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Developing Digital Literacies
        programme
               
     What is expected?



         Helen Beetham

           October 2012
What is expected from DDL?
•   Who is expecting?
•   Challenges and priorities
•   Developments in DL
•   What are we really offering?
•   The asks and offers process




                                   2
Who is expecting?

• We are here in a representative capacity
• Institutions - why did they support your bid?
  what’s in it for them? how does your project
  support institutional priorities?
• Staff in the sector - through the Associations
  and the different staff involved in Projects -
  what do they expect? what do they need?
• Students in the sector
• JISC and other sectoral bodies
Institutional challenges

• Attract enough of ‘the right’ students: e.g.
  AAB, non-restricted, ‘new markets’, regional
• Retain students by meeting their needs/
  expectations
• Progress students to achieve graduate
  attributes/employment
• Build capacity from existing resources
  (including restructure/new roles)
• Generate long-term partnerships
• ...
Institutional challenges


What is your institution asking for?
Systemic challenges

• Demonstrate value (to individuals and
  society) including value for money
• Remain globally competitive as new
  providers gain market share
• Update offer (‘relevant’) while remaining
  distinctive (‘traditional’ ‘academic’)
• Deal with multiplying uncertainties
• Student as consumer - new contract,
  challenges for development?
• ...
Systemic challenges
Sector challenges


What can we offer ‘UK HE’?
Challenges for people
              in the system
• Staff
  – insecurity, restructuring, job losses
  – need to ‘future proof’ role and career but...
  – less time/space/reward to innovate?
• Students
  –   power/choice depends on grades
  –   developing identity / career path in uncertainty
  –   less time/space/inclination to innovate?
  –   debt = study+work (for most)
  –   relevance of digital skills to life goals?
• What are the challenges of developing people
  in this context?
Personal challenges


What do your stakeholders really
want from this programme?
Developments in DL
• Our six themes:
 academic practice | professional practice
 assessing/progressing DLs | bring your own skills
 student pioneers | digitally literate leaders
• International convergence:
 EU Digital Competence project, digitalliteracy/gov,
 Digital Champion (MLF), etc
• More awareness
 DL as ‘embedded in everything we do’
• ... more cynicism?
 ‘nothing special’, ‘happening anyway’ ‘kids are alright’
• More enhancement (RoI?), less WP?
What are we really offering?
• Conceptual frameworks - understand DLs / your DL
  setting
• Competence frameworks (for staff and students) -
  map what you’re doing already and fill the gaps
• Staff development resources - try these
• Student development resources - try these
• Case studies, examples - this is what ‘doing DL
  development well’ looks like
• Themes, findings and lessons learned - this is how
  it was for us
• Models and methods for embedding digital literacies
  institutionally - recommendations and alternatives
What are we really offering?
         Design studio pages
The asks and offers process
• Refine your asks now and keep them handy
              institutions | people | sector
• Projects: assign 1 person to making the offers
  and 1 to asking - you can swap halfway
• Associations: focus on asks for your members
• Askers: visit as many stalls as you can, and fill
  in feedback slips for each item you review
• Offerers: collate your slips - and use them to
  refine your offer later
• We will reconvene to discuss: what we’ve asked
  for, what we’re offering, what the gaps are
                                                14
Developing Digital Literacies
        programme
              
 Interim report guidelines



   Helen Beetham & Jay Dempster

             October 2012
Some general philosophies/
            goals
• Synthesis and evaluation is in itself part of
  the change process
• Accountability is a growing area of need for
  funded programmes.
• Clarity, relevance of key lessons/messages
  not needless complexity
• Inspire & inform - illustrate & animate your
  findings, link to outputs
• Offer useful, meaningful, actionable
Gathering, analysing, reporting
           outcomes

   collating & evidencing            making sense of & verifying
 quantitative ‘deliverables’            qualitative ‘lessons’
 (accountability >> institutions/   (knowledge transfer >> programme/
       partners/funders)                   funders, the HE sector)




 gathering feedback on project processes, practices and outcomes
                      across the Programme
              (developmental >> programme team/funders)
Writing the report narrative
•   1. Be interesting – this is not just a day job, unexpected, exciting or aggravating
    things happen, communicate the ‘human’ element, use examples, avoid waffle/needless
    detail, convey the excitement of change rather than just writing to sub-headings.

•   2. Be research-like – investigative as well as pragmatic, micro-theories based on
    observations, hunches and conversations as well as on findings and solid evidence.
    Record them. This is what makes projects interesting.

•   3. Be communicative – the first audience for reports is the rest of the programme,
    use them as critical friends, feedback from them is evidence of what is interesting &
    useful.

•   4. Be meaningful – think about what project activities, outcomes and lessons might
    mean for people beyond your organisation, the wider sector (graphic above might help).

•   5. Be opportunistic – look for ways of recording what you need to record that don't
    take up too much time (iterative reporting, blogging, capturing conversations/outputs,
    routine monitoring/usage, turning the best bits into an 'update')

•   6. Be pragmatic – in terms of rigour (reliable, valid data/methods determine the
    quality of the evidence produced)

•   7. Be ‘big picture’ esq – related to baseline evidence, seek overarching relevance/
    value
Checklist questions - 1
• Is your evidence facilitating discussion or
  decision making/action taking?

  –   What kinds of discussion & feedback is your
      project generating and how are you recording/
      capturing this?

  –   How useful is it? (to the work of your project,
      institutional change, partners/associations
      engagement/contribution, to students, to the
      wider sector)

  –   Is your synthesis of findings and evaluation
Checklist questions - 2
• What kind of outputs are you producing?

 –    What ways are you providing ‘snapshots’ &
     ‘sense making’ on processes & outcomes
     synthesised across your project?

 –   Are you tagging topics and key audiences of
     findings for later synthesis/dissemination?

 –   How are you critiquing the data/evidence
     you are gathering?
Checklist questions - 3
• Does the evidence add up to something?


  –   Is it fit-for-purpose and supporting claims you are making
      about change and impact?

  –   Are you communicating outcomes/benefits or defending a
      situation or finding in the project?

  –   How are you filtering/tagging what is valuable and relevant
      to your project/strategic objectives and stakeholders as
      you go along?

  –   Are you generating an overall picture of the (emerging)
      impact of the work?

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DDL Programme Meeting Oct12

  • 1. Developing Digital Literacies programme   What is expected? Helen Beetham October 2012
  • 2. What is expected from DDL? • Who is expecting? • Challenges and priorities • Developments in DL • What are we really offering? • The asks and offers process 2
  • 3. Who is expecting? • We are here in a representative capacity • Institutions - why did they support your bid? what’s in it for them? how does your project support institutional priorities? • Staff in the sector - through the Associations and the different staff involved in Projects - what do they expect? what do they need? • Students in the sector • JISC and other sectoral bodies
  • 4. Institutional challenges • Attract enough of ‘the right’ students: e.g. AAB, non-restricted, ‘new markets’, regional • Retain students by meeting their needs/ expectations • Progress students to achieve graduate attributes/employment • Build capacity from existing resources (including restructure/new roles) • Generate long-term partnerships • ...
  • 5. Institutional challenges What is your institution asking for?
  • 6. Systemic challenges • Demonstrate value (to individuals and society) including value for money • Remain globally competitive as new providers gain market share • Update offer (‘relevant’) while remaining distinctive (‘traditional’ ‘academic’) • Deal with multiplying uncertainties • Student as consumer - new contract, challenges for development? • ...
  • 8. Sector challenges What can we offer ‘UK HE’?
  • 9. Challenges for people in the system • Staff – insecurity, restructuring, job losses – need to ‘future proof’ role and career but... – less time/space/reward to innovate? • Students – power/choice depends on grades – developing identity / career path in uncertainty – less time/space/inclination to innovate? – debt = study+work (for most) – relevance of digital skills to life goals? • What are the challenges of developing people in this context?
  • 10. Personal challenges What do your stakeholders really want from this programme?
  • 11. Developments in DL • Our six themes: academic practice | professional practice assessing/progressing DLs | bring your own skills student pioneers | digitally literate leaders • International convergence: EU Digital Competence project, digitalliteracy/gov, Digital Champion (MLF), etc • More awareness DL as ‘embedded in everything we do’ • ... more cynicism? ‘nothing special’, ‘happening anyway’ ‘kids are alright’ • More enhancement (RoI?), less WP?
  • 12. What are we really offering? • Conceptual frameworks - understand DLs / your DL setting • Competence frameworks (for staff and students) - map what you’re doing already and fill the gaps • Staff development resources - try these • Student development resources - try these • Case studies, examples - this is what ‘doing DL development well’ looks like • Themes, findings and lessons learned - this is how it was for us • Models and methods for embedding digital literacies institutionally - recommendations and alternatives
  • 13. What are we really offering? Design studio pages
  • 14. The asks and offers process • Refine your asks now and keep them handy institutions | people | sector • Projects: assign 1 person to making the offers and 1 to asking - you can swap halfway • Associations: focus on asks for your members • Askers: visit as many stalls as you can, and fill in feedback slips for each item you review • Offerers: collate your slips - and use them to refine your offer later • We will reconvene to discuss: what we’ve asked for, what we’re offering, what the gaps are 14
  • 15. Developing Digital Literacies programme   Interim report guidelines Helen Beetham & Jay Dempster October 2012
  • 16. Some general philosophies/ goals • Synthesis and evaluation is in itself part of the change process • Accountability is a growing area of need for funded programmes. • Clarity, relevance of key lessons/messages not needless complexity • Inspire & inform - illustrate & animate your findings, link to outputs • Offer useful, meaningful, actionable
  • 17. Gathering, analysing, reporting outcomes collating & evidencing making sense of & verifying quantitative ‘deliverables’ qualitative ‘lessons’ (accountability >> institutions/ (knowledge transfer >> programme/ partners/funders) funders, the HE sector) gathering feedback on project processes, practices and outcomes across the Programme (developmental >> programme team/funders)
  • 18.
  • 19. Writing the report narrative • 1. Be interesting – this is not just a day job, unexpected, exciting or aggravating things happen, communicate the ‘human’ element, use examples, avoid waffle/needless detail, convey the excitement of change rather than just writing to sub-headings. • 2. Be research-like – investigative as well as pragmatic, micro-theories based on observations, hunches and conversations as well as on findings and solid evidence. Record them. This is what makes projects interesting. • 3. Be communicative – the first audience for reports is the rest of the programme, use them as critical friends, feedback from them is evidence of what is interesting & useful. • 4. Be meaningful – think about what project activities, outcomes and lessons might mean for people beyond your organisation, the wider sector (graphic above might help). • 5. Be opportunistic – look for ways of recording what you need to record that don't take up too much time (iterative reporting, blogging, capturing conversations/outputs, routine monitoring/usage, turning the best bits into an 'update') • 6. Be pragmatic – in terms of rigour (reliable, valid data/methods determine the quality of the evidence produced) • 7. Be ‘big picture’ esq – related to baseline evidence, seek overarching relevance/ value
  • 20. Checklist questions - 1 • Is your evidence facilitating discussion or decision making/action taking? – What kinds of discussion & feedback is your project generating and how are you recording/ capturing this? – How useful is it? (to the work of your project, institutional change, partners/associations engagement/contribution, to students, to the wider sector) – Is your synthesis of findings and evaluation
  • 21. Checklist questions - 2 • What kind of outputs are you producing? –  What ways are you providing ‘snapshots’ & ‘sense making’ on processes & outcomes synthesised across your project? – Are you tagging topics and key audiences of findings for later synthesis/dissemination? – How are you critiquing the data/evidence you are gathering?
  • 22. Checklist questions - 3 • Does the evidence add up to something? – Is it fit-for-purpose and supporting claims you are making about change and impact? – Are you communicating outcomes/benefits or defending a situation or finding in the project? – How are you filtering/tagging what is valuable and relevant to your project/strategic objectives and stakeholders as you go along? – Are you generating an overall picture of the (emerging) impact of the work?