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UCISA Digital Capabilities 2017 Survey
- 1. Digital Capabilities Group Where are we now? UCISA Digital Capability Survey 2017 A snapshot of digital literacy across the UK HE sector
- 2. Digital Capabilities Group Gareth Johns @GarethPJohns 2 Gillian Fielding @g_fielding
- 3. Digital Capabilities GroupDigital Capabilities Group UCISA Digital Capabilities Group Spotlight on Digital Capabilities (3) Student futures – equipping students to thrive in the digital era 24 May 2017 - 25 May 2017 The Spark, Southampton Solent University Digital Capabilities Community digitalskillsanddevelopment.ning.com 3
- 5. Digital Capabilities GroupDigital Capabilities Group 2014 Survey Report www.ucisa.ac.uk/bestpractice/surveys/digcaps/2014 5
- 6. Digital Capabilities GroupDigital Capabilities Group Survey background • Second survey • First in 2014 • ‘Biennial’ survey • Build on the UCISA TEL Survey but cover different areas • Identify developments/trends in the sector • Benchmark 6
- 7. Digital Capabilities GroupDigital Capabilities Group Survey overview • 157 institutions invited to complete (156 in 2014) UCISA members Non-UCISA members invited • 68 completed (43%) in 2017; in 2014 – 63 • Named Institutional Representatives identified • A small number started but didn’t finish 7
- 8. Digital Capabilities GroupDigital Capabilities Group Consultation 1. JISC 2. UCISA Groups 3. Society of College, National and University Libraries, SCONUL 4. CILIP 5. Association of Director of Estates (AUDE) 6. Universities Human Resouces 7. Heads of eLearning (HeLF) 8. Association of Learning Technologist (ALT) 9. Staff and Educational Developers Association, (SEDA) 10. Higher Education Academy 11. Association of Graduate Careers Advisory Services, (AGCAS) 12. Higher Education Funding Council for England, (HEFCE) • NUS - future 8
- 9. Digital Capabilities GroupDigital Capabilities Group Survey Sections 1. Context 2. Strategy 3. Delivery, Implementation and Practice 4. Accessibility 5. Looking to the Future 6. Concluding remarks • Dropped ’Bring Your Own’ title 9
- 10. Digital Capabilities GroupDigital Capabilities Group What did people do with the Survey? “We are in the process of scoping a project to look at staff digital literacy.” “Same for me” “We haven’t done that much; however it is reassuring to see most people have similar issues.” - “Same for me” “Used it to assess options for certifying skills.” “We haven’t used them particularly but I would like to in the future.” “Was really useful at the time to note that others were having similar issues.” “In the process of creating new training – short sessions, online training which will be a series of optional modules that lead towards a certificate/Open Badges.” “We now have a programme of projects addressing digital capabilities”. “Digital Literacy baseline.” “Informed academic strategy”. Have been working with the Jisc projects which we found out about via the survey.” Benchmarking? 1 0
- 11. Digital Capabilities GroupDigital Capabilities Group Survey Outputs • Digital Capabilities Survey Report 2017 (c200 pages) • Executive Summary (c4 pages) • 22 Recommendations (10 in 2014) • Launch Webinar • Conferences – Spotlight on Digital Capabilities, ALT-C, LILAC, UniversitiesUK, Estates • A series of targeted outputs at specific audiences • Social Media - #udigcap, Digital Capabilities Community • Benchmark 1 1
- 12. Digital Capabilities Group 2017 Digital Capabilities Report 12
- 13. Digital Capabilities GroupDigital Capabilities Group 2017 Survey Report Will be (come May) at: www.ucisa.ac.uk/bestpractice/surveys/digcaps/2017di gcaps_report 1 3
- 14. Digital Capabilities GroupDigital Capabilities Group Today’s questions (1/2) • How widespread is the use of the Jisc definition of digital capabilities (DC)? • Are library strategies driving digital capabilities development? • How important are SCONUL’s 7 Pillars and the Employability Toolkit to the sector? 1 4
- 15. Digital Capabilities GroupDigital Capabilities Group Today’s questions (2/2) • How important is TEF as a driver for the development of DCs? • How are changes to the DSA impacting Libraries and DCs? • How will you use the findings from the DC Report? 1 5
- 16. Digital Capabilities GroupDigital Capabilities Group How widespread is the use of the Jisc definition of digital capabilities (DC)? 1 6
- 17. Digital Capabilities GroupDigital Capabilities Group Jisc definition of Digital Capabilities Q1.1 To begin with, does your institution, or any parts of it, use the Jisc definition of digital capabilities? 1 7 “By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society.”
- 18. Digital Capabilities GroupDigital Capabilities Group Jisc definition of Digital Capabilities Yes, across whole institution, 38% Yes, by parts of institution, 40% No, 22% 1 8
- 19. Digital Capabilities Group Discussion 19 Is it important to accept one definition of digital capabilities?
- 20. Digital Capabilities Group Digital capabilities: the 6 elements 20 Jisc, 2017 http://bit.ly/2ogfLXc
- 21. Digital Capabilities GroupDigital Capabilities Group Jisc definition - recommendations 2 1 R.1.1 “Jisc and UCISA work together to review and update the Jisc definition of digital capabilities” R1.2 “updated definition be promoted…with institutions engaged in a dialogue designed to encourage use of a common definition”
- 22. Digital Capabilities GroupDigital Capabilities Group Are library strategies driving digital capabilities development? 2 2
- 23. Digital Capabilities GroupDigital Capabilities Group Institutional Strategies for DCs Q2.3 How important are these institutional strategies (or nearest equivalent) for supporting and reinforcing the importance of digital capabilities in your institution? 2 3
- 24. Digital Capabilities Group Poll 24 According to the survey, which are the top 5 institutional strategies driving digital capabilities development? tinyurl.com/DCG-P1
- 25. Digital Capabilities GroupDigital Capabilities Group Institutional Strategies for DCs - 2017 2 5 Institutional strategy – students Mean Teaching, Learning, Assessment strategy 3.62 Student Experience strategy 3.47 Employability strategy 3.44 Library/Learning Resources strategy 3.39 Disability Support strategy 3.26 Very important (+4) Fairly important (+3) Not very important (+2) Not at all important (+1)
- 26. Digital Capabilities GroupDigital Capabilities Group Institutional Strategies for DCs - 2014 2 6 Institutional strategy – students Teaching, Learning, Assessment strategy Library/Learning Resources strategy ICT strategy Technology Enhanced Learning/eLearning strategy Student Experience strategy
- 27. Digital Capabilities GroupDigital Capabilities Group How important are SCONUL’s 7 Pillars and the Employability Toolkit to the sector? 2 7
- 28. Digital Capabilities GroupDigital Capabilities Group External reports or documents Q2.2 How important are the following external reports or documents in informing the development of digital capability activities in your institution? 2 8
- 29. Digital Capabilities Group 29 Jisc Enhancing the Student Digital Experience (2015) Jisc Digital Student resources (2016) Jisc ‘Developing Digital Literacies’ online guide (2014) Jisc NUS Benchmarking Tool (2015) SCONUL's 7 pillars of digital literacy (2015) Jisc Digital Capabilities Discovery Tool (2016) veloping Successful Student Staff Partnerships (2015) SCONUL’s Employability Toolkit (2015) UCISA Digital Capabilities Survey (2014) 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Mean score (out of 4) External reports or documents – students
- 30. Digital Capabilities GroupDigital Capabilities Group External reports or documents 3 0 2.2.1 Key findings “the resources listed were all felt to be less important as compared with the more high- level factors ”
- 31. Digital Capabilities Group Discussion 31 What is more important when developing digital capabilities – high-level strategies or high-quality resources?
- 32. Digital Capabilities GroupDigital Capabilities Group How important is TEF as a driver for the development of DCs? 3 3
- 33. Digital Capabilities GroupDigital Capabilities Group TEF impact on DC development Q2.4 Thinking specifically about the Teaching Excellence Framework (TEF), has the institution taken any actions as a result of TEF that have impacted (or will impact) on the development of student and staff digital capabilities? 3 4
- 34. Digital Capabilities Group Discussion 35 Has TEF impacted the development of student and staff digital capabilities at your institution? If so, how?
- 35. Digital Capabilities GroupDigital Capabilities Group 36 35% have taken action as a result of TEF
- 36. Digital Capabilities GroupDigital Capabilities Group TEF – actions taken 3 7 “TEF is at the heart of the University's new strategy, particularly the Education strategy.” “University wide TEF Group has been established which is looking at Learning Analytics and interventions.” “metrics used to inform the TEF are being used to guide our priorities... Developing new analytic tools and capabilities which will require and prompt further development of digital capabilities “Changes to the curriculum which include Digital fluency as a programme attribute”
- 37. Digital Capabilities GroupDigital Capabilities Group TEF – importance of driver 3 8
- 38. Digital Capabilities GroupDigital Capabilities Group How are changes to the DSA impacting Libraries and DCs? 3 9
- 39. Digital Capabilities GroupDigital Capabilities Group Impact of removal of DSA requirements Q4.8 What impact, if any, has the removal of DSA requirements for English domiciled students had at your institution? 4 0
- 40. Digital Capabilities GroupDigital Capabilities Group Impact of removal of DSA requirements 4 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% disability support academic teams IT and/or e-learning staff developers the library No impact Minor Noticeable Significant
- 41. Digital Capabilities Group Discussion 42 How will you use the findings from the DC Report?
Editor's Notes
- Introduce presenters Gillian is Customer Advocate for Blackboard and Associate Lecturer at Salford University. Introduce the UCISA Digital Capabilities Group The DCG aims to share knowledge and good practice, and raise the profile of digital capability development throughout the sector. Do so through our annual Spotlight on Digital Capabilities conference (24th/25th May, Southampton Solent University), through a series of webinars on contemporary technology and digital capabilities issues and by running a biennial Digital Capability survey.
- First of a biennial study Development of digital capabilities across the UK HE sector Benchmark
- UCISA Digital Capabilities Survey Survey of UK HE institutions 63 respondents Data gathered Summer 2014 Sections on: Definition Strategy Delivery, Implementation and Practice Bring Your Own Supporting Differentiation and Inclusion Looking to the Future 156 institutions invited 96 institutions provided a survey rep 63 surveys returned – 41% response rate Executive summary – distribute Full report now available online 10 recommendations
- Context Strategy Delivery, implementation and practice Accessibility Looking to the future Concluding remarks
- Outline of session – “today’s questions” “Go through all 155 pages and explore the statistics in detail” Answer questions that may be of use to you as Information Literacy experts.
- Yes by parts – asked to explain: “some of the more common references were to the Library or the Technology Enhanced Learning team/unit making use of the definition”. Others mentioned that while there was some central use of the definition, its widespread adoption was more limited. NB: Response rate: 68 responses, a response rate of 43%. (90% C.I. +- 8%)
- Shared definition promotes a shared understanding of what we are trying to achieve. Perhaps a shared model is more important, makes it explicitly clear the capabilities we are trying to develop Digital literacy and digital capability “go beyond functional IT skills to encompass a range of practices”. Term “Capabilities” broadens the agenda to explicitly include staff and has been used to create profiles for specific job roles, e.g. HE teacher, library and information professional, to assess capabilities and inform staff development. Framework: http://repository.jisc.ac.uk/6616/1/JiscProfile_libraryinformationprofessional.pdf Library profile: http://repository.jisc.ac.uk/6616/1/JiscProfile_libraryinformationprofessional.pdf Blog on difference between literacy and capability https://blogs.it.ox.ac.uk/acit-news/2016/05/18/dig-lit-and-dig-cap Image licenced under CC0 licence – no attribution required Ezra Jeffreys: https://unsplash.com/photos/pPquxoraq_M
- Model of course incorporates information literacy. Recently updated with concrete examples of how those concepts translate to practice and learner profiles.
- If we are going to push for a shared definition then it needs to be right one. R1.1. Full recommendation – that Jisc and UCISA work together to review and update the Jisc definition of digital capabilities; this work to be informed by the analysis of the other definitions used by institutions and research undertaken by Jisc on the subject
- Section 2 of the survey was Strategy: looking at the drivers for DC development, institutional roles responsible for development of DC and the importance of institutional strategies.
- Everyone has a mobile device, so much so that attention to BYOD was removed from the 2017 survey to their ubiquitous nature. https://ql.tc/aFD8gB
- Staff and students were asked separately. Above are the results for students. There was a lot of similarity in the perceived importance of the various institutional strategies for supporting and reinforcing the importance of digital capabilities – the following strategies were the top four across both students and staff: · Teaching, Learning, Assessment strategy · Student Experience strategy · Employability strategy · Library/Learning Resources strategy Technology Enhanced Learning (TEL) or eLearning strategy replaced Disability Support strategy in fifth place for students. Scale: convert our ordinal data in interval so that we can derive a mean score.
- Ostensibly Library strategy has lost importance, but the Employability strategy Disability Support strategy Were new options in 2016 survey.
- Still in section 2 of survey.
- Jisc: Enhancing the student digital experience: a strategic approach – guide on delivering relevant digital curriculum and robust, flexible, digital environment Jisc: Digital student resources: Exploring students expectations and experiences of using technology in HE, FE and skills Report noted that the documents identified as being less important, were older documents (16 on the list in total). So although the 7 pillars was first developed in 1999, as it is updated frequently it still remains relevant. Given that Employability strategy has been cited as a top-5 driver, it is no wonder that resources that help develop that agenda are useful. Same scale was used on this question as the question about institutional strategies. Very important (+4) Fairly important (+3) Not very important (+2) Not at all important (+1) Mean score for this question is lower, which implies…
- Quote: “While respondents may well have thought about the resources listed when answering the previous question (which included initiatives from some of the same organisational bodies as a driver), it is noticeable that the resources listed were all felt to be less important as compared with the more high-level factors asked about in the previous question. In the case of students, the mean scores ranges from 2.77 - 1.69 as compared with 3.07 - 2.03 in the case of the more general external drivers. Corresponding figures for staff were: 2.87 – 1.86 as compared with 3.58 – 1.84. While it may well be the case that some of these resources have played a role by, for example, influencing strategies it would appear that few are of great importance on their own and that the sector uses a range of resources.”
- What do you think – resources or strategies more important? [Mix of both. Important to have support and buy-in from above, but equally you need good people on the ground doing the work.]
- Sections 3.5 and 3.6 of report – to be completed.
- A third of responding institutions (35%) had taken action as a direct result of TEF which they felt had (or would) impact on the development of staff and student digital capabilities; this left two-thirds that had yet to take action. Probably reflects that the sector is still getting to grips with the implications of TEF and associated requirements. “In looking at the results from these questions, we should be aware that the sector is still getting to grips with the implications of the TEF and the requirements it will impose upon them. Indeed, it will be important to monitor and assess the extent to which the emphasis on employability within the TEF leads to a greater emphasis on the development of student digital capability. “ Section 2.4
- But those who have taken action as a result of TEF are doing some good stuff. The report highlights some actions: Comments 1 and 2: Several comments about embedding TEF planning into strategy Comment 2: taken the requirements of TEF and implementing (or planning to) Learning Analytics to try to increase retention. Comments 3 and 4: Also concrete actions have been taken as a result of TEF. Comment 3: Again learning analytics, this time identify that the tools and data require staff to have sufficient DC to use. Comment 4: TEF has resulted in curriculum wide changes that explicitly incorporate Digital Fluency as a part of it.
- So 35% of institutions had done something as a result of TEF. Had the rest not done so because they don’t think it’s important? No, it is an important driver (Q2.6). Mean score for importance of TEF was 3.37 which is consistent with earlier ratings of the importance of TEF as an external factor driving DC. Quotes 2.4.1 The resulting mean score of 3.37 is consistent with the earlier ratings of the importance of TEF as an external factor driving digital capabilities. In respect of students it was felt to be the 6th most important factor with a mean score of 3.02; TEF was thought more of a driver in relation to staff (4th and 3.35). However, it was still the case that the top three external factors across both students and staff (increased student expectations and requirements, increased focus on student employability and student surveys) were all thought to be more important drivers than TEF. 2.4.2 Looking ahead it appears that those that had not already taken action thought that TEF would be a more important driver of the development of student and staff digital capabilities (perhaps acknowledging the need to catch up in response to TEF).
- Disabled Student Allowances.
- Withdrawal of Disabled Student Allowance, placing the onus on the university to provide more support for disabled students. So did it have an impact? And in what areas of the university?
- Clearly this was felt to have a big impact across the university, and as expected disability support are bearing the brunt of it. But impact is felt throughout. Consider blue bars – noticeable and significant together. Between 50 and 60% of organisations thought that the identified teams would be impacted in a substantial way. 4.8.1 By far and away, the most noticeable impact of the removal of the DSA requirements for English domiciled students was felt to be additional responsibilities for disability support within the institution (as might be expected given the topic). Half of all institutions (48%) felt there was a significant impact in this respect added to which were over a third (36%) that thought there was a ‘noticeable’ impact in this respect. Added together, the vast majority of institutions (84%) felt the removal of the requirements had led to additional responsibilities for disability support.
- So this was only a taster of the report findings – 155 pages of survey goodness, with a good executive summary! We’re keen to hear how you might use it. Any thoughts.