DDL Programme Meeting Oct12
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Transcript of DDL Programme Meeting Oct12
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Developing Digital Literacies programme
What is expected?
Helen Beetham
October 2012
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What is expected from DDL?• Who is expecting?• Challenges and priorities• Developments in DL• What are we really offering?• The asks and offers process
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Who is expecting?
• We are here in a representative capacity• Institutions - why did they support your bid?
what’s in it for them? how does your project support institutional priorities?
• Staff in the sector - through the Associations and the different staff involved in Projects - what do they expect? what do they need?
• Students in the sector• JISC and other sectoral bodies
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Institutional challenges
• Attract enough of ‘the right’ students: e.g. AAB, non-restricted, ‘new markets’, regional
• Retain students by meeting their needs/expectations
• Progress students to achieve graduate attributes/employment
• Build capacity from existing resources (including restructure/new roles)
• Generate long-term partnerships• ...
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Institutional challenges
What is your institution asking for?
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Systemic challenges
• Demonstrate value (to individuals and society) including value for money
• Remain globally competitive as new providers gain market share
• Update offer (‘relevant’) while remaining distinctive (‘traditional’ ‘academic’)
• Deal with multiplying uncertainties• Student as consumer - new contract,
challenges for development?• ...
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Systemic challenges
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Sector challenges
What can we offer ‘UK HE’?
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Challenges for peoplein the system
• Staff– insecurity, restructuring, job losses– need to ‘future proof’ role and career but...– less time/space/reward to innovate?
• Students– power/choice depends on grades– developing identity / career path in uncertainty– less time/space/inclination to innovate?– debt = study+work (for most) – relevance of digital skills to life goals?
• What are the challenges of developing people in this context?
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Personal challenges
What do your stakeholders really want from this programme?
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Developments in DL
• Our six themes: academic practice | professional practice assessing/progressing DLs | bring your own skillsstudent pioneers | digitally literate leaders
• International convergence: EU Digital Competence project, digitalliteracy/gov, Digital Champion (MLF), etc
• More awarenessDL as ‘embedded in everything we do’
• ... more cynicism?‘nothing special’, ‘happening anyway’ ‘kids are alright’
• More enhancement (RoI?), less WP?
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What are we really offering?
• Conceptual frameworks - understand DLs / your DL setting
• Competence frameworks (for staff and students) - map what you’re doing already and fill the gaps
• Staff development resources - try these• Student development resources - try these• Case studies, examples - this is what ‘doing DL
development well’ looks like• Themes, findings and lessons learned - this is how
it was for us• Models and methods for embedding digital literacies
institutionally - recommendations and alternatives
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What are we really offering?
Design studio pages
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The asks and offers process• Refine your asks now and keep them handy
institutions | people | sector• Projects: assign 1 person to making the offers
and 1 to asking - you can swap halfway• Associations: focus on asks for your members• Askers: visit as many stalls as you can, and fill
in feedback slips for each item you review• Offerers: collate your slips - and use them to
refine your offer later• We will reconvene to discuss: what we’ve asked
for, what we’re offering, what the gaps are14
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Developing Digital Literacies programme
Interim report guidelines
Helen Beetham & Jay Dempster
October 2012
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Some general philosophies/goals
• Synthesis and evaluation is in itself part of the change process
• Accountability is a growing area of need for funded programmes.
• Clarity, relevance of key lessons/messages not needless complexity
• Inspire & inform - illustrate & animate your findings, link to outputs
• Offer useful, meaningful, actionable
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Gathering, analysing, reporting outcomes
collating & evidencingquantitative ‘deliverables’ (accountability >> institutions/
partners/funders)
making sense of & verifyingqualitative ‘lessons’
(knowledge transfer >> programme/funders, the HE sector)
gathering feedback on project processes, practices and outcomesacross the Programme
(developmental >> programme team/funders)
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Writing the report narrative• 1. Be interesting – this is not just a day job, unexpected, exciting or aggravating
things happen, communicate the ‘human’ element, use examples, avoid waffle/needless detail, convey the excitement of change rather than just writing to sub-headings.
• 2. Be research-like – investigative as well as pragmatic, micro-theories based on observations, hunches and conversations as well as on findings and solid evidence. Record them. This is what makes projects interesting.
• 3. Be communicative – the first audience for reports is the rest of the programme, use them as critical friends, feedback from them is evidence of what is interesting & useful.
• 4. Be meaningful – think about what project activities, outcomes and lessons might mean for people beyond your organisation, the wider sector (graphic above might help).
• 5. Be opportunistic – look for ways of recording what you need to record that don't take up too much time (iterative reporting, blogging, capturing conversations/outputs, routine monitoring/usage, turning the best bits into an 'update')
• 6. Be pragmatic – in terms of rigour (reliable, valid data/methods determine the quality of the evidence produced)
• 7. Be ‘big picture’ esq – related to baseline evidence, seek overarching relevance/value
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Checklist questions - 1• Is your evidence facilitating discussion or
decision making/action taking?
– What kinds of discussion & feedback is your project generating and how are you recording/capturing this?
– How useful is it? (to the work of your project, institutional change, partners/associations engagement/contribution, to students, to the wider sector)
– Is your synthesis of findings and evaluation
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Checklist questions - 2• What kind of outputs are you producing?
– What ways are you providing ‘snapshots’ & ‘sense making’ on processes & outcomes synthesised across your project?
– Are you tagging topics and key audiences of findings for later synthesis/dissemination?
– How are you critiquing the data/evidence you are gathering?
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Checklist questions - 3• Does the evidence add up to something?
– Is it fit-for-purpose and supporting claims you are making about change and impact?
– Are you communicating outcomes/benefits or defending a situation or finding in the project?
– How are you filtering/tagging what is valuable and relevant to your project/strategic objectives and stakeholders as you go along?
– Are you generating an overall picture of the (emerging) impact of the work?