1. Housekeeping and IntroductionsFire and wifi and drinks and toilets and etiquette - we’re all professionals, feel free to duck in, duck out but try not to disturb the group, be comfortable and enjoy the sessionPresenters – Lindsay Jordan - University of the Arts London (no comma!). Teaches on UAL’s CPD programmes for academic and technical staff as well as supporting its Developing Digital Literacies project, which focuses on sustainable, community-led digital literacy development.Philip Wolstenholme, AUA staff and running a project in the programme looking at AUA members digital literacy strengths and needsHere's what we hope to pull off with you today as aims and objectives (read the screen)
Agenda------------------We have 90 minutes.I’ll spend a couple ofminutes to giving you the CONTEXT– what is digital literacy, why is it important,Next we’ll spend 15 minutes on an exercise- what makes a digitally literate administrator?I’ll then spend 5 minutes describing what JISC is doing about Digital Literacies, how, who is involved (projects and associations, what are we expecting to produce and whenNext we’ll talk a little about some emerging findings, 5 minutes each from Lindsay (Project portfolio findings), me (Wider Association Findings), Phil (AUA Findings) and making 15 minutes or 45 in totalWe’ll then go into some group work to identify the key digital literacy skills you think are important for your roles, and how you might develop them. AUA are particularly keen to help with these. 30 minutes total puts us at an hour and 15. Phil, Lindsay and I will facilitate if you need it.I’ll run through some references and resources you can take back to the office with you, 5 minutes for that should mean we have 5 to reflect on how well we’ve done in meeting those objectives and you can all fill in the evaluation form for the session to keep AUA happy.
We’re going to share some ideas about what digital literacy is. In a minute we’d like you to tell us what YOU think a digitally literate administrator looks like, so you might like to note down any thoughts you have about that while we run through some general definitions…
We propose defining digital literacy in as neutral a way as possible, following the lead of the European Union and the JISC-funded LLiDA project.ICT/computer literacy: the ability to adopt and use digital devices, applications and services in pursuit of goals, especially scholarly and educational goalsinformation literacy: the ability to find, interpret, evaluate, manipulate, share and record information, especially scholarly and educational information, for example dealing with issues of authority, reliability, provenance, citation and relevance in digitised scholarly resources.media literacy, including for example visual literacy, multimedia literacy: the ability to critically read and creatively produce academic and professional communications in a range of mediacommunication and collaboration: the ability to participate in digital networks of knowledge, scholarship, research and learning, and in working groups supported by digital forms of communicationdigital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems, for example use of digital content (including digitised collections of primary and secondary material as well as open content) in teaching, learning and research, use of virtual learning and research environments, use of emergent technologies in research contexts, open publication and the awareness of issues around content discovery, authority, reliability, provenance, licence restrictions, adaption/repurposing and assessment of sources.learning skills: the ability to study and learn effectively in technology-rich environments, formal and informal, including: use of digital tools to support critical thinking, academic writing, note taking, reference management, time and task management; being assessed and attending to feedback in digital/digitised formats; independent study using digital resources and learning materialslife-planning: the ability to make informed decisions and achieve long-term goals, supported by digital tools and media, including for example reflection, personal and professional development planning, CV building, identity and reputation management, showcasing achievementsAll of these capabilities are expressed in specific learning, teaching, research activities and the underpinning administrative functions
So – over to you – on your tables you’ll find some handouts with definitions for other ‘digitally literate’ roles; you might like to take some cues from these as well as any other ideas you might already have about what it means to be a digitally literate administrator. Take five minutes to brainstorm all the capabilities you can think of and the next five minutes to work up your best ideas into a definition like the ones on the handouts, and nominate someone to present your definition to the whole group.
Programmes are long term. This programme has come out of years of work to date looking into digital literacy issues of students and teachers and we’ll provide a sheet with references and resources toward the end of the sessionNow we’re looking at the wider work forceKey to the Association, Support Team, Synthesis and I think Evaluation layer are the production of outputs / tools / instruments to help move your constituents forward in digital literacy issues. To help shine a torch in the strengths, weaknesses, benefits available, impact on all aspects of University business. To begin to achieve organisational level; change. This is the open synthesis activity we’ve asked you to undertake via the baselining and subsequent use of the Design Studio.It’s likely to be an iterative process using the end users as co-producers to help ensure we don’t make the wrong assumptions on behalf of the people your associations support
All of these capabilities, loosely collected under the term 'digital literacies', are expressed in specific learning, teaching and research activities, which take their meaning from specific subject contexts. The scope of the programme is not limited to the support services responsible for developing component 'skills' from this list: in fact the programme is designed specifically to support the integration of digital capability into the core activities of educational institutions. Funded projects will work to normalise digital capability in mainstream practice, whether (e.g. in learning support, libraries and learning resources, careers services and e-learning teams) or through the development of mainstream academic, research and administrative staff and through engaging external stakeholders such as associations, employers and subject disciplines.
There are 12 projects covering a range of staff, students and digital literacies. (Overview on next slide)
The 12 institutions have been funded to cover a range of staff roles and a range of digital literacies, across Universities and Colleges. So for example Exeter are looking at the digital literacies of Post Graduate Researchers and IoE at post graduate students, UCL are working with Teaching Administrators across departments, University of the Arts London at digital literacies in Arts Higher Education. Bath, Reading, Cardiff and Plymouth. Worcester College are taking a more holistic institutional view of developing digital literacies and working with a range of staff and students across several faculities. Others are focussed on student’s digital literacies. Greenwich and Brookes are looking at employability (graduate attributes) and using students as change agents to embed DL skills into the curriculum, ColegLlandrillo are working with colleges in North Wales looking at broad range of skills as follows: ICT/computer literacy, information literacy, media literacy, communication and collaboration, digital scholarship, learning skills and life-planning. Employability and mobile technologies are two common themes across several of the projects.
All I think for the first time working together across their interests and pooling their strengths to identify issues by conducting a baseline study of their membership and identifying existing resources, knowledge and approaches from one another to move on their constituents, their membership in the areas of digital literacies most pertinent to them. Working across one another but feeding into and from projects. Undertaking an open synthesis of findings and issues so all can contribute (including you) so the new digital literacy ‘offer’ will be highly relevant. Each including AUA committed to running a significant strand at their annual conference
Over to Lindsay
The baselines reports from the projects (and associations) have looked at existing data as well as gathering new date through surveys, focus groups and interviewsThe baselines used a format from the LLiDA institutional audit tool and reported on DL in strategy and policy, existing initiatives and projects, training and support in existing services and DL with existing practice, curriculum design, institutional systems and processNote that this is work in progress for all the institutions and associations involved and reflects a snap shot at this moment in time
Over to Myles
Over to Phil
In Jan 2012 we carried out a comprehensive survey of our members to get an idea of what levels of digital literacy they have, and to identify areas where we can help assist our members with using these literacies in their professional lives.We had a good response rate with...Overall, the findings were largely positive...
The programme deliverables will be made available initially through the Design Studio, this is a developing set of resources. The associations also have a page on the design studio to share there deliverables.Key milestones to look out for are the synthesis reports for the baselines reports from the Associations (due early April) and the Institutions (due late April), a briefing paper which will summarise the key messages emerging from the Developing Digital Literacies Programme, and highlight the supporting resources available due in June/July 2012.
Pass the handouts around
Here’s what we said we’d do;Shared our understanding, teased yours out and developed a better understanding of digital literacies for professional services and administrationExplained what JISC is doing and how to get involvedShared with you a reference list of some useful resources and opportunities to take forward when back in the officeHand out the evaluation forms
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What Skills do we need for the digital age? The future of the digital administrator
What Skills do we need for the Digital Age? The future of the digital administrator03/04/2012 slide 1
What are our aims? Housekeeping Introductions Aims and Objectives Share your understanding of what Digital Literacy means for you Gain an overview of current work JISC is supporting in this area and how you can get involved Identify outputs from the Developing Digital Literacies programme that will be of value to you and your community03/04/2012 slide 3
How will we do it?Agenda Contextual Overview (Myles) Emerging findings (Myles, Phil and Lindsay) Your input & your needs (group work) What to take home (Myles, Phil and Lindsay)03/04/2012 slide 4
What are we shooting for? The Digitally Literate Administrator03/04/2012 slide 5
Digi Lit – what’s that?Digital literacy defines those capabilities which fit an individualfor working, living & learning: ICT/computer literacy Media literacy Communication and collaboration Digital scholarship Learning skills Life planning http://www.jisc.ac.uk/media/documents/funding/2011/04/Briefingpaper.pdf03/04/2012 slide 6
What are we shooting for? The Digitally Literate Administrator03/04/2012 slide 7
Programmes, Projects and Capacity for Change03/04/2012 slide 8
What are projects doing? Supporting the integration of digital capability into the core activities of educational institutions Working to normalise digital capability in mainstream practice; through specialist roles through the development of mainstream academic, research and administrative staff through engagement with professional associations and sector bodies, employers and subject disciplines03/04/2012 slide 9
Meet the projects University of Greenwich University of Bath University of the Arts London University College London University of Exeter Oxford Brookes University Coleg Llandrillo Cymru Cardiff University University of Plymouth Worcester College of Technology University of Reading Institute of Education, London03/04/2012 http://www.jisc.ac.uk/developingdigitalliteracies slide 10
Project OverviewProjects are addressing: Learners ( FE, HE, FE in HE, AS/A-Level, ACL, ESOL, SEN), research students, post-graduate researchers, students on placement, academic and research staff, librarians and learner support staff, teaching administrators, administrators, managers and institutional support staff, careers staff, governors...across further and higher educationDisciplines include: Science, engineering, technology and maths Education and humanities Arts Vocational courses03/04/2012 slide 11
Meet the AssociationsThe sector bodies and professional Organisational Development inassociations JISC is working with Higher Education Groupinitially include: (ODHE) Association for Learning Standing Conference on Academic Practice (SCAP) Development in Higher Education (ALDinHE) Staff Development Forum (SDF) Association for Learning Staff and Educational Technology (ALT) Development Association Association of University (SEDA) Administrators (AUA) Heads of Educational Society of College, National and University Libraries Development Group (HEDG) (SCONUL) Learning and Skills Improvement Vitae Service (LSIS)03/04/2012 slide 12
Baselining – what are the key messages from projects? Lindsay Jordan via Helen Beetham (Synthesis Consultant)03/04/2012 slide 13
Emerging findings from project baselinesBaseline Approaches Looking at… Strategy Support Initiatives/projects Practice New & existing data from staff and students Surveys Focus groups Interviews Usage statistics Work in progress03/04/2012 slide 14
Strategy & SupportPolicy & Strategy IT/L&T strategies common Lack of coherence around digital literacySupport & Training Support for digital literacies often varied and dispersed (specificity versus duplication) Examples of good practice: community-based support ‘clinics’ for students and staff online support systems03/04/2012 slide 15
Infrastructure & Practice Widespread improvements to support personal devices Widespread laptop ownership but portable use less common (especially if learners carry smartphones) Technology selection a common challenge (balancing needs and preferences) Variation in use of learning technologies, especially social media International courses create specific opportunities and challenges Many identify desire for better integration of centralised systems03/04/2012 slide 16
Range in Expertise & Attitudes [Reading] Three groups - those who… a. perceive they have sufficient knowledge to complete all necessary tasks b. will delegate tasks rather than learn new skills c. are willing to optimise/extend practices [Exeter] Some challenges… Time - [also Cardiff] Teaching staff believe that using digital technology will cost them time rather than saving it. Complacency – staff and students underestimate skills needs Conflicting beliefs of academic staff [Plymouth] Need to embed digital literacy into programmes (specification and approval) Need for HR to include digital literacy expectations when defining roles03/04/2012 slide 17
Baselining – what are the key messages from programme Associations? Myles via Helen Beetham, Synthesis Consultant03/04/2012 slide 18
Key recommendations Learning professionals are key but need time, resource & recognition to develop skills More peer learning and peer-supported exploration at all levels and in all roles More sharing, especially across boundaries (hub/spoke, education/technology, student/staff) More supportive infrastructure Better support for informal technologies – mobile, cloud, third party, open source Focus training on mid-career professionals/academics Use and value the expertise of younger staff/students
Questions that remain How are learning practices, expectations and needs of students changing in response to the widespread availability of digital devices, networks and services? How are practices of academics and academic professionals changing, including scholarship, teaching, support of learning, and administration? What challenges face students and staff in becoming digitally literate in ways that are meaningful and relevant to them? How are institutions behaving more strategically around digital capacity and what is driving them? What can professional developers do to make a positive difference?
Essentially…What does it mean to develop staff/students/organisationsin a digital university and how are we contributing to that?
Baseline Highlights - AUA Philip Wolstenholme03/04/2012 slide 22
How digitally literate do AUA members feel? January 2012: web based survey 713 responses / 25% of AUA members Findings were positive: – 75% enthusiastic about technology – 60% have had technology affect their job role positively Skills mostly developed informally and in a mixed setting – 91% taught themselves digital skills – 78% learnt from informal training by their peers – 74% use manuals and help on screen – 70% of participants developed skills both at work and home03/04/2012 slide 23
How digitally literate do AUA members feel? Institutional support piecemeal: – 75% said their institution was supportive – 34% agreed that training was readily available – 35% felt that they had the ability to implement change Free text comments were revealing – Answers demonstrated breadth of knowledge – Suggested that enthusiasm sometimes hampered by IT departments, lack of support, or by top-down reluctance to change The full data collected is available online: search for Design Studio AUA DL or visit http://bit.ly/AUADS03/04/2012 slide 24
Group Exercise Lindsay Jordan and Philip Wolstenholme03/04/2012 slide 25
Your Digital Literacy needs1. Look over the ‘self-evaluation’ checklist.2. Take three post-it notes. On each one, write a specific skill or ‘digital literacy’ that would be useful for you, or someone in your role.3. After three minutes, place all the post-it notes in the middle of the table.03/04/2012 slide 26
Your Digital Literacy needsIn your groups, arrange all the post-its in order of priority foryour community as a whole, with the most important at the top.You have three minutes to decide…!03/04/2012 slide 27
Your Digital Literacy needs1. Arrange your top five post-its on a sheet of flipchart paper.2. In your groups, brainstorm some initial steps you might take to develop these particular skills.03/04/2012 slide 28
Programme Outcomes The JISC Design Studio is a developing set of resources for institutions to use and share, including: Tools Resources Research papers References Project resources Project outputs (2012)03/04/2012 http://jiscdesignstudio.pbworks.com slide 29
Overview of Resources (see handout)03/04/2012 slide 30
How did we do and evaluation Myles Danson03/04/2012 slide 31
Aims of the session Delegates will: • Share your understanding of what Digital Literacy means for you • Gain an overview of current work JISC is supporting in this area and how you can get involved • Identify outputs from the Developing Digital Literacies programme that will be of value to you and your community AUA Evaluation Forms03/04/2012 slide 32