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![“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.”](https://image.slidesharecdn.com/debbieholleypechkucha17-191024084437/75/Framing-well-being-policies-for-our-students-2-2048.jpg)
![“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.”](https://image.slidesharecdn.com/debbieholleypechkucha17-191024084437/75/Framing-well-being-policies-for-our-students-19-2048.jpg)
![“Wellbeing [is] definitely about
raising staff confidence and
capability. (…) When some
people hear ‘learning
technologist’ they hear
‘technology’ and (…) they are
scared of it.”](https://image.slidesharecdn.com/debbieholleypechkucha17-191024084437/75/Framing-well-being-policies-for-our-students-20-2048.jpg)
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Framing well-being policies for our students
The document summarizes research from a Digital Toolkit project examining digital literacy and well-being policies for students. Key findings include: - Current approaches to digital well-being among staff and students are fragmented, with various online resources but a lack of joined-up institutional thinking. - Staff feel hindered by outdated structures in addressing students' digital needs, and there is a disconnect between students' digital lives and how institutions approach well-being. - The researchers propose a maturity model based on the JISC framework to help institutions benchmark and improve their approach to digital literacy and student well-being in a holistic way. This would involve greater student involvement, focus on lifelong learning and future needs, and consideration
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Framing well-being policies for our students
- 1. Framing well-being policiesfor our students: results from our Digital Toolkit research Debbie Holley and David Biggins, Bournemouth University, Marketa Supa, Charles University, Prague.
- 2. “Some teaching staffkind 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. Methodological approach 4 key themes anda model Review of EU digicomp frameworks & JISC framework 31 survey respondents 7 interviews
- 4. TEL toolkits arethe ‘new’ norm
- 5. Students receivers/staff asproviders transmissions models image theatlantic.com /
- 6. ‘Role of theeducator’ remains unchanged Image: Bath University
- 7. Staff are hinderedby archaic structures
- 8. Audience participation time! In20 seconds write down your favourite ‘archaic’ structure gripe and swop with your neighbour!
- 9. 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
- 10. Ground up: wellbeingand digital identify acknowledges students digital & lived lives Strategic down: Institutional approaches to student wellbeing hardly or never discussed
- 11. “Wellbeing is somethingthat obviously the university is concerned about but not in terms of a digital capability”
- 12. 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
- 13. Audience participation time! In20 seconds list a resource on digital wellbeing for sharing on the JISC padlet/ textwall later…
- 14. What might thesolution look like? Remarkably like the JISC model ! A maturity model for self-assessment and benchmarking
- 15. Theme Dimension Level0 Level 1 Level 2 Level 3 Level 4 Level 5 1a Institutional strategy (JISC benchmark) Digital learning is not part of the organisational strategy The strategy acknowledges digital learning The strategy mentions digital learning Digital learning is a component of the institutional strategy Digital learning underpins institutional strategy. Organisations have a defined digital strategy. Digital learning strongly informs institutional strategy 1b Organisational culture of digital learning and innovation There is no culture of digital learning. Innovation is not expected of staff and students The learning culture is individual not institutional. Innovation is not shared. Learning cultures and innovation are emergent at department levels Learning has equal importance to other cultures eg research. Innovation is encouraged. Innovation is encouraged of staff and students Learning is the dominant culture. Culture development is actively supported. Innovation is recorded, celebrated and promulgated Staff and students completely buy-in to the learning culture. Innovation is core to the learning culture 1c Technical infrastructure There is no defined technical infrastructure Technical considerations dominate eg availability and security, hardware The infrastructure supports and also inhibits digital learning The infrastructure supports digital learning The infrastructure encouraged digital learning Digital learning drives the technical infrastructure Conceptualising a digital maturity model Starting with JISC of course!
- 16. 2a Tool/toolkit orientation Staff mayor may not use their own digital tools The institution has a range of tools that can be used by staff and students The institution supports staff and students in the use of the tools The institution has a centralised toolkit that is available to staff and students There is an expectation that tools are used where appropriate The toolkit is managed, promoted and use is monitored 2b Staff digital capability (including reward and recognition) Staff digital skills are unknown. Digital learning is not acknowledged Staff can assess their digital skills. Individuals may be recognised for their digital achievements Staff are supported in developing digital skills. Departments recognise digital achievements Digital skills development is an expectation. There is an institutional approach to reward and recognition Skills assessed at recruitment and monitored via appraisal. Reward and recognition promotes of digital learning Digital skill development is encouraged and monitored by the institution. Reward and recognition drives digital learning 2c Student involvement Students are not involved Students are informed about digital learning Students are consulted on digital learning Student feedback systematically collated Working towards a partnership model Students are equal partners in designing digital learning With students as co-designers
- 17. Wellbeing and institutionalcompassion 3a Future orientation How digital learning affects future employability is not understood The understanding of future employability needs is embryonic Departments are aware of the link between future employment and digital skills An institutional bottom –up and top down approach Future needs influence digital learning Future needs drive digital learning 3b Lifelong learning The institution has no policy for lifelong learning Evidence of lifelong learning and outcomes is anecdotal Departments monitor lifelong learning and outcomes There is an institutional approach to monitoring of lifelong learning and outcomes Feedback on outcomes is used to inform digital learning Lifelong learning and outcomes drive digital learning 3c Wellbeing and Institutional compassion There is no consideration of staff/student wellbeing Some staff give consideration to staff/student needs Tools are chosen based on their wellbeing impact Those involved are asked for their response to digital learning Staff/student feedback informs digital learning Staff/student feedback drives digital learning Wellbeing joined up policy!
- 18. “We have inthe 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 to read as we share our (digital) anarchic gripes!
- 19. “I think [wellbeingis] 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.”
- 20. “Wellbeing [is] definitelyabout raising staff confidence and capability. (…) When some people hear ‘learning technologist’ they hear ‘technology’ and (…) they are scared of it.”