EduTech Further Education & Higher Education 2017 Scotland Conference

EDUTECH FE & HE
Response to digital disruption and the skills gap

Keith Aitken
Journalist & Broadcaster
Chair

Jim Metcalfe
Chief Executive
College Development Network

Scotland’s
Digital
Learning
Strategy
Jim
Metcalfe
Chief
Executive,
College
Development
Network
www.cdn.ac.uk

Presentation
link:
http://bit.ly/

Developing
Digital
Skills
• Refresh
of
Professional
Standards
• Innovation
Hub
• Formal
(SCQF)
• Informal
(TeachMeet)
Turtle
Robots first
appeared
in
Scottish
schools
in
the
80s
…
have
a
go.

Leading
the
Way
• Predictive
Learning
Analytics
• Online
Skills
Profiling

• Augmented
and
Virtual
Reality
• Social
Media
Fife
College
won
the
2017
CDN
Digital
Education
Award
for
its
use
of
Immersive
Hybrid
Reality
(iHR)
for
Wind
Turbine
Safety
and
Maintenance
Training.

Evocate
• Cloud-‐based
national
CPD
system
• Professional
Standards
• Scottish
Open
Education
Declaration
• Shared
resources
Interested
in
being
one
of
the
colleges
involved
in
the
pilot
of

Evocate?
Contact
info@cdn.ac.uk for
more
information.

Dr Sally Smith
Dean of Computing
Edinburgh Napier University

Dr Sally Smith
Dean of Computing
Edinburgh Napier University
30/11/2017
Digital Skills Gap: what it is and how we fill it?

Introduction
• Skills gaps – challenges
• Skills gaps - opportunities
• Skills & Data Driven Innovation: Edinburgh and South
East Region City Deal
• Next steps

Challenges in Computer Science
• In 2015-2016 there were:
210,000 Business & Admin
175,000 Biological sciences
78,000 HE undergraduate CS students
76,000 Physical sciences
28,000 Maths sciences
• 10% computer science graduates unemployed
compared with 5% of all graduates (after 6 months)
• Shadbolt Review (2016) established to investigate

Shadbolt Review: Facts
• Computer science grads compared with other grads:
• More likely to be in graduate level jobs
• More likely to be in well paid first destination jobs
• More likely to be employed;; less likely on Masters
• One year placements (sandwich, 13-14)
• 6% unemployed compared with 15% non-placement
• Attracts low participation neighbourhood LPN applicants
• Does not attract women (only 13%)

• Extend and promote work experience
(R2)
• University - foundation knowledge and
adaptability (R3)
• Careers advice and visibility of
graduate opportunities (R5)
Shadbolt Review: Recommendations

Edinburgh and South East Region
City Deal
• Growth and innovation – over £1bn, 10-15 years
• Themes: Data Driven Innovation, Transport Infrastructure,
Housing and Skills

Aspiration: The most data savvy citizens in Europe

Shadbolt Review: Findings
• Employers criticisms of graduates:
• Lack work experience
• Lack commercial awareness
• Lack soft skills
• Lack technical skills (no clear picture of which skills)
• Would employers offer work experience?
• Er, no – no plans

Next steps – empty classrooms?
• Partnership working – FE/HE & Employers
• Placements
• Graduate Level Apprenticeships
• Modern Apprenticeships
• Executive Masters/ upskilling – increasing productivity
• Continuing Professional Development
• Data challenges/ Apps for Good/ Digital Xtra
• Masterclasses

Jason Miles-Campbell
Head of JISC

Maximising digital capabilityEduTech
FE & HE
30 Nov 17
#digitalcapability http://ji.sc/building-‐digicap

What the students are telling us
30 Nov 17 #digitalcapability http://ji.sc/building-‐digicap
80% of HE learners feel that digital skills will be
important in their chosen career...
… but only 50% agree that their course prepares
them well for the digital workplace
Half of learners didn’t know or weren’t sure what
digital skills their course required before they
started it
40% agreed that they have been told what digital
skills they need to improve

Digital capability service – the elements
Advice and
guidance
Training
Discovery
tool
Consultancy
Community of
practice
Community of
practice

The six elements of digital capability
30 Nov 17
ICT
proficiency
Information,
data and
media literacies
Digital
learning and
development
Digital creation,
problem solving and
innovation
Communication,
collaboration and
participation
Digital identity
and wellbeing
‘The capacity to
develop and project a
positive digital
identity or identities
and manage digital
reputation’

Staff digital capabilities

Digital capabilities discovery tool
» The discovery tool supports individual staff
working in universities, colleges and training
providers to reflect on their digital capabilities
» It presents a series of reflective questions that
relate to the different elements of capability
we have defined
» Questions are quiz-‐like and non-‐judgemental
» By answering the questions, staff are made
aware of digital skills they already have and
new ones they might try
» Results show a visual, summary of where you
are (developing, next steps and further
resources
http://bit.ly/digcapdiscovery

Benefits for organisations
» Organisationally, the discovery tool can be used to raise
awareness of the range and importance of digital
capabilities, and to promote personal development
» Conversations about digital capability can be taken
forward with a common reference point and some
shared terms
» The discovery tool is not meant to assess staff, but it
could be referred to in appraisal settings as a
development tool

Completion data from pilot institutions
101
285
132
1154
0 200 400 600 800 1000 1200 1400
0
Manager
Senior Manager
Staff
Number of responses by role
All
Pilot
Organisations
Total
number
of

respondents: 1,672
30 Nov 17

Number of responses by area
101
725
139
31
18
37
14
47
23
97
92
217
29
29
73
0 100 200 300 400 500 600 700 800
0
Academic
Administration
Careers
Estates and Facilities
Finance
Hospitality, Retail, Conferences and Events
HR and Organization Development
International Activities
IT
Learner Support
Library and Learning Resources
PR, Marketing, Sales and Communication
Student records and MIS
Student Services
30 Nov 17

200 172 253
841
164
333 287 330
875
175
669
286 342
858
745
821
644
810
915
821
917
520
917
677
952
972
614
755
598
187
698
424
564
425
277
580
326 434 358
0
200
400
600
800
1000
1200
1400
1600
1800
Developing Capable Proficient
Capability rating -‐ all staff
30 Nov 17

From the feedback survey, users told us that:
»60% link through to further resources
»80% of those found the resources relevant to their needs
»Overall, 40% found the Discovery Tool ‘somewhat useful’,
27% found it ‘useful’, and 16% found it ‘very useful’
»Only 15% said it was ‘not at all useful’. The median average was
‘somewhat useful’. Free text feedback supports the need for
significant improvements.
»30% said they were planning to do something new as a result of
using the Discovery Tool
What we learnt -‐ impact and self-‐reflection
30 Nov 17

What we learnt – most and least useful
The three key areas of perceived
benefit (‘most useful’) were
clearly:
» Analysis of personal skills (‘strengths
and weaknesses’ were often cited)
» Better understanding of digital
capability as a concept or group of
concepts
» Targeted feedback/resources for
development
‘Least useful’ comments were
primarily around question
design
» Some questions not relevant, disliked the
questions focusing on preference or
social use
» Request for more differentiated answer
scales, and a frequency scale for some
questions?
» Consider mix of question types

What are organisations doing?
» Leadership and strategic direction
» Shared frameworks and definitions
» Local ownership and
implementation
» Embedding into the curriculum
» Informal peer-‐ and self-‐
development
» Supportive infrastructure
» Recognising and rewarding staff
skills
» Students as partners in change

Developing organisational approaches to digital capability
» Organisational digital
capability in context
» The digitally-‐capable
organisation
» Building digital
professionalism
» Strategic steps towards
organisational digital
capability
» Case studies: journeys towards
digital capability
» Further resources

Supporting organisational approaches
» Organisation framework
» Auditing digital capability: a tool for
educational organisations
» Digital capability checklist for
organisations
» Digital capability checklist for
curriculum developers
» Journeys towards digital capability –
14 case studies from colleges and
universities
All available from:
http://ji.sc/building-‐digicap

Training offers
»Jisc Digital Leaders Course
› Developing an offer for research and apprenticeships for late 2017
»Developing TEL Leaders / Managers Strategy Course
(1 day with online follow up)
»Developing Curriculum Confidence: Designing for digital
capabilities in the curriculum (1 day)
Developing a suite of training for developing digital capability

Follow developments
» See project blog for updates on all new
developments:
https://digitalcapability.jiscinvolve.org
» Follow #digitalcapability on Twitter
» 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
17
Email the project team at:
digitalcapability@jisc.ac.uk

jisc.ac.uk
Jason Miles-‐Campbell
Head of Jisc Scotland and Jisc Northern Ireland
jason.miles-‐campbell@jisc.ac.uk
18

Dr Yi-Shan Tsai
Research Associate SHEILA
University of Edinburgh

Where
we
are
heading
with

learning
analytics?
practice,
challenges
and
policy
Yi-‐Shan
Tsai
University
of
Edinburgh
yi-‐shan.tsai@ed.ac.uk
@yi_shan_tsai
EduTech – FE
&
HE
Response
to
digital
disruption
and
the
skills
gap
30
November
2017

Practice,
challenges
and
policy
Learning analytics
http://sheilaproject.eu/
• Concept
• Course
Signals
• Loop
• On-‐Task
• Interests
• Concerns
• Policy

Are my students happy?
https://unbounce.com/conversion-‐rate-‐optimization/the-‐top-‐10-‐user-‐feedback-‐tools-‐for-‐improving-‐conversion/

Learning analytics data flow

Learning analytics is…
“the
measurement,
collection,
analysis
and
reporting
of

data
about
learners
and
their
contexts,
for
purposes
of

understanding
and
optimising
learning
and
the

environments
in
which
it
occurs.”
(Long
et
al.,
2011)
Long,
P.
D.,
Siemens,
G.,
Conole,
G.,
&
Gašević,
D.
(Eds.).
(2011).
In
Proceedings
of
the
1st
International
Conference
on
Learning

Analytics
and
Knowledge
(LAK’11).
Banff,
AB,
Canada:
ACM.

3
Examples
Course
Signals
– Purdue
University
Loop
&
OnTask -‐ Australia

Course
Signals
• Goal:
produce
“actionable
intelligence”.
• Predictive
algorithm:

-‐ Performance
-‐ Effort
-‐ Prior
academic
history
-‐ Student
characteristics
Arnold,
K.
E.,
&
Pistilli,
M.
D.
(2012,
April).
Course
Signals
at
Purdue:
Using
learning
analytics
to
increase
student

success.
In Proceedings
of
the
2nd
International
Conference
on
Learning
Analytics
and
Knowledge (pp.
267-‐270).

On-Task
https://www.ontasklearning.org/

Supporting Higher Education to Integrate Learning Analytics

Slide
credit:
Dragan
Gašević (2017)
Let’s
get
there!
Towards
policy
for
adoption
of
learning
analytics.
LSAC,
Amsterdam,
The
Netherlands.

Interests
– senior
managers
• To
improve
student
learning

performance
(16%)
• To
improve
student
satisfaction

(13%)
• To
improve
teaching
excellence

(13%)
• To
improve
student
retention

(11%)
• To
explore
what
learning

analytics
can
do
for
our

institution/
staff/
students
(10%)
LA
Learner
driver
Teaching
driver
Institutional
driver

Concerns – senior
managers
No
one-‐size-‐fits-‐all
solutions

Interests
– teaching
staff
• An
overview
of
student
learning
engagement
and
performance.
• Inform
course
design.
• Manage
a
big
class.

Concerns– teaching
staff
• Workload
• Judging
staff
performance

Interests
– students
Personalised
support
• Inform
teaching
support
and
curriculum
design.
• Support
a
widening
access
policy.
• Support
students
at
all
achievement
levels
to
improve
learning.

• Assist
with
transitions
from
pre-‐tertiary
education
to
higher

education,
and
from
higher
education
to
employment.

Concerns– students
• Surveillance
• Stereotypes
and
biases

Future
of
learning
analytics
• Beyond
addressing
retention
problems
• Truly
personalised
• Ethics
and
privacy
are
primary
safeguards
• Effective
communications
among
different
stakeholders

SHEILA
framework

Data is not students
http://www.tate.org.uk/context-‐comment/blogs/treachery-‐images-‐rene-‐magritte

• Become
an
associate
partner
of
the

SHEILA
project?

• Visit:
Yi-‐Shan
Tsai
yi-‐shan.tsai@ed.ac.uk
@yi_shan_tsai

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