational organisations Digital capability checklist for organisations Digital capability checklist for curriculum developers Journeys towards digital capability – 14 case studies from colleges and universities
• #7: Mention current pilots of the tool and resource set
• #16: Pre 2002 we had a tiny IT training team. In 2002 we received HEFCE funding for two learning technologists, an open learning centre, and 4‘faculty information support officers) so for the first time branched out beyond standard classroom IT courses.
• #19: Office Bibliog Data analysis Matlab Coding Comms and collaboration tools Corporate systems
• #20: A nicely decorated room with 6 ‘state of the art’ PCs (and one iMac), staffed every afternoon for staff to drop in and get help and training.
• #21: One in each of four faculties. The idea was that the FISOs would provide localised and contextual support, and identify training needs. But the departments wouldn’t engage with the training/information literacy element. They wanted, variously, the FISOs to do: Build spreadsheets and databases Software development E-learning content development They morphed into CRMs
• #22: We started offering e-learning support in 2002 – seeding and growing the tiny WebCT service. Our two learning technologists created and ran courses, provided support, and became the core of the Digital Education team of 24 staff that we have today.
• #23: We entered a more mature phase and, as we promoted Moodle, we realised that we needed some QA, and better guidance and support for staff
• #24: We established a set of ‘Moodle minimum requirements’ – a requirement that every taught module have a Moodle presence, and a list of the key things that Moodle course must contain. The Minimum Requirements was ratified by Academic Committee inn 2010 and, although we expected a backlash (not being a terribly top-down insitution), we actually saw very little resistance. This was because we had done a lot of preparatory work, liaising with academics, aligning training with the Minimum Requirements, and working with some key allies and change agents…
• #25: We had already noticed that teaching administrators were often more enthusiastic customers of our training courses than academics. After some handwringing at this lack of academic engagement, we realised that if we embraced this that the administrators could be influential allies… We set up some courses just for them, and launched a CMALT programme aimed at them, with the support of Jisc funding for our Digital Department project led by Clive Young.
• #26: One of the key enablers of our first proper e-learning strategy in 2012 was to establish a network of e-learning champions – two staff in each teaching department. The idea was to encourage local ownership of e-learning plans, sharing of good practice, and a two-way communications channel with us. Critically there were two champions in each departments – an Academic and an Administrator. They have helped us to identify and respond to local training needs. They have also formed networks and special interest groups – digital literacies; assessment and media – and we’ve been able to develop support and run events with them, focusing on these areas.
• #27: Bloomsbury Online Course(Birkbeck, IOE, LSHTM, RVC, SOAS) Provide experience of learning online and encourage teaching staff to use digital tools
• #30: Gamestorming – high energy academic engagement Time-bound (90’)activity-based design Deliberately analogue Conversational & creative Shared vision Narrative – storyboard
• #42: These need more development, marketing etc