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Building digital expertise in your organisation
Transcript of Building digital expertise in your organisation
Building digital expertise in your organisation
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Aims of workshop >To set our discussions of digital
capability in context >To share a range of examples of
approaches to developing organisational digital capability from both higher and further education
>To highlight Jisc resources supporting organisational approaches to digital capability
>To provide opportunities for discussion, questions and answers around challenges and solutions
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Overview>Context setting and overview
>Helen Beetham>Hearing from our experts
>Ross Anderson, North Lindsey College
>Fiona Handley and Fiona MacNeill, University of Brighton
>Elaine Swift, Nottingham Trent University
>Prioritising key questions for the panel
>Plenary panel Q&A
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New for Digifest>Updated digital capability framework>Seven new or updated role profiles
>Library and information professional>Learning technology mapping>FE teacher (and HE teacher, mapped to
UKPSF) >Organisational approaches to digital
capability>Audit tool and checklist, curriculum
checklist>Organisational framework>Step-by-step model towards organisational
digital capability>14 case studies
All available from:
http://ji.sc/building-digicap
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New for Digifest>Launching today> ‘Developing organisational approaches
to digital capability’ print briefing>Coming soon
>Detailed online guide>See project blog for updates on all new
developments: https://digitalcapability.jiscinvolve.org
All available from:
http://ji.sc/building-digicap
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Updates for Digifest>Digital capability discovery tool
http://bit.ly/digcapdiscovery >Pilot phase
>15 institutions>February – June 2017
>Find out more about the tool and resources in our demonstration today at 2pm
>Follow #digitalcapability on Twitter
>Use TodaysMeet to share your questions and reflections: https://todaysmeet.com/digicap
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Helen BeethamIndependent consultant
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Why is digital capability an agenda?
» Student expectations of teaching staff
» Student expectations of provision and support (e.g. access/inclusion)
» Student employability, grad attributes, skills agenda
» External surveys/metrics/inspection (TEF, NSS, OfStEd, KIS, Area Reviews…)
» Course expansion, new learner markets
» Organisational effectiveness» Zeitgeist (Jisc, QAA, UCISA, HEA,
ETF…) 02/05/2023
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Definitions and terms in useDigital capability
Digital fluencyDigital literacyDigital skills…
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Background and timeline
» Growing international awareness e.g. EU, UNESCO» Special initiatives in the UK e.g. FutureLab’s Digital Participation project,
TRLP/TEL report on Digital Literacy, Jisc DDL programme: still a lack of coherence in strategy, and confidence in practice
» 2014 more strategic approach: UK Govt Digital Inclusion Strategy, FELTAG; UCISA DC survey; QAA theme
» 2015: ‘staff digital capability’ atop priority for Jisc stakeholders
» 2016: DC Framework…» 2017: NMC Horizon Report;
UK Govt Digital Strategy…
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14 case studies in organisational practice
» Interviews with key players»Questions on:
› Definitions and frameworks› Leadership and strategy› Approaches to developing
staff/students› Credit, recognition and reward› Developing a supportive
infrastructure› Opportunities and challenges
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Case studies and report available from:
http://ji.sc/building-digicap
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What have we learned (1)?>Different drivers in different sectors: different change cultures
and different levels of resource>Organisations need a mix of specialist skills (role-specific,
some new roles) and a higher baseline of generic skills across all roles
>Time and resource constraints; very high levels of restructuring and role change
>Motivate and celebrate vs mandate and integrate>Embedded vs special initiatives – ‘embedded’ can be
premature>A whole-organisation agenda: ‘not just the same organisation
with more skilled people in it’ (Lincoln)
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What have we learned (2)?>Shared frameworks as conversation starters>Staff and/or students may be the early priority but
usually the aspiration is across-the-board>Successful approaches depend on established culture,
rules, roles and divisions of labour>Engage different teams; TEL, library/LR or ed/staff
development often lead>Timeliness, and link with other agendas: ‘We felt that if
we went through all the committees we would miss the moment, and we wanted to hit… the time when people were talking about it. (Project Lead, Open University)
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What have we learned (3)?
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‘I think it’s always with us because innovation is always with us. It’s to do with confidence. You’ll always get some people more confident in engaging with new technology than others. And there is always going to be some requirement because the technology will change, and people will continue to need support to engage confidently with innovation.’ (Principal Lecturer, Brighton)‘In my view digital capability is a key skill for the current and future of our young people. It is at the heart of transformation of learning and enables learners to maximise their success not only with their studies but throughout their life and work in the future.’ (CEO & Principal, EFC)
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North Lindsey CollegeRoss Anderson, Elearning ambassador, North Lindsey College@rossthetechie
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Overview of Strategy>To maximize the use of technology to
enhance teaching, learning and assessment
>Develop, support and nurture staff skills>Add value to the learning experience>Increase staff confidence>Choosing the ‘right’ solution
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How we have engaged staff?>Bespoke toolkits>One to one support>Online courses –
blended learning, mobile learning,
>Skills cue cards/quick guides
>Peer training sessions>External/internal events
and trainers >Elearning champions
>Team toolkits>App club>Digital blog>Jisc student data service
>Blended learning standards
>Online safety policy
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Digital personal developmentClick to icon to add image
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Digital personal development
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Click to icon to add image
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Next steps
>DPD Go! Rolled out to all areas>Will be used to compare skills
development in staff between curriculum areas
>All staff will be able to achieve>Aim to integrate into new staff
inductions
A river cuts through rock, not because of its power, but because of its persistence!
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jisc.ac.uk
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
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Ross AndersonElearning [email protected]: @rossthetechie DPD Go! framework available at: http://content.northlindsey.ac.uk/dpdgo/dpdgo.pdf
Further information
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University of BrightonFiona Handley, Senior lecturer in learning and teachingFiona MacNeill, Learning technologies adviser
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University of Brighton’s Digital Literacies Framework>https://sway.com/JNiCxuPOHIi3evGd
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Creating the University of the futureElaine Swift, Digital practice managerNottingham Trent University
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NTU Digital Journey
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Move Towards Digital Practice
Support
Changing the Learning
Landscape Project – Digital Literacy as core
competence
Adoption of NTU Digital Framework
Embedding of Framework and
ongoing support
Move to Digital Practice
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VLE
practicesLearners are making informed choices about how they use
technologies for learning, alone and with others, and developing flexible strategies in response to situational
needs. They are literate and critically aware users of digital resources.
skillsLearners are developing technical skills and using them in a
variety of learning contexts; increasing in confidence and expertise. Information skills and digital literacies are emerging
through guidance and practice.
creative appropriationLearners are creating their own learning
environments and social contexts. They are active participants in communities of knowledge building
and sharing.
conceptions of learning with technology Social and
emotional resources
functional accessLearners have access to relevant technologies, resources and services. Barriers to access such as cost and disability are actively addressed. Learners are not barred from accessing social and personal technologies without good reason. Technical support and reliable networks are available.
Sharepoint CRM MS
OfficeAdobe Tools
AudioVideo
Social Media
MS Lync
Office 365
Learning and Teaching Research Prof
ServicesLeadership and Management
Sharpe, Beetham & McGill (2009) Frameworks for developing digitally literate learners. Presented at ALT-C 2009.
Extensive, Complex
Intensive Simplified
Primary focus ‘IT Team’
Digital Practice Team focus
…Mobile
Digital Literacy as a key competence – Changing the Learning Landscape Outputs
• There is a substantial amount of activity already happening at NTU. We need to celebrate our success more.
• There is an opportunity to make digital literacy skills and competencies clearer for both staff and students focussed at the course level.
• Ensure that the support available for staff and students is appropriate and ensure that it is clearly communicated across the institution
• Foster a culture of innovative digital practice and reward and celebrate individual achievements
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Adoption of NTU Digital Framework
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Jisc Digital Capability
FrameworkNTU Digital Framework Areas of
Practice:
Information Literacy
Media Literacy
NTU Digital Framework Areas of Practice
Information and communications technologies/ Computer Literacy
NTU Digital Framework Areas of Practice:
Learning to Learn/ Becoming Self Supporting
Learning Technologies
NTU Digital Framework Areas of
Practice
Communication and Collaboration
NTU Digital Framework Areas of Practice
Media Literacy Learning
Technologies Communication
and Collaboration
NTU Digital Framework Areas of Practice
Communication and Collaboration
Digital Identity and Employability
Embedding of Framework within NTU0
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Curriculum Refresh
Embedded throughout new PG Cert Academic Practice
Collating Case Studies –examples of embedding Framework within Courses/Modules
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Elaine SwiftDigital practice manager, Nottingham Trent University
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Identify one takeaway action and one question for the panel
Use TodaysMeet to share your questions and reflections: https://todaysmeet.com/digicap
Questions for our panel
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Except where otherwise noted, this work is licensed under CC-BY-NC-ND
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Lisa GraySenior co-design [email protected]
Contact
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