The University of Hertfordshire has taken a phased approach to growing a digitally capable culture. Phase One involved establishing stakeholder groups, exploring frameworks, and piloting tools. Phase Two expanded subgroups and continued piloting while auditing practices. Phase Three will partner with external organizations, roll out tools to more users, and expand evaluation. The project aims to improve digital capabilities through a structured development cycle of discovery, focus, learning, application, reflection, and recognition. Student and staff feedback indicates benefits to skills, collaboration, and understanding of digital needs across roles.

1. Growing a digitally capable culture: from vision to action
Sal Jarvis, PVC Education and Student Experience
Karen Barton, Director of Learning and Teaching
www.herts.ac.uk

2. Phase One
• Established stakeholder
Group
• Explored and evaluated
Jisc Framework and
Profiles
• Initial pilots for the
Discovery Tool with staff
• Mix methods approach
(focus groups,
workshops, survey data)
University of Hertfordshire Digital Capabilities Project
Phased approach
Phase Two
• Established 3 sub groups
(Students; Academics;
Other Professional staff)
• Participated in Digital
Student Tracker 2018
• Continued to Pilot
Discovery Tool with staff
• Began auditing current
practice
• Mix methods approach
(focus groups, interviews,
survey data)
Phase Three
• Sub groups expanded to
include Marketing and
Communications
• Partnering with Jisc-
subscription to Jisc Digital
Capabilities Service
• Influencing strategy and
agreeing policy to extend
engagement, reach and
impact
• Rolling out Discovery Tool
to staff and students
(evaluation)
• Rolling out Lynda.com to
all staff and students

3. History of supported Technology Enhanced Learning and
innovation projects to improve the student experience
Our Canvas VLE and
pre-registration MOOC
Studynet- main online portal to University
services
Herts
Mobile App
Collection development led by ‘e’ first policy

4. Our student sample for Jisc Student Digital Tracker 2018
• Locally we asked approximately 400 students from a range of
stages in their HE journey. 216 responses were received.
• Students were emailed by the President of the Students Union
inviting them to participate.
• An embedded link to the Tracker was provided in the message
body
• The local project team invited participation at a variety of campus
based events.
• Chromebooks were made available to complete the survey.
• A poster campaign with QR code was launched and a prize draw
was offered to participants on an opt-in basis.

5. Newman, T., Beetham, H. and Knight, S. (2018) Digital insights survey 2018: findings from
students in UK further and higher education. Available from https://ji.sc/dig-exp-insights-survey-18
Theme four:
students
attitudes to
digital
‘When digital
technologies
are used on
my course I…
(agreement
with positive
statements)
Q19

6. What our students told us…
When digital technologies are used on my course…
I am more independent in my learning
I am more connected with my lecturers

7. What our students told us…
When digital technologies are used on my course…
I understand things better
I enjoy learning more

8. What our students told us…
Digital skills are important in my career…
My course prepares me for the digital workforce?
Opportunities for student
partnerships!

9. Active 'Digital Capabilities for Students' sub group of our University wide 'Digital
Capabilities Project’- includes student union representation, School academics,
careers, LCS project support
Phase Three will
• oversee evaluation of Jisc Discovery Tool with students using the ‘Learner
Profile’ diagnostics
• further explore student digital expectations of their University experience
Building on learning so far and projects underway to improve the
student experience
Digital and information literacy skills for studentsIdentifying student digital skills needs to
support their online learning and
engagement
Further investigation underway with Learning and Teaching funded projects
investigating students digital skills:
Outputs will include a refreshed toolkit
including support for digital capabilities

10. “The student research also
found that learning resources
and facilities1 was an
important factor for students
when they are deciding where
to study”
Teaching Excellence and Student Outcomes Framework: subject level. Government
Consultation Response. October 2018. Available from:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachme
nt_data/file/750411/TEF_government_response.pdf
1 In the research, this was presented as ‘good resources and facilities are available to
students’, with the following definition provided: ‘Whether students have access to a
wealth of resources and facilities to support their learning, such as: Current,
industry used, technology; Access to the relevant reading content; Specialist
software for the necessary subject areas; Access to specialised areas to conduct
research/studies (i.e. medical students have access to labs)’.
Why is this important to us?
Values, aspirations and internal and external pressures
• Graduate Attributes and opportunities to
include recognition and reward for
students who engage in developing their
digital skills
• Enhanced employability by developing
skills valued in the digital workplace
• Opportunities to work in partnership
with students to explore their expectations
and needs –both ‘online’ in the digital
world but also the use of digital in the
design of their physical learning spaces
• Ensuring we get our digital capabilities
‘offer’ right for our students to avoid
overload or confusion and deliver an
excellent digital experience!

11. JISC Digital Insights Report
• Consistent use of the VLE
Timely upload of materials, and navigable course structures, are top on their list
• Take teaching staff beyond the baseline
Students are frustrated when teaching staff don’t use digital systems competently, especially
when this wastes time or reduces access to course materials
• Working in partnership to engage students in digital
Students working in partnership with staff, develop not only their digital skills, but transferable
skills for the workplace including team working and collaboration, organisational and
presentation skills
• Digital skills for life
Courses must include digital skills in an integral way, relevant to the subject of study
Teaching staff also need an up-to-date understanding of workplace demands and
opportunities to develop their own digital capabilities
Digital at course level – recommendations

12. Discovery
Focus
Learning
Application
Reflection
Dissemination
Recognition
Academic Staff where are we now…
Digital Capabilities Development Lifecycle
Time
Culture
Evolution
Sustainability

13. Discovery
Balance:
• Information Overload
• Deficit Model
• Relevance to job role

14. Focus
Balance:
• Individual needs, interest and focus
• UH/sector role requirements and
expectations
• Recognition of innovation &
leadership

15. Learning
Balance:
• A clear pathway
• Opportunity for choice and
personalisation
• Varied approaches to
learning
• Existing resources,
offerings and activities

16. Learning Landscape
Lunchtime
Study Group
Re-validation
process Non credit bearing
in-house modules
In house LCS/LTIC
People Development
School
Wiki/video
portal
School L&T
Newsletter
Office Walks
Buddying
Peer Review
Technology
Mentors
WhatsApp
Group
JISC Guides
Briefings and
blogs

17. Learning Landscape in action

18. Learning Landscape in action

19. Students as Partners – Staff Feedback
‘Mentors provide a valuable insight to
challenge staff preconceptions of what
students need or should be doing. Their
professionalism in doing this is
impressive.’
Academic staff member, School of Computer
Science

20. Students as Partners – Student Feedback
I have learnt about the range of digital capabilities
amongst staff and about practice and approaches
across disciplines and the techniques to support
them. My patience and diplomacy skills have
developed to support staff appropriately, including
the ability to ‘think on my feet.
Sahar Khajeh, Student Technology Mentor
Academic Staff are always grateful for the
assistance and interested to know more. I have
found that you build up a reputation and get
recommended by others, so you are constantly
working with new people which has ultimately
helped me to improve my own interpersonal
skills.
Jessica Pendell, Student Technology Mentor
I have developed communication, organisation,
technical skills, patience, diplomacy and the ability to
work with different personalities. Staff praise,
appreciation and recommendation to their colleagues
has developed my self-confidence.
Bronwyn Scholes, Student Technology Mentor

21. Discovery
Focus
Learning
Application
Reflection
Dissemination
Recognition
Digital Capabilities Development Lifecycle…
growing a digitally capable culture