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In order to help consistency of approach, and to help understanding of how the tool might be used, more examples would help.

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Seems like we are making our own levels here - why?

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Seems like we are making our own levels here - why?

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RIBA, PRINCE2, PMI, etc. all have the concept of stage gates and our organisations will have governing boards (with different approaches), but ALL of them will have a gated process. I think this would land better with more consistent terminology. Someone proposed CMMI, and that feels like the same thing - adopt terminology that is already recognised and fit for purpose.

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... for use in getting buy-in across the senior leadership team. A one-page explanation of what this tool's for, and what value it might bring.

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Benchmarking, in order to gauge risk in progressing any given aspect of digital transformation. As intel to inform institutional prioritisation (in what areas are we behind the sector norm?)

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the Framework with the action planning document may be enough

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A two pager would assist with obtaining buy in

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Supporting implementation / usability at different levels, departments and across different themes. Scenario: Could a slice of the model be used to inform the "in design" curriculum design strategy?

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Simplicity is the basis of complex systems.

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Simplicity is the basis of complex systems.

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https://en.wikipedia.org/wiki/Systemantics
Gall's Law:
'A complex system that works is invariably found to have evolved from a simple system that worked. The inverse proposition also appears to be true: A complex system designed from scratch never works and cannot be made to work. You have to start over, beginning with a working simple system.'

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Suggestion made around specific support for each of the theme areas - as a comprehensive model, tackling it all could be overwhelming.

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Suggestion made around specific support for each of the theme areas - as a comprehensive model, tackling it all could be overwhelming.

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to see relevance to an individual institution, how does this apply to me?

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Facilitate exchange between organisations, create occasions for peer learning

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Facilitate exchange between organisations, create occasions for peer learning

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Andrew had a good idea. A way to show the board/department/etc. which digital level the organisation/department are on to discuss how to go to the level you want to be on

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Andrew had a good idea. A way to show the board/department/etc. which digital level the organisation/department are on to discuss how to go to the level you want to be on

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No university is starting from scratch - in reality the linear flow would be better represented by a cyclical, reflective model

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how will this fit with an agile organisation?

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how will this fit with an agile organisation?

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The barrier to entry is high with background reading and detail. Consider a self-service online assessment that could be used to more quickly assess maturity across multiple perspectives across the organisation (including external stakeholders).

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Ask expressed around the need for filtering and/or expand/collapse to make a large document accessible/usable.

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Ask expressed around the need for filtering and/or expand/collapse to make a large document accessible/usable.

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I would like to see something more visual at some point. I would like filters so I can assess and use analytics on areas that I am interested in. For example, I would like to see a filter that has not started- not planned so I can see if there are priority areas that we can see and need to focus budget and resources on. Whether this is done via a spreadsheet or interactive tool. I like the idea of an interactive tool because you could click into extra areas of information rather than be daunted by it all in front of you. This could then link to case studies, videos etc. Eliza

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General support for the descriptors, but ask for general, overarching guidance and perhaps examples as to the definition of each level.

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General support for the descriptors, but ask for general, overarching guidance and perhaps examples as to the definition of each level.

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Check consistency of levels labelling e.g. differences between p3 and p6

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Whether this is a model or a framework, it needs to be read and understood, if it is to stand a chance of being used at any HEI. As it stands, the document would not be helpful in my organisation. It needs to be brief, clear and simple. The level of detail currently in this 99-page document very much limits its usability and therefore its impact.

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Transformed doesn't seem to b ethe right word for the "highest" level.

Emerging to Established
Established to Enhanced
Enhanced to Mature

For some institution a transformation mighht be form Emaerging to Enhanced.

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...financial models of digital transformation that could underpin these initiatives. There may be different financial models/plans to make this happen across an organisation. One main barrier is that silos happen bec every dep/unit have their own budget. E.g. do you have one strategic change model + finance one on digital transformation or...? Showing some models for HEIs on this would be helpful.

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The model needs to be capable of being used at a lower level of granularity within each descriptor for it to be useful.

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Asking 'are we good at this stuff' as an organisation

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Asking 'are we good at this stuff' as an organisation

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may be good in areas but whole organisation is more difficult

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a clear articulation of what is required at each level of transformation 

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a clear articulation of what is required at each level of transformation 

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Relationship between descriptors and progress levels?

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Relationship between descriptors and progress levels?

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I.e. can you choose 'in progress' for two columns in the same row at the same time, or is the idea that you complete one column of 'transformation' stage before you can move on to the next? Or are the two exclusive?

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Concern that the opposite of maturity is immature

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Use cases and referral material is always useful. In HE we rarely undertake a project or adopt an approach in isolation and the community we work within has always been very helpful with knowledge, input and awareness

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Use cases and referral material is always useful. In HE we rarely undertake a project or adopt an approach in isolation and the community we work within has always been very helpful with knowledge, input and awareness

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Component parts of universities could be at different stages - simplify and make applicable to departments etc

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Tie up to other established toolkits and approaches that reflects where each university could be at any moment in time.

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As a model it is far too big. A model needs to be a few pages not 99

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A transformation is all related to the baseline and starting point - I wouldnt want "transformed" to be protected and only used at the top of a hierarchy

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who is making the judgement, is the measure too broad - ie is it different levels for different pockets in the institution

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who is making the judgement, is the measure too broad - ie is it different levels for different pockets in the institution

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The goals/aims are actually rather modest in comparison to our level of digital maturation.

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Who? depends on the part of the institution.

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Who? depends on the part of the institution.

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Practitioners and leaders in digital innovation have been using technology to enhance the curriculum for some time, and our member stories illustrate how much good practice has been established. However, how do we know if this practice is transforming the way we deliver our curriculum? And, what can we do to find out?

Digital teaching and learning models

Models can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation. One such model is SAMR and it has received a lot of attention in recent times.

What is SAMR?

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning.

The diagram below explains the four categories.

The first two categories, substitution and augmentation, describe a situation where the technology is either directly replacing an existing process or has replaced an older technology, but with little gain. Think about how interactive whiteboards replaced overhead projectors. Ok, the technology was more advanced, but the teaching mostly remained the same. Where digital use matches substitution or augmentation, the technology is said to be enhancing the existing teaching practice.

The next two categories, modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation.

Applying SAMR to digital practice

Talk to people and they'll tell you that their overriding desire for technology is to see it transform the student experience. So, how can you use SAMR to achieve this?

We could use SAMR to carry out a simple benchmarking exercises against the available technology for learning and teaching. However, there's a risk that this diverts our attention to the technology rather than the outcome of our effort to change the way we deliver learning and teaching.

A more useful exercise would be to use SAMR as an audit tool to assess how the use of technology is shaping teaching and learning practice. This would provide valuable insights for individual teachers, while assisting leaders to identify where the investment in digital practice is bringing about worthwhile benefits, for example, with better management of resources.

How can SAMR inform the next steps?

Once we know how technology is shaping our learning and teaching practice, it can be used to inform our plans for innovation.

Start by asking 'how can we use SAMR to extend our practice and improve the student experience?'

Teachers could audit a specific example where their use of technology is just substituting or augmenting practice. Alternatively, you might choose to use SAMR to improve the procurement of new technology by asking whether the investment in technology is likely to lead to worthwhile digital transformation.

As you become familiar with SAMR, it's helpful not to see SAMR as hierarchical - that redefinition is the goal for the application of all technology. There will be situations when it's appropriate for technology to substitute or modify an existing practice.

Alternative models

A few other models you may be familiar with are the TPACK (technological pedagogical and content knowledge) or the RAT (replacement, amplification and transformation) model.

The wider picture

Addressing the challenge for more flexible study patterns is closely tied to digital transformation.

Our tackling digital transformation together event brought experts together to discuss what digital transformation is and is not.

We must remember that innovation doesn't have to be all about using the most advanced technology.

Related guidance

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Applying the SAMR model to aid your digital transformation

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A quick guide to help digital leaders and practitioners identify and amplify transformative digital practice.

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Simplify labels. The narrative behind will help audiences interpret and understand the levels

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CMMI Level descriptors should be used for this.

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CMMI Level descriptors should be used for this.

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Jisc maturity model for digital transformation: guidelines

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Jisc maturity model for digital transformation: guidelines

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https://docs.google.com/document/d/1FeIIXL2lEtnS3QpmP9He_CWE-kTgMi9Ctj7F7uIPCZc/edit#heading=h.l44hnteqfbcp

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https://docs.google.com/document/d/1CKFS9PRUqj3Lj634iKvTrcqXhfQapO_oGHicxkXGM3w/edit#heading=h.t9ppxdfg0euc

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Draft maturity model available from this link

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Draft maturity model available from this link

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https://docs.google.com/document/d/1qYKDKNavpUwVObBMUZiHyhmDfN0Tt863rYUoB_O1vy4/edit#heading=h.t9ppxdfg0euc

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Progress levels - Not started/not planned | Not started/planned | In progress | Nearly there | Done - ongoing review

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Emerging to established | Established to enhanced | Enhanced to transformed

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how do we identify ownership and leadership?

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how do we identify ownership and leadership?

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It looks an impossible ask to structure matrix development. Worth trying but is it the right method?