This document discusses the wellbeing of students and educators in digital spaces. It notes that while digital tools provide opportunities, not all individuals thrive equally online due to issues like distraction, overexposure, bullying and lack of faceto-face interaction. Educators are also facing increased workload, lack of work-life balance and challenges with constantly upgrading skills. The document advocates considering elements like respect, social awareness, inclusion and digital wellbeing to help more people flourish in digital environments. It also outlines a draft framework for digital capabilities that covers skills, literacy, creativity, collaboration and identity.
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
How technology can help top prepare learners for the world of work - Jisc Dig...Jisc
The role of the UK higher education, further education and skills sectors in developing student employability is clear. Technology can be an enabler to the development of these skills, but are organisations making best use of it to develop student employability?
This workshop presented findings from a current study, showcase examples, and provided opportunities for participants to engage with the challenges.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Designing strategically aligned credentialing systems with open badges to eng...Jisc
Open badges are digital credentials that earners can display anywhere on the web. They are underpinned by an open accreditation infrastructure developed by Mozilla, which enables the issuing of open badges to recognise granular achievements gained through formal and informal learning opportunities and to capture attributes not picked up in formal qualifications, such as the individual qualities that could help a student stand out in the job market. This workshop will focus on effective open badge system development, introducing Mozilla and Jisc toolkits to support badge system design and a strategic approach to implementing open badges in a formal education context. The session will be led by Mozilla and Jisc, and will include tips, case studies and guidance on best practice in badge system design. Participants will gain hands-on experience with tools they can use for developing open badge systems for motivating learning, supporting engagement and progression and enhancing employability.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
How technology can help top prepare learners for the world of work - Jisc Dig...Jisc
The role of the UK higher education, further education and skills sectors in developing student employability is clear. Technology can be an enabler to the development of these skills, but are organisations making best use of it to develop student employability?
This workshop presented findings from a current study, showcase examples, and provided opportunities for participants to engage with the challenges.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
Presentations from Deb Millar, Head of e-Learning at Blackburn College on the 'DigiPals project' and from Peter Chatterton and Clare Killen on the Jisc Student Engagement Toolkit.
The benefits and challenges of open access: lessons from practice - Helen Bla...Jisc
Led by Helen Blanchett, subject specialist, scholarly communications, Jisc.
With contribution from Andrew Simpson, associate university librarian (procurement and metadata and systems), Portsmouth University.
In this session you’ll hear in this session you’ll hear about the benefits and challenges of open access.
Connect more in London, 28 June 2016
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of challenges to better meet the needs of learners, employers and staff. This workshop will share some of the experiences, approaches and lessons learned from these projects around key themes including:
Influencing change in assessment and feedback practices through a principle-led approach
Assessment and employability: the role of technology in supporting the development of skills and competences to enhance employment prospects
Feedback and feed forward: the role of technology in supporting learner engagement with feedback and improving progression
Electronic assessment management and how technology can support assessment lifecycle processes to make more effective use of resources
A range of resources will also be shared that can help to inform organisational good practice in enhancing assessment and feedback through technology.
The session will involve a mixture of presentation and discussion, giving participants opportunities to ask questions, discuss the themes emerging and how they relate to their contexts, and contribute to discussions around future priorities related to technology-enhanced assessment and feedback
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
An interactive and collaborative approach to staff development - Marion Mille...Jisc
It can be a challenge to provide engaging and interactive staff development that equips staff with the skills they need to contextualise and apply technology in their own teaching. The challenge is even greater when you need to change attitudes towards technology and encourage team working.
This will demonstrate a ‘Roadshow’ approach and how this has made a major impact within Learning Providers. Armed with a variety of mobile technologies for participants to explore, the Roadshow provides interactive training with an emphasis on collaborative scenario based activities, aimed at teachers and trainers. Participants are encouraged to chose a scenario or invent their own scenario, taking into consideration a particular student/group that they teach. They then use the technology to create a resource they then ‘sell’ the idea to the whole group.
Inclusively enhancing learning from lecture recordings: using Synote without ...Jisc
The government have clarified changes to the Disabled Students' Allowance (DSA), which mean that universities need to find ways to make teaching and learning more inclusive.
This demonstration will enable participants to experience how Synote has been used at the University of Southampton and other universities to address DSA cut by enhancing a lecture recording through providing an online searchable interactive transcript time synchronised with video, audio and notes.
Automatic machine captioning is affordable compared with professional human captioning and notetaking and can give just as good results when students are provided with the ability to correct any speech recognition errors in the transcript.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
Presentations from Deb Millar, Head of e-Learning at Blackburn College on the 'DigiPals project' and from Peter Chatterton and Clare Killen on the Jisc Student Engagement Toolkit.
The benefits and challenges of open access: lessons from practice - Helen Bla...Jisc
Led by Helen Blanchett, subject specialist, scholarly communications, Jisc.
With contribution from Andrew Simpson, associate university librarian (procurement and metadata and systems), Portsmouth University.
In this session you’ll hear in this session you’ll hear about the benefits and challenges of open access.
Connect more in London, 28 June 2016
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
The changing face of assessment and feedback: how technology can make a diffe...Jisc
Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of challenges to better meet the needs of learners, employers and staff. This workshop will share some of the experiences, approaches and lessons learned from these projects around key themes including:
Influencing change in assessment and feedback practices through a principle-led approach
Assessment and employability: the role of technology in supporting the development of skills and competences to enhance employment prospects
Feedback and feed forward: the role of technology in supporting learner engagement with feedback and improving progression
Electronic assessment management and how technology can support assessment lifecycle processes to make more effective use of resources
A range of resources will also be shared that can help to inform organisational good practice in enhancing assessment and feedback through technology.
The session will involve a mixture of presentation and discussion, giving participants opportunities to ask questions, discuss the themes emerging and how they relate to their contexts, and contribute to discussions around future priorities related to technology-enhanced assessment and feedback
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from:
Julian Bream, Westminster Kingsway College
Lynn Danzig, College of North West London
John Hindmarsh, Westminster Kingsway College
Wendy Peskett, Google certified trainer
Joanna Teague, Oaklands College
Paulo Ribeirinho, product manager for Office 365 Education
An interactive and collaborative approach to staff development - Marion Mille...Jisc
It can be a challenge to provide engaging and interactive staff development that equips staff with the skills they need to contextualise and apply technology in their own teaching. The challenge is even greater when you need to change attitudes towards technology and encourage team working.
This will demonstrate a ‘Roadshow’ approach and how this has made a major impact within Learning Providers. Armed with a variety of mobile technologies for participants to explore, the Roadshow provides interactive training with an emphasis on collaborative scenario based activities, aimed at teachers and trainers. Participants are encouraged to chose a scenario or invent their own scenario, taking into consideration a particular student/group that they teach. They then use the technology to create a resource they then ‘sell’ the idea to the whole group.
Inclusively enhancing learning from lecture recordings: using Synote without ...Jisc
The government have clarified changes to the Disabled Students' Allowance (DSA), which mean that universities need to find ways to make teaching and learning more inclusive.
This demonstration will enable participants to experience how Synote has been used at the University of Southampton and other universities to address DSA cut by enhancing a lecture recording through providing an online searchable interactive transcript time synchronised with video, audio and notes.
Automatic machine captioning is affordable compared with professional human captioning and notetaking and can give just as good results when students are provided with the ability to correct any speech recognition errors in the transcript.
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Benchmarking tool: the student digital experienceJisc
Developed collaboratively with the National Union of Students and the Jisc change agents' network.
Taken from our learning and teaching practice experts group meeting on 23 June 2015
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Keynote to theme 1 (responding to learners) of the JISC e-learning conference 2009. Helen Beetham's slides and text only - this was a joint presentation with Rhona Sharpe.
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Overview of Digital Citizenship, adapted from the LISD Moodle site: http://moodleweb2.lisd.net/schoolweb/course/view.php?id=3912&edit=0&sesskey=j3EItp97YW
TDeveloping and Assessing the Digital Curriculum: Taking a Programme-Level Ap...telshef
This session reflects two University initiatives, giving participants the chance to discuss how digital and information literacies and skills of our students can be integrated widely into a programme-level curriculum. Tom Clark (Sociological Studies) will reflect on a University-funded ‘Inside Knowledge’ project that utilised Killen and Chatterton’s 2015 model of staff-student partnership to map levels of digital literacy within a sociology programme. It will explain how the seven key areas of digital literacy proposed by Jisc to create a measurement tool to assess the digital curricula, before exploring how this resonated with students’ expectations, experience and capabilities of the programme. Vicky Grant (Library) will present an initiative by the University Library, in partnership with staff and student stakeholders, to develop a model, framework and offer for Information and Digital Literacy (IDL) at the University of Sheffield.
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Digital Desires: HEA Annual Conference june 14Helen Beetham
Slides delivered to the HEA Annual Conference in collaboration with Dave White and Sarah Knight. Outcomes of the workshop available at digitalstudent.jiscinvolve.org
Similar to Wellbeing and responsibility: a new ethics for digital educators? (20)
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Wellbeing and responsibility: a new ethics for digital educators?
1. Wellbeing and responsibility:
a new ethics for digital educators?
Helen Beetham | @helenbeetham
http://digitalstudent.jiscinvolve.org
http://digitalcapability.jiscinvolve.org
4. What do (digital) students say they want?
‣ Inspiring teachers (perhaps teaching in hybrid spaces)
‣ A chance to explore and project new identities
‣ New ways of belonging (to their course, cohort, institution)
‣ Closed, private → open, public spaces
(‘walled garden : paths out’)
‣ Credibility
(established norms)
but also
distinctiveness
(‘make me stand
out’) and
resilience (norms
will change)
7. Not all students thrive in digital spaces
‣ Digital divide narrower but wider: can amplify other
inequalities and cultural differences
‣ ‘Digital natives' story hides many contradictions:
learners' engagement w digital world is v differentiated
‣ Up to 85% MOOC participants already educated (at
least) to graduate level
‣ Active knowledge-building, creating, sharing are minority
activities typically introduced by educators (Selwyn).
‣ Consumer practices & populist values dominate in
digital space - many feel excluded or worse
8. Not all of us thrive equally in digital spaces
safety | respect
10. Everybody say ‘aahh’...
‣ Students cite digital distraction and time management
as major concerns (confirmed by Pew Foundation 2015)
cc yo-bro.deviantart.com: any cat picture really
11. Not all of us thrive equally in digital spaces
bored, cynical
dispersed
fearful, anxious
focused/obsessed
observed, exposedignored, unfriended
bullish, boorish
compulsive, evangelical
left behind permanent upgrade
12. Not all of us thrive equally in digital spaces
Online legitimises opinion: people feel free to say
and do things that have become unacceptable
face to face.
It's too easy to fall into just looking at 'are they
using the technology to be good learners?' It's
about respect, social awareness.
19. Framing digital capabilities for staff
‣ Desk study and horizon scanning 60+ references:
summary of issues now, <3 yrs and >3 yrs out
‣ Frameworks review 57 reviewed, 43 scoped in less
detail: summary review
‣ High-level descriptive framework + consultation,
feedback, refinement
‣ Interviews (50+): key issues
‣ Further projects: 12 potential projects scoped with
prof bodies; interest from universities and colleges
digitalcapability.jiscinvolve.org
20. Issues identified in interviews
‣ Changing nature of work inside and outside institutions
‣ Changes in how individuals achieve, record, demonstrate
capability
‣Individuals continue to value recognition, validation and
belonging in their learning and professional development
‣Digital capabilities are both generalised and specialised:
organisations need both and links between them
‣On the whole education providers do not reward,
recognise and retain digital talent well, and struggle to
develop generic staff skills
‣Digital capability is not yet well embedded into strategic
thinking and planning
21. Issues identified in interviews
‣ Changing nature of work inside and outside institutions
‣ Changes in how individuals achieve, record, demonstrate
capability
‣Individuals continue to value recognition, validation and
belonging in their learning and professional development
‣Digital capabilities are both generalised and specialised:
organisations need both and links between them
‣On the whole education providers do not reward,
recognise and retain digital talent well, and struggle to
develop generic staff skills
‣Digital capability is not yet well embedded into strategic
thinking and planning
22. Issues identified in interviews
Digital wellbeing
‣ personal health and wellbeing
stress, workload, work-life balance, permanent
upgrade...
(cf students: distraction/attention, exposure, loss of
f2f relationships, safety/bullying...)
‣ data issues: responsibilities to learners and to
institutional data systems
‣ ethical issues: environmental impacts; globalisation
impacts; intercultural awareness
‣ organisational issues: access and inclusion; parity and
equality
23. Digital stresses in the academic workplace
Whereas once upon a time there were people who
collected and worked with data... [all of us] are now
increasingly expected to not just access the data but to
update and manage and use it for all sorts of monitoring
purposes.
Fundamentally I spend more time at work or at home in
front of a PC than in any other activity. So how I'm
engaging with that keyboard and the basic interface... is
how I spend my time.
... a lot of work to be done with staff who are either at a
very low point in terms of skills or in terms of morale.
24. Findings: framework analysis (DRAFT)
‣ ICT proficiency = core skills
‣ Information, media and data
literacy = critical use
‣Creation, scholarship and
innovation = creative
production
‣Communication,
collaboration and
participation
‣Learning and self-
development
‣Identity and well-being
26. ‣Comment on the blog
(later)
‣Amend the
benchmarking tool (at
break)
‣Define digital wellbeing:
for yourself, your
colleagues
and your students (now)
How can you get involved?