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7 question survey monkey after staff have done the capability tool within a week to capture their feeling, how it fit in their CPD - own local feedback

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7 question survey monkey after staff have done the capability tool within a week to capture their feeling, how it fit in their CPD - own local feedback

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(and gathering evidence)

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how easy it is to embedd it in curriculum?

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how easy it is to embedd it in curriculum?

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Not easy.  checked curriculum whether it was already embedded. There are some digital skills in computer tech but not in art and design for instance.
Checked with all schools and faculties and asked programme leaders to take a sample.  Nothing across all areas of the curriculum.

How do you get people excited about it to embedded it in the curriculum against other competing demands?  Need the tools and techniques, good support team.

In FE there are measurements.  Ofteds do not have that measure so senior management not seeing as important.  Need a driver for senior managers to buy into it.

If examining bodies are not demanding it then there is little incentive even if staff are capable.

Digital cap linked to employability so a good driver in HE.

Need consistency across the curriculum.  Free floating module?  If not credit, when students will not see the value.

Badging/using LinkedIn certificate?
Students need to build their CVs and having the opportunity to showcase their extra-curricular/digital skills/achievements.

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Need to contextualise to get people involved

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Need to contextualise to get people involved

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performance appraisal review includes digital capabilities

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Define the benefits for staff and students

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Define the benefits for staff and students

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Run regularly to rate services available and capacity of staff to use them
Free text comments provide very rich data
Staff are not uniform - you can't always capture richness of the requirements
Preface with persona work
Self perception
Share profiles - especially those of senior staff

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All stakeholders get together and define needs of all collaboratively. Disseminate institution-wide. But might be better to have different groups to understand each other first.

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All stakeholders get together and define needs of all collaboratively. Disseminate institution-wide. But might be better to have different groups to understand each other first.

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Problem with moving goalposts

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Time taken for vision, longer than expected, need people on board at the top

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Time taken for vision, longer than expected, need people on board at the top

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Designing curriculum - need to know what's available to help them.
UCL have mapping for whole programmes (ABC).
Like the framework and colour-coding used by UH.
Should be explicitly mentioned as an aspect of the curriculum review process to 'force' people to think about it.
Working with employers also.
Lokking at what has worked well and learning from that.
Align with graduate attributes.
Recognise communication and collaboration as part of digital curriculum design to develop skills in these areas, as well as subject areas.

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Communication across different teams, trying to get everyone on board. Need to get control of strategic strategy so works across the institution

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Communication across different teams, trying to get everyone on board. Need to get control of strategic strategy so works across the institution

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different appraisal systems for academic and prof staff. Easier to focus on one group, e.g. professional and then academic need to follow.
Prof staff are influencers of practice

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student technology mentors

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Use 'technology moles' in meetings as part of wider team

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At Salford depended on discipline or may not have known what was possible, or may be happy with what they have. UH students; there may be a disconnect between what they need and what we think we need,
But findings show they feel they don't have the digital skills for the workplace. may need Excel Outlook rather than Referencing Tools!

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Relationship to academic disciplines
Relationship to curriculum design - where can you exhibit the capabilities in your teaching? Storyboarding a good approach to demonstrating this

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CEO needed to be told how many people had to do the tracker - had to set a target to help push it along and reach target

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CEO needed to be told how many people had to do the tracker - had to set a target to help push it along and reach target

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academic staff profiles were too broad, 2nd iteration was better. Not capturing enough detail or spectrum of need. Need to know pedagogical rationale.Disconnect between survey results and practical tools. Everyone's starting point different and need to identify something to move to a different point.

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People had to do it as part of their PGCert - measure who has engaged and use the information, make it useful.

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People had to do it as part of their PGCert - measure who has engaged and use the information, make it useful.

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York - review of every programme (UG 263). dig literacy and skills included. DC team involved in process so had to undertake other tasks. Difficult to impact and effect change.
DC team involved in one-off project but not ongoing programme review.
Too many frameworks - employability, dc, at programme level

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Student pressure helpful for making advancements in adoption of technology - making it a student expectation

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Student pressure helpful for making advancements in adoption of technology - making it a student expectation

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BBQ, free food, free cake, staff events, moving around, no stall, no chairs.
Mix different stakeholders/facilitating networking to encourage the conversation. Around an activity, not a table to breakdown some barriers.

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Can you trust student view? What analytics show is student opinion does not necessarily correlate with acheivement on course.

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Can you trust student view? What analytics show is student opinion does not necessarily correlate with acheivement on course.

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Vision - high level digital strategy document useful to secure resource and involvement
Challenge - strategy to practice can be difficult
Do you need a separate digital strategy?
Digital lens on every thing you do
What do employers want?

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Microsoft Digital Learner - with Leicester Uni, was commended for ease of navigation

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Researching what is needed in the workplace

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Researching what is needed in the workplace

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Work with careers and employability to access employers to ask the questions.
use employability skills framework to keep check of what we cover.
Ask placement students when they return for final year, what skills they needed.
Can we capitalise on degree apprenticeships courses to get an incite from these students as to what is needed.

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Employer buy-in is hard to tie down. Don't have time to get involved? But they want the perfect end-product. How do you define jobs of the future? Not new jobs, but understand the differences of how employees will be expected to DO their jobs. Communication skills are key plus other transferable skills.

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Employer buy-in is hard to tie down. Don't have time to get involved? But they want the perfect end-product. How do you define jobs of the future? Not new jobs, but understand the differences of how employees will be expected to DO their jobs. Communication skills are key plus other transferable skills.

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Uni of Herts case study - meetings and surveys, where does the actual doing/increasing capabilities come in? How does it translate? Involvement of CEO good, UCISA involvement welcome.  Good to have data captured along the way. Data has to be valid, good number of students. Statistically valid? But useful to reinforce current thinking

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Uni of Herts case study - meetings and surveys, where does the actual doing/increasing capabilities come in? How does it translate? Involvement of CEO good, UCISA involvement welcome.  Good to have data captured along the way. Data has to be valid, good number of students. Statistically valid? But useful to reinforce current thinking

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e.g.Case study: for hairdressing using pinterest/moodboard interior design of beauty studio/linkedin accounts.

Do research with local employers.
Could be limiting to the students?

Not subject specific there is a generic element.

Ask the Board of Governors as they have a range of experience in industry.

Engage with recruiting bodies.

Work experience opportunities in the curriculum.

ask students who have been on placements.

Evidencing your work experience.
Get local employer to recognise certificate/badge to validate it.

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Digital behaviours might vary.  Digital tools in workplace might be different to educational digital tools. Should we be more explicit about the skills needed in the profession. Staff need CPD related to their discipline.  Should we speak to alumni about which skills they found useful. Technology changes so much that should focus on transferrable skills, adaptable and flexible.  Need selection palette of tools to fit the need. What happened to HEA subject benchmark, should this be updated to reflect digital capabilities. Hard to thread digital capabilities into crowded curriculum. How are skills assessed? Personalised learning.

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in a big organisation not all groups/clusters engage. Rapid adoption of new technologies, change of strategic direction and change of tools. No one tech solution will suit all
Lack of resources to .

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Opportunities to invite students along to CPD events to share knowledge - perhaps lead?

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Look for new ways of delivering through digital.
People and organisational development
Supporting devleopment and progression - staff which has direct influence on student development.
Multi-roles, librarians as teachers,. FE have flexible roles and can't easily pigeon-hole.
Digital transformation role plus teaching

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Change agents and partnership working, often student voice projects. Inclusive, Help shape the kids of projects. 

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Change agents and partnership working, often student voice projects. Inclusive, Help shape the kids of projects. 

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5 minutes a day of staff CPD capture who has done this with analytical logs. Email 8.45am so top of inbox reminding staff. HR just agreed to include in appraisals. local pick and mix to make 5min segments, packaging materials together.

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Reviewing and evaluating against goals set. Benchmarking and looking at progress. Discovery tool not so useful for this. But data is at organisational level, e.g. their perceptions of skills. New question set is better. Still subjective. Get people together in groups to discuss their profiles.
Useful to know how you fit with rest of the country as well as within department - inform developmental meetings requirements. Bring everyone on board.
HR get a a copy of the report - need agreement. Better to use with line manager for development. Others dont mind sharing within teams.

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A good starting point for getting the  discussion started - which is half the battle!

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OU - Identified stakeholders across all depts (HR, L&T, Estates, Data governance etc etc), over process of 2-3 years. Each rep will champion DC in their dept, but they are at middle management level.
UH - DC scoping group with student, academic and prof staff streams. Not Estates yet. Good governance structure in place.

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Time needs to be allocated for both CPD, training etc AND time to implement and share ideas afterwards - otherwise impetus can be lost.

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1. Buying from the top by doing dev with staff.  Reviewing the culture, infrastructure.  Changing the culture will give traction.  Opportunity to do something differently.  Working with industry partners using Microsoft (bronze/silver/gold) for staff part of the probabion and appraisal process.

2. Part of LT and assessment strategy and using CPD/training.

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How best to engage students - faculty committees and got the idea of going through  personal tuttee system

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How best to engage students - faculty committees and got the idea of going through  personal tuttee system

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HR to make digital capabilities explicit in job descriptions, cpd etc

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HR to make digital capabilities explicit in job descriptions, cpd etc

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Exploring role/subject focused digital skills

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Exploring role/subject focused digital skills

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1. Tips for engaging employers - including to assess skills
2. Professional frameworks in that space
3. Important not to lose generic skills too - some will be across the board
4. Interview recruiters
5. Build in authentic opportunities for students in the curriculum - real world projects/simulations
6. Build bank of evidence of skills for particular career pathways

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1. Strategic buy in
2. Development opportunities with staff leading to culture change
3. Infrastructure in place
Milton Keynes College embedded eg across teacher training programmes
4. Working through MS accreditation
5. Embedded in PDR (De Montfort)
6. Strategy LT&A - embedded within it
7. Training

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1. Incentives - BBQ, free cake
2. More active learning opportunities - action focused
3. Focused projects involving multiple stakeholders (issue, problem solving, eg how to check sheep's teeth)

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1. Reviewed curriculum for where digital skills by sampling across all departments
2. Variable dependent on subject but essentially not much at all
3. Led from top of institution
4. Need QA process to recognise it as important - Ofsted & QAA
5. Examining bodies are key - some won't accept digital.
6. Opportunities for staff to reflect and time to do so.
7. Curriculum revalidation cycles and consistent processes
8. Consider digital as key employability skill and recognise at TEF
9. Help students to see key employability skills and portfolio of skills and experiences outside/post institution eg badges, portfolios, linkedin for showcasing