Role Of Transgenic Animal In Target Validation-1.pptx
Curriculum Confidence
1. Curriculum confidence
Designing for digital capabilities in the curriculum
16/11/2018
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3. Refreshments and domestic arrangements
16/11/2018 3
Break mid morning
Lunch at 12:30
Break mid afternoon
Close at 16:00
4. Workshop aims
»Discuss how the curriculum is changing and needs to change in
response to digital developments
»Design curriculum activities to support students’ digital
capabilities
»Assess your own capabilities and development needs as a
teacher
»Plan to use the activities and resources in your own setting
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6. Further Resources
»All of the resources are available on EdLab
»Icebreaker activity ‘email from the future’…
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7. Reflection
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How does this relate to
my role? How might I use
this at my organisation?
8. Icebreaker
»Find someone you don’t know
»Introduce yourself, your role and sector
»What do you want to get out of the day?
»Introduce your partner to the rest of the group
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9. Activity: What is changing in your subject area?
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ACTIVITY: What is changing in your subject area?
10. Reflection
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What one new thing have I learned
about how digital technologies are
changing the future(s) of work in my
subject area?
13. Why is digital capability important?
• Changing world and working landscape
• Changing expectations of learners
• Digital capabilities are key employability
skills – and we need to go further
• But….evidence of a skills gap
Building digital capability13
We need all staff and students’
to acquire the digital skills and
capabilities for living, learning
and working in a digital world
• Expectation that 90% of jobs will have a
digital element in the next two decades
(Matthew Hancock, MP)
• Graduate work is being transformed by
digital technologies and data
(IPPR 2017: Managing automation)
• 72% of large firms are struggling to recruit
workers with digital skills (ECORYS UK
2016: Digital skills for the UK Economy)
• Young people in the UK are less digitally
literate than in many OECD countries
(OECD 2016: Survey of Adult Skills)
14. What organisations
have told us
“It’s really important that staff have the right
digital capabilities. It is important for a
number of reasons but primarily the
academic curriculum needs to reflect the
digital skills and attributes that we expect
from our graduates.”
Professor Malcolm Todd, Pro vice-chancellor,
academic and student experience,
University of Derby
Building digital capability14
15. What the students are telling us
Building digital capability15
Although 50% of
FE and 69% of HE
students thought
digital skills were
important for their
chosen career…..
Only 41% of FE
and HE students
felt their course
prepared them for
the digital
workplace.
Only about a third
of students agreed
that they were told
what digital skills
they would need
before starting
their course.
About 40% of FE
and HE students
agreed that they
had regular
opportunities to
review and update
their digital skills.
Only a third of FE
and HE students
agreed that they
were given the
chance to be
involved in
decisions about
digital services.
16. Introducing the Jisc digital capability
frameworks
Building digital capability16
17. Introducing the digital capability framework
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» Information literacy
» Data literacy
» Media literacy
• ICT proficiency
• ICT productivity
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital identity management
• Digital wellbeing
• Digital communication
• Digital collaboration
• Digital participation
18. Introducing the digital capability framework
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• Digital identity management
• Digital wellbeing
19. Introducing the digital capability framework
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» Information literacy
» Data literacy
» Media literacy
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital communication
• Digital collaboration
• Digital participation
20. Introducing the digital capability framework
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» Information literacy
» Data literacy
» Media literacy
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital communication
• Digital collaboration
• Digital participation
Critical use
Creative production
Engagement
21. Introducing the digital capability framework
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» Information literacy
» Data literacy
» Media literacy
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital communication
• Digital collaboration
• Digital participation
Critical use
Creative production
Engagement
22. Introducing the digital capability framework
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• ICT proficiency
• ICT productivity
23. Introducing the digital capability framework
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» Information literacy
» Data literacy
» Media literacy
• ICT proficiency
• ICT productivity
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital identity management
• Digital wellbeing
• Digital communication
• Digital collaboration
• Digital participation
24. Digital literacy development pyramid
Attributes/identity goals
Situated practices (subject-specific)
creative production
problem solving
critical use
engagement + learning
Core (functional) skills (learning/ICT )
Access
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25. Digital literacy development pyramid
Attributes (I am…)
Situated practices (I do…)
Functional skills (I can…)
Access (I have…)
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26. Back to the capability framework
Outer layer = attributes:
graduate attributes or high level outcomes
Middle layer = situated practices:
learning activities and assessed tasks
› problem solving &creating
› handling information, media, data
› communication &collaboration
› learning and development
Inner layer = functional access:
technologies in use (personal or
organisational) and associated skills
16/11/2018
27. Introducing the digital capability framework
Identity & well-being
Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration
& participation (engagement)
Learning & development
ICT proficiency & productivity
(functional skills)
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29. Situated practices
Identity and wellbeing
Critical
use
Creative
production
EngagementDevelopment
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Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration &
participation (engagement)
Learning & development
30. Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration &
participation (engagement)
Learning & development
Situated practices
Identity and wellbeing
Critical
use
Creative
production
EngagementDevelopment
16/11/2018 30
31. Identity and wellbeing
Functional skills
Critical
use
Creative
production
EngagementDevelopment
Core skills
16/11/2018 31
Identity & well-being
Learning & development
Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration &
participation (engagement)
ICT proficiency & productivity
(functional skills)
32. A different perspective
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Critical
use
Creative
production
EngagementDevelopment
Core skills
Identity &
wellbeing
Core skills
33. Digital literacy development pyramid
Attributes/identity goals
Situated practices (subject-specific)
creative production
problem solving
critical use
engagement + learning
Core (functional) skills (learning/ICT )
Access
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34. Digital literacy development pyramid
Attributes (I am…)
Situated practices (I do…)
Functional skills (I can…)
Access (I have…)
16/11/2018 34
35. Digital literacy development pyramid
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Open problems, authentic situations,
open/personal learning environments,
novel solutions, extensive practice
Complex (subject-specialist) activities in
a range of (subject specialist) settings
Structured tasks, scaffolded progress,
closed learning environments,
known solutions, intensive practice
36. Back to the capability framework
Outer layer = attributes:
graduate attributes or high level outcomes
Middle layer = situated practices:
learning activities and assessed tasks
› problem solving &creating
› handling information, media, data
› communication &collaboration
› learning and development
Inner layer = functional access:
technologies in use (personal or
organisational) and associated skills
16/11/2018
37. Activity: What is changing in your subject area?
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ACTIVITY: Choose one area of the framework and write one or two
statements describing what a digitally capable student in your subject
specialism can do in this area and share on Backchannel Chat.
38. Reflection
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How could I use the framework in
my own work? Or how could I
adapt it?
40. Get into curriculum teams
16/11/2018
ACTIVITY: Get into curriculum teams of 3-4 people. Choose a course
challenge OR decide on an authentic challenge from your own
experience.
41. Identify high level outcomes
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»Refer to the Learner Profile and ‘Further Design Considerations’
Course details – subject, level,
any challenges
Intended outcomes (high
level) for your learners
42. Reminder: capability framework
Outer layer = attributes:
graduate attributes or high level outcomes
Middle layer = situated practices:
learning activities and assessed tasks
› problem solving &creating
› handling information, media, data
› communication &collaboration
› learning and development
Inner layer = functional access:
technologies in use (personal or
organisational) and associated skills
16/11/2018
43. Reminder: constructive alignment
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Establish course rationale, learning
goals and success criteria
Design learning activities and
assessment tasks
Support and scaffold
Provide resources and environment
Attributes
Situated practices
Functional skills
Access
44. Feedback
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The scenario we
chose was …
The high level
outcomes for our
learners include …
This relates to the
digital capability
framework in the
following ways …
45. Choose learning activities
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»Refer to Digital Bloom’sTaxonomy and the Curriculum Mapping
of the framework for inspiration.
Learning activities and tasks
– meeting a range of specific
outcomes
Considering how to scaffold
and support them e.g. with
component skills
46. Points to consider
»Which of these activities could be assessed formatively or
summatively?
»What different kinds of feedback could students have?
»How could you support diverse learner capabilities?
»Include assessment criteria for at least one of your activities
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47. Student digital experience 2018
16/11/2018
Approximately 16% of
colleges and 30% of
universities in the UK
37,720
students surveyed
83 institutions
took part
50. 16/11/2018 50
Word clouds illustrating the frequency of terms used by students when describing
useful digital activities on their course
51. Digital learning activities - frequency
16/11/2018
» The most common weekly activity in HE was accessing lecture notes or
recorded lectures (84%): in FE it was making notes or recordings (60%).
» Seven in ten HE students looking online on a weekly basis for additional
resources not recommended by their lecturer.
» 94% of HE students use their own laptop and 84% their own smartphone to
access learning (64% and 78% of FE students). Students feel they learn more
efficiently if they can use their own chosen device.
52. Digital learning activities - preference
» FE learners love in-class response systems, while HE learners depend on
having lecture notes and recordings to annotate and revise.
» HE students rely heavily on the VLE: timely upload of materials and navigable
course structures are top of their wish list.
» Independence and flexibility are the benefits that most students appreciate
when their access to digital learning is good.
» Huge range of issues addressed in free text responses, but overwhelmingly
transactional rather than transformational – dirty keyboards, old software,
poorVLE navigation, digital subscriptions
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53. What does this mean for curriculum design
»When introducing digital technologies (tools, networks,
resources and techniques), how will you…
› emphasise the proven benefits e.g. flexibility, independence,
open participation?
› ensure equality of access?
› build in activities students enjoy e.g. polling, quizzing, videos?
› draw on students’ diverse digital skills and practices?
› encourage students to be more innovative and aspirational?
› ensure no loss of quality, motivation and personal connection?
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54. Review technologies for learning
»Review the chosen activities
and consider the technologies
(devices, software, services)
you would use.
»Consider the implications of
your choices
»Refer to the Digital Activity
Cards and theTechnology
Mapping.
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57. Reflection
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How did the high level outcomes
relate to the learning activities and
tasks? What digital activities and
tasks did I use?
58. Next steps (over tea/coffee)
»Consider: how could these curriculum resources and
activities be used in your context?
»What capabilities do teachers need to deliver a digitally
rich curriculum?
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60. What is the Discovery tool?
It is:
› A self-administered quiz about digital practices in education
› Designed to give useful feedback including 'next steps' and links to resources
› Reflective, informative and developmental
› Continuing to develop
It isn’t:
› An objective measure of digital competence or performance
› A complete learning resource or course of study
63. Each element has:
• Level: developing | capable | proficient
• Score: how you assessed yourself to achieve this level
• Next steps: what people at this level can try to develop further
• Resources: links to selected resources for further exploration
About the report
64. Activity: Skills for teachers
64
»Log in to the Jisc Discovery tool
»Answer questions for teaching staff from the Jisc Digital
discovery tool
»How could you use this with your own teaching staff?
»What support and follow up would you need to put in place
65. Logging in to the discovery tool
Step 1: discovery tool login page
»Go to https://jisc.potential.ly
»Click on ‘Login’
»This will take you to the
building digital capability login
screen
65
66. Logging in to the discovery tool
Step 2: find your organisation
»Select Jisc testing
organisation from the list and
click ‘Continue’
»Sign in using the username
and password provided
66
67. Activity: The teaching question set
67
Step 2: Reflection
»How could you use
this with your own
teaching staff?
»What support and
follow up would
you need to put in
place
Step 1:Try the teaching question set
68. Activity: assess your own teaching skills
Complete part of the Discovery journey for teaching staff
Discuss in pairs
»How is this useful (if at all)?
»How does it make you feel?
»Did it encourage you to try anything new or different?
»How else could you assess your digital teaching practice?
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69. Discussion at tables
What additional skills (if any) do teaching staff need to
support a digital curriculum, and to meet the needs of
digitally-resourced students?
› How are these practices different to good teaching (if at all)?
› You can use the Teacher Profile (HE or FE) to help you
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70. Review: the digital capability framework
Identity & well-being
Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration &
participation (engagement)
Learning & development
ICT proficiency & productivity
(functional skills)
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71. Group discussion
»How do we design digital into the curriculum better?
»How do we support teaching staff better?
»What needs to happen in your work?
»What needs to happen in your organisation?
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72. Reflection
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What did I take away from the digital
discovery process?What areas of
digital teaching practice do I need to
prioritise?
73. Follow developments
» See project blog for updates on all new
developments:
https://digitalcapability.jiscinvolve.org
» Follow #digitalcapability onTwitter
» Join community mailing list
http://www.jiscmail.ac.uk/JISC-DIGCAP-
UG
» Visit project page
http://ji.sc/building-digicap
» Online guide
http://ji.sc/developing-digicap
» Discovery tool
http://bit.ly/digcapdiscovery
16/11/2018 73
Email the project team at:
digitalcapability@jisc.ac.uk