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Framing well-being policies for our students: results from our digital toolkit research


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Presentation to JISC student experience expert panels
Debbie Holley and David Biggins, Bournemouth University, Marketa Supa, Charles University, Prague.
With JISC starting to make inroads into digital wellbeing, it is timely to share the findings of our three year ‘ontology of digital toolkits’ study. The work comprises a comparative study of digital frameworks, covering amongst others  the EU digital competence framework as well as the JISC Digital Capability model; a thematic review of ‘grey’ materials ; an online survey from 31 TEL leaders from UK HEIs and finally seven in-depth interviews with TEL leaders.
Our findings indicate that staff attitudes to TEL remain problematic; students are not yet being fully developed as digital co-creators, and digital wellbeing is an area poorly covered sector wide. This pecha-kucha will reflect on the possibilities going forward to support institutions as they continue to shape their policies toward the digital, and focus on the wellbeing  findings.​

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Framing well-being policies for our students: results from our digital toolkit research

  1. 1. Framing well-being policies for our students: results from our Digital Toolkit research Debbie Holley and David Biggins, Bournemouth University, Marketa Supa, Charles University, Prague.
  2. 2. “Some teaching staff kind of cover that [digital identity and wellbeing] in their sessions because they deal with things like safe guarding. (…) Also raising awareness of some of the problems (…) the students are left on their own to deal with.”
  3. 3. Methodological approach 4 key themes and a model Review of EU digicomp frameworks & JISC framework 31 survey respondents 7 interviews
  4. 4. TEL toolkits are the ‘new’ norm
  5. 5. Students receivers/staff as providers transmissions models image /
  6. 6. ‘Role of the educator’ remains unchanged Image: Bath University
  7. 7. Staff are hindered by archaic structures
  8. 8. Staff and students: a schism between ‘now’ and ‘future Our findings point to a polarisation of processes within which digital literacies are being ‘delivered’ The desire for lifelong learning and digital wellbeing is not being addressed
  9. 9. Ground up: wellbeing and digital identify acknowledges students digital & lived lives Strategic down: Institutional approaches to student wellbeing hardly or never discussed
  10. 10. “Wellbeing is something that obviously the university is concerned about but not in terms of a digital capability”
  11. 11. So what is ‘out there’? • Courses, Apps, self help, links to mental health, pages and pages and pages of ‘student ‘wellbeing’ at University websites for staff and students • Whole units on learning ‘digital stuff’ • Lack of institutional wide and joined up thinking Google DigitalGarage It seems ‘easy’ to get fixed Futurelearn: digital wellbeing EU project underway classification of tools by genre, nothing on student stress
  12. 12. What might the solution look like? Remarkably like the JISC model ! A maturity model for self-assessment and benchmarking
  13. 13. “We have in the last couple of years a proliferation about a more wellbeing, (…) but it doesn’t speak to specific skills based activity like you know, the digital literacy side of things. (…) I would say the only thing in the UK that’s really driving digital skills of staff (…) is the accreditation with higher education association.” I leave you with three quotations:
  14. 14. “I think [wellbeing is] in fact getting people [teachers] to think about things and not being scared of it, but also helping people to feel that they have got some control over things. (…) You know the students can (…) do lots of things in lots of (…) places offline and online. You don’t necessarily have to be in all those places. It’s like having those kind of touch points where you are and for that to be explicit.”
  15. 15. “Wellbeing [is] definitely about raising staff confidence and capability. (…) When some people hear ‘learning technologist’ they hear ‘technology’ and (…) they are scared of it.”