Leveraging change through digital capability

Leveraging change through digital capabilityConnect more…

Leveraging change through digital capability

Building digital capability

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Discovery tool

Leadership developme

nt

Digital capability framework

Online offer


Digital capability: the six elements

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ICT proficienc

y

Information,data and

media literacies

Digitallearning and

self development

Digital creationinnovation and

scholarship

Communication,collaboration and

participation

Digital identityand wellbeing

Leveraging change through digital capability03/05/2023


Old Tools by arbyreed CC BY-NC-SA 2.0 https://flic.kr/p/hQQFyGOld

03/05/2023

https://flic.kr/p/hQQFyGOld


Discovery tool

» We have built a discovery tool to help staff discover their digital capability and provide them with feedback that will help them to build their capability and digital skills

03/05/2023


Discovery tool

03/05/2023


Discovery tool pilots

» As well as large scale tests we have a number of institutions, FE, HE and skills who are undertaking small scale pilots with groups of staff

» In addition we have provided the Digital capability user group of eighty plus institutions with a version of the tool for them to test with small groups

» As a result we have had further user feedback that will inform development and functionality

03/05/2023


By Alan Chia (Lego Color Bricks) CC BY-SA 2.0 via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Lego_Color_Bricks.jpg

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https://commons.wikimedia.org/wiki/File:Lego_Color_Bricks.jpg

https://commons.wikimedia.org/wiki/File:Lego_Color_Bricks.jpg


Digital leadership course

» The Jisc Digital leaders programme has been designed specifically to equip current and aspiring leaders and managers with the tools and knowledge to inform their digital practice, enabling them to:› Become a more effective digital leader or manager

through personal and professional development › Explore how their organisations can engage more

effectively with the technology at their disposal – at both strategic and operational levels

› Lead, manage and influence digitally-driven strategy across organisations, departments, services and teams

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03/05/2023 Leveraging change through digital capability

Digital Leadership course

» We continue to work with Jisc training on the roll-out of the Digital leaders course following the successful pilot

» The course is next scheduled to run in October, and that run will be part of the transition from project output to Jisc’s service offer


Image by James Clay CC BY-NC 2.0


Digital capability online offer

03/05/2023

» Personalised dynamic online offer» “Playlists” of activities, resources, content, guides» Creation of dynamic and static “playlists”» Bespoke institutional “playlists”» Professional framework lenses» Social sharing, Twitter, Facebook, LinkedIn


Online offer

» We are basing the online offer on the upcoming Jisc app and content store

» Development on the app and content store is now at the stage where we hope to be able to link to tagged ‘playlists’ of relevant content and resources from the discovery tool results page within the next couple of weeks

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The Shop of Books by Fergus Murrary CC BY-NC-SA 2.0 https://flic.kr/p/JmoaZ

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https://flic.kr/p/JmoaZ


What do we understand by digital capability?

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Twitter Bird by DryIcons with permission smashingmagazine.com/2008/09/practika-a-free-icon-set/

https://www.smashingmagazine.com/2008/09/practika-a-free-icon-set/


Image Copyright NERC

03/05/2023


Image: Lawrie Phipps

03/05/2023


Image by Randy von Liski https://flic.kr/p/8pxy4r CC BY-NC-ND 2.0

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https://flic.kr/p/8pxy4r


Dashboard

» Bringing together information and aggregation of data from usage of the discovery tool

» We are currently designing the prototype institutional dashboard based on our emerging understanding of what the institutional leads want to know about their staff’s results in the discovery tool

» Link in with resources and services currently in use and what is available

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Resources

» Tools» Services» Advice and guidance

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Image Credit: Moyan Brenn https://flic.kr/p/e7M5Qx CC BY 2.0

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https://flic.kr/p/e7M5Qx



» This is about staff digital knowledge, skills and attitudes» Universities, colleges and skills want help in:

› identifying the digital skills needed› identifying their skills gaps› planning, implementing and evaluating initiatives to

improve skills» #digitalcapability

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Old Man's Desk by Daniel Hansson CC BY 2.0 https://flic.kr/p/2oeYqL

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https://flic.kr/p/2oeYqL


Next step

» We will be opening the public beta of the Digital capability service to all members in the Summer 2016

» The Digital leadership programme will be running in October 2016

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Image by James Clay CC BY-NC 2.0

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» There is the main site on the Jisc website

» jisc.ac.uk/rd/projects/building-digital-capability

Web site» Follow the project on the blog» http://digitalcapability.jiscinvolve.

org/wp/

Project Blog

03/05/2023

https://www.jisc.ac.uk/rd/projects/building-digital-capability

https://www.jisc.ac.uk/rd/projects/building-digital-capability

http://digitalcapability.jiscinvolve.org/wp/

http://digitalcapability.jiscinvolve.org/wp/


» Follow the community using the hashtag #digitalcapability

» https://twitter.com/hashtag/digitalcapability?vertical=default&src=hash

Twitter

03/05/2023

https://twitter.com/hashtag/digitalcapability?vertical=default&src=hash



jisc.ac.uk



Esther BarrettSubject [email protected]://bit.ly/jiscdigcap

mailto:[email protected]

http://www.jisc.ac.uk/

Employability and digital identity: levering change through curriculum review workshops

Jisc Connect Liverpool and Belfast June 2016

Dr Liz BennettDirector of Teaching and Learning School of Education and Professional

Development

Strategic project – institutional change

• Single institutional context• Based around 2 year project around

– digital literacies repurposed for– Employability– Retention– attainment

• Reconnaissance phase - External & Internal scoping – available see resources slide

• Intervention – D4 Workshop

Employability macro context

• Thematic review a top down way of putting a focus on particular priority areas led by QAA ;

• Sector lead bodies eg Jisc, HEA;• TEF has employability running

through it

Critiques of employability• Bernstein argues that

autonomy and market orientated approaches are two forms of visible pedagogy that are in conflict 1990 p.86

• Docile professionals Reid (2015)

• Lecturers are in tune with these critiques

D4 - Employability Curriculum Design:

WorkshopLiz Bennett, Sue Folley

Discover - Dream - Design - Deliver

Aims of the sessionTo provide a starting point for discussions of your course development

To introduce you to a range of curriculum design tools (Appreciative Inquiry and Employability resources)To identify support available from the School, Careers Service and the University.

To create a personal, team action plan and any actions for the School and University

From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (p.16)

Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems.

What is Appreciative Inquiry?

Discover

Dream

Design

Deliver

Appreciative InquiryThe best of what has been

Best that might be

What it might truly look like

What we will commit to

Employability TEF and DLHE

• Productivity challenge– Over 7 million graduate jobs 2012-22– At least 20% of graduates not working in high skilled 3.5 years on– STEM employers concerned about shortages– Organisations finding it difficult to recruit certain skills– Surplus and mismatch in other areas– ‘HE needs to provide degrees with lasting value to their

recipients’

Source: http://feweek.co.uk/2016/02/01/survey-helps-us-deal-with-skills-gap/

Employability and levelling the playing field

“we are finding that the combination of opportunities, resources, and sense of confidence and self-esteem that enable certain people to play the graduate employment game more successfully than others, are recurring themes in our data. “ (Bathmaker et al. 2015)

Source: http://feweek.co.uk/2016/02/01/survey-helps-us-deal-with-skills-gap/

Students’ opinions

Split into groups of 3-4 people.

a) In your group, brainstorm the types of jobs that our graduates get.

b) Identify the things that help our students to get into work both within and outside the curriculum?

c) Identify the things that your course/curriculum do well in supporting students to get started in their career.

Task 1 – the Discover StageDiscover

Dream

Design

Deliver

Administrator

are we thinking about what they do with us or outside the curriculum here? Should we be more specific?

Sue Folley

I think it would be good to consider both as if we stick with inside, they may miss the whole getting involved in netorks stuff which we want

Sue Folley

Should this be first or last? I think possibly last then the careers person (or us on their behalf) can say if that is correct or not??

Still in your small groups you are going to create a vision of what the desirable attributes a first class student graduating from your course demonstrates.

Think about: How you want your degree to enable graduates to:- Work effectively with others- Meet employer’s expectations- Work with professional bodies (if appropriate)- Be adaptable and agile to work and learn in a variety of contexts- To be able to work in a digital world

Draw a mind map or other diagram to represent the ideal graduate attributes.

Feedback to whole group and distil into a list of themes

Task 2 – the Dream StageDiscover

Dream

Design

Deliver

Task 3 – the Design StageDiscover

Dream

Design

Deliver

Still in your small groups this task is to map the development of employability skills across the 3 years of your course.

a) Using the coloured cards identify whether there are any gaps with Task 2 and if so create some new cards for attributes that you’ve identified in Task 2.

b) Write out on the sheet provided the modules that make up your programme.

c) Map onto the modules the current activities and tasks that develop the graduate attributes identified in Task 2.

Task 3 – the Design StageDiscover

Dream

Design

Deliver

c) Using the cards and the stickers colour code these activities

d) Start to discuss gaps/overlaps and create a vision of what your curriculum may look like in the future

Communication

Adapted from the Viewpoints Project by JISC.

Ability to present information both verbally and in written form with clarity and precision to individuals and a wider audience

Communication


Students need evidence of being able to:

Possible curriculum approaches for this:

WrittenWrite for different audiences and medium Sell an idea/product/concept via written

communicationWrite reports of various natureWrite a well constructed sentence and use

appropriate language and style

VerbalPresent confidently Sell an idea verballyDebate/negotiate/persuadeQuestion/interview Show empathy and have the ability to

understand and articulate another person’s point of view

Listen

Producing real-life written materials like marketing materials, posters, reports, articles, a research proposal etc.

Blogging tasksDiscussion board tasks

Speed dating with employersPresentationsDebatesRole playingElevator pitch

Personal Qualities


Demonstrate a range of personal qualities that employers value

Personal QualitiesStudents need evidence of being: Possible curriculum approaches for

this:

Adaptable: able to change according to the needs of the role and priorities

EnthusiasticResilient Self-motivatedCommitted to continuing personal and

professional developmentReflective – ability to review the quality of

workEmotionally intelligent, and possessing a

high level of interpersonal skillsAble to demonstrate a high level of self-

esteem/self efficacy Stress tolerantAble to resolve conflict

Problem based learning

Case studies

Reflective blogs/diaries

PDP modules

Personal tutoring

Dissertation guidance/supervision


Leadership & Initiative


Initiative – acting before being prompted by othersLeadership – possessing the quality of character and personality to gain the confidence of and lead others

Leadership & InitiativeStudents need evidence of being

able to:Possible curriculum approaches for

this:

Involve others, encouraging their ideas Provide feedback to others Recognise people’s strengths and

weaknesses Take responsibility Make decisions Lead by example

Placement opportunities Peer feedback Group/collaborative tasks Group project work Constructing criteria on which performance

may be judged


Problem Solving


Selection and use of appropriate methods to find solutions

Problem SolvingStudents need evidence of being


this:

Identify problems and possible solutions Think creatively to solve problems Take into consideration various

stakeholders’ views Use questioning/investigative skills to find

out further information

Problem based learning Group problem-solving tasks Reports Scenario based learning tasks Case studies


Digital Identity


Ability to manage identity and personal branding created and perceived online

Digital IdentityStudents need evidence of being


this:

Present themselves online to perspective employees (via LinkedIn, online cv, ePortfolio)

Use various mediums appropriately

according to audience e.g. blog, email, social network

Build a professional network online Show awareness of how to manage their

own digital identity

Blogging Use of social networks to share ideas and

discussing appropriate topics Creating a LinkedIn profile and Twitter

profile for professional use Creating an ePortfolio to showcase work Building a professional network using social

media Discussions about professional ethics in

social media


Teamwork


Can work constructively with others on a common task

TeamworkStudents need evidence of being


this:

Work effectively as part of a team to complete a task

Maintain positive networks with various working partners

Work to deadlines as a team to support your colleagues/peers

Involve others, encourage their point of view and listen to their ideas

Group work/collaborative tasks

Doing real projects for a customer in a team

Group wikis for creating content or solving problems

Snowballing tasks: which might start with pair-based work with the groups progressively combining to produce a larger-group response to the challenge set



Planning & Organising

Ability to work out how to schedule available resources and activities in order to meet an objective


Students need evidence of being able to:

Possible curriculum approaches for this:

Prioritise tasks and workload Plan for the future Work under pressure and meet deadlines Multitask

E-portfolios

Doing real projects for a customer

Other project work (group or individual)

Producing a research or project plan

Planning & Organising

Task 4 – the Deliver StageDiscover

Dream

Design

Deliver

Using what you have done in the previous task(s) and the backs of the cards discuss which aspects of employability skills you cover well in your current curriculum and those you would like to include in your future planning to cover any gaps.

Complete the first three boxes on the front of template form to capture your discussions.

Following this create a team action plan of what action needs to take place in the short/medium/long term to make the changes you need. Agree on who is taking responsibility for each of these changes and complete the second page of the template form provided.

Evaluation of our Workshops

would recommend it to others. Good way to focus on curriculum design (Participant from Workshop 2).

very helpful as a structured and facilitated opportunity for us to discuss this task as a team with external input, giving rise to ideas and opportunities that we would not have identified ourselves (Participant from Workshop 3).

It was a very valuable time together and prompted some tangible ideas that we wouldn't have thought of otherwise and that will add real value to next year's lab programme (Participant from Workshop 2).

The workshops were evaluated using five simple open ended questions. The results were overwhelmingly positive.

• ”It created a space and structure for us to think clearly and practically about how to enhance our curriculum and pedagogy to respond to TEF whist not losing sight of the intrinsic value of education…It facilitated us to come up with a clear and focused “to do” list….It made us aware that some small changes to teaching delivery could have a big impact if handled well”

Why do they work?• Space for critique;• Team based dialogue,

unfreezing change, not siloed;• Change positively framed;• Simple but not oversimplified• Action orientated and positively

framed

Resources• http://ipark.hud.ac.uk/ • (in the training & staff development

folder)• Or shortened url is bit.ly/1O2UVla• External Scoping Report • Internal Scoping Report

http://ipark.hud.ac.uk/



http://t.co/evqslA0cBf

http://eprints.hud.ac.uk/26265/

http://eprints.hud.ac.uk/26266/

References• Bathmaker, A.-M., Ingram, N., & Abrahams, J. (2015). The labour market

transitions of recent graduates: narratives of classed experiences. Paper presented at the Converging Concepts in Global Higher Education Research: Local, national and international perspective, Celtic Manor, Newport. https://www.srhe.ac.uk/conference2015/abstracts/0184.pdf

• CBI & NUS. (2011). Working towards your future Making the most of your time in higher education.

• Reid, J. (2016a). Redefining “Employability” as something to be achieved. Higher Education, Skills and Work-Based Learning, 6(1), 55-68. doi: 10.1108/heswbl-02-2015-0005

• Reid, J. (2016b). Engaging with childhood: student placements and the employability agenda. A journal of global child research.

• Yorke, M., & Knight, P. T. (2006). Embedding employability into the curriculum: HEA.

https://www.srhe.ac.uk/conference2015/abstracts/0184.pdf

Leveraging Change through Digital Capability

A whole-college approach to online learning and assessment

74

20142009 2010 2011 2012 2013

Pilot ProjectsInfrastructure

ConsolidationSWCVirtualisation

Project

Virtual CollegeInfrastructure

VirtualDay

VirtualWeek

Confucius HubSigning Stormont

Zambia

Online DeliveryTo Zambia

Online TeacherTraining Programme

Virtual ServicesTeam Setup

NEF

Industry FacingCurriculum

InnovativeQualificationInnovative

Learner of Year

Innovation inLearning Support

Online Lectures

To RMU Begin

Innovation inE-Learning

TechnicalInfrastructure

180 StudentsStudy Mandarin

Digital Olympics

Re-skillingUp-skillingSupport For SMEs

Infrastructure

Fast Track FDs

VirtualDay

75College Development Plan Strategic Context 75

Phys

ical

Col

lege

Virt

ual C

olle

ge

Entr

epre

neur

ial &

& In

nova

tive

Colle

ge

Cent

re fo

r peo

ple

& W

FD

Staff – Students – Industry - Community

The Four Pillars of

South West College • Innovation as an ethos in e-curriculum development

• National & International E-Learning Projects

• Blended models of teaching, learning and assessment for local and international delivery

76Virtual Learning in 2016 76

• Virtual Services team working with Staff• Online curriculum prepared in advance• Promotion of individual learning• Student Incentives - digital badges

77

Digital Skills Development

77

78

Digital Skills Training Statistics78

Sep Oct Nov Dec Jan Feb Mar Apr May0

10

20

30

40

50

60

70

80

Digital Skills Training Statistics 15/16

Month

Num

ber o

f sta

ff

79

Digital Skills Training Programme79

80Curriculum Conferences

All staff attend one day event

15 workshops(7 Virtual Services)

80

2010: Excellence in Teaching2011: Fostering the Spirit of Collaboration2012: The Student Voice2013: Innovation2014: Inventing the future

81Skills Development Hub 81

Online Staff Development Programme

Rewards Digital Badge on completion of module

Digital Olympics, MOS, MTA, ACA & Corporate Modules

Teaching and Learning Best Practice

82

Platinum Innovator Educator

Bronze Interactive Whiteboards VLE MOS - PowerPoint MOS - Word Plagiarism Software - Turnitin Introduction to GATEWAY Outlook 2010 Introduction to Camera

Gold Mobile Technologies – Apps Social Media – Facebook, Twitter,

YouTube, LinkedIn, e-Stream Virtual Technologies – Gamification,

Unity etc.

Silver Communication Tools - BB Collaborate,

Skype, Video Conferencing, Lync, Online Presentation Tools - Prezi, emaze Online Assessment Tools - Polls, Quizzes,

ePortfolios Online Feedback Tools - Surveys,

Screencasts, Podcasts, Vodcasts Collaboration Tools - Blogs, Wikis,

Journals, Discussion Boards

Digital Olympics 82

83Staff digital badge achievements 83

Formative and Summative Assessment

84

85ZambiaLive online

classes

Tools used

Peer to Peer learning

Game Based Learning

AssessmentPerformance in games can be measured and recorded for grading

EngagementHands on learning activities

New TechnologiesUAV (Drone) Technology training

86

87Game Induction

Reusable Learning Objects (RLOs)

Podcasts/Vodcasts/BlogsAudio & Video recordings of the lecturer to support curriculum delivery

Refer Back ToStudents can go back over content to refresh their understanding of it. Ideal for revision purposes

Accessible outside of Lecture HoursStudents can learn on their own time and do not have to wait for class to begin to find information

88

Mobile Apps EngagementStudents download and interact with the app on their mobile/tablet

Real World SimulationStudents use Aurasma to view a 3D model demonstration of a system or product within a real world space

Mobile AppSocrative Mobile App allows the creation of interactive quizzes and assessments

QualityMaintaining quality through the assessment of students and the retrieval of student feedback

Assessment & GradingThe results from quizzes and assessments can be fed into grade books

89

https://www.youtube.com/watch?v=54lM7anK4EU

Tools within Blackboard

Quizzes and Surveys

Digital Badges

Grade Centre

90

Turnitin

Blackboard Collaborate

My Achievements 91

92E-Portfolios 92

Sports M

assage

Children’s

Care, Learning &

Development

Health &

Social C

are

Light V

ehicle Repair

Heavy Vehicl

e Repair

Electrotech

nical

Painting and Decorating

Engineering

Site Supervi

sion

04080

120160

12

110

16

154

4830

8 19 8

E-Portfolio Statistics 15/16

E-Testing 93

94

Quality Assurance

94

9595

Model of Delivery

Action Plan - Scheme of Work

Development of Learning Content

E-Assessment

QA Process

Staff / Student Training

Staff / Student Induction

Support Programme

Course File

Module Evaluation

Course Team Meetings

Student / Staff Consultative

Meetings

Evaluation of Programme

Action Plan for moving forward

Quality Assurance Model for Blended

Delivery

96

Benefits to SWC staff and students

96

9797

Students have more choice

of when, where and how they

study

Improved access for external

and internal verifiers

Automated tracking of

learner performance

Reduced costs

A culture of innovation in

teaching, learning and assessment Collaboratio

n between curriculum

departments

A strategic approach

Enhanced learner

digital skills

98

Thank You

[email protected]@[email protected]

98

Leveraging change through digital capability

Education

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