Making a difference with technology-enhanced learning - Scott Hibberson and Sue Watling
Leveraging change through digital capability - Scott Hibberson, Saf Arfan and Dr Liz Bennett
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Transcript of Leveraging change through digital capability - Scott Hibberson, Saf Arfan and Dr Liz Bennett
Leveraging change through digital capabilityConnect more…
Building digital capability
Discovery tool
Leadership developme
nt
Digital capability framework
Online offer
Digital capability: the six elements
ICT proficienc
y
Information,data and
media literacies
Digitallearning and
self development
Digital creationinnovation and
scholarship
Communication,collaboration and
participation
Digital identityand wellbeing
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Old Tools by arbyreed CC BY-NC-SA 2.0 https://flic.kr/p/hQQFyGOld
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Discovery tool
» We have built a discovery tool to help staff discover their digital capability and provide them with feedback that will help them to build their capability and digital skills
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Discovery tool
Discovery tool pilots
» As well as large scale tests we have a number of institutions, FE, HE and skills who are undertaking small scale pilots with groups of staff
» In addition we have provided the Digital capability user group of eighty plus institutions with a version of the tool for them to test with small groups
» As a result we have had further user feedback that will inform development and functionality
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By Alan Chia (Lego Color Bricks) CC BY-SA 2.0 via Wikimedia Commons https://commons.wikimedia.org/wiki/File:Lego_Color_Bricks.jpg
Digital leadership course
» The Jisc Digital leaders programme has been designed specifically to equip current and aspiring leaders and managers with the tools and knowledge to inform their digital practice, enabling them to:› Become a more effective digital leader or manager
through personal and professional development › Explore how their organisations can engage more
effectively with the technology at their disposal – at both strategic and operational levels
› Lead, manage and influence digitally-driven strategy across organisations, departments, services and teams
Digital Leadership course
» We continue to work with Jisc training on the roll-out of the Digital leaders course following the successful pilot
» The course is next scheduled to run in October, and that run will be part of the transition from project output to Jisc’s service offer
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Image by James Clay CC BY-NC 2.0
Digital capability online offer
» Personalised dynamic online offer» “Playlists” of activities, resources, content, guides» Creation of dynamic and static “playlists”» Bespoke institutional “playlists”» Professional framework lenses» Social sharing, Twitter, Facebook, LinkedIn
Online offer
» We are basing the online offer on the upcoming Jisc app and content store
» Development on the app and content store is now at the stage where we hope to be able to link to tagged ‘playlists’ of relevant content and resources from the discovery tool results page within the next couple of weeks
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The Shop of Books by Fergus Murrary CC BY-NC-SA 2.0 https://flic.kr/p/JmoaZ
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What do we understand by digital capability?
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Twitter Bird by DryIcons with permission smashingmagazine.com/2008/09/practika-a-free-icon-set/
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Image Copyright NERC
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Image: Lawrie Phipps
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Image by Randy von Liski https://flic.kr/p/8pxy4r CC BY-NC-ND 2.0
Dashboard
» Bringing together information and aggregation of data from usage of the discovery tool
» We are currently designing the prototype institutional dashboard based on our emerging understanding of what the institutional leads want to know about their staff’s results in the discovery tool
» Link in with resources and services currently in use and what is available
Resources
» Tools» Services» Advice and guidance
Building digital capability
» This is about staff digital knowledge, skills and attitudes» Universities, colleges and skills want help in:
› identifying the digital skills needed› identifying their skills gaps› planning, implementing and evaluating initiatives to
improve skills» #digitalcapability
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Old Man's Desk by Daniel Hansson CC BY 2.0 https://flic.kr/p/2oeYqL
Next step
» We will be opening the public beta of the Digital capability service to all members in the Summer 2016
» The Digital leadership programme will be running in October 2016
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Image by James Clay CC BY-NC 2.0
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» There is the main site on the Jisc website
» jisc.ac.uk/rd/projects/building-digital-capability
Web site» Follow the project on the
blog» http://digitalcapability.jiscin
volve.org/wp/
Project Blog
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» Follow the community using the hashtag #digitalcapability
» https://twitter.com/hashtag/digitalcapability?vertical=default&src=hash
Jisc Digital Leader ProgrammeSaf Arfan – Vice Principal, Salford City College
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Context»Background in construction &
regeneration»Joined FE in 2008 as the senior lead for
capital programmes , estates & IT» Joined Salford City College in Sept 15
with the added responsibility for digital learning.
»Merger of 3 Salford colleges (1 FE + 2 SFC)
»Medium size college with c£40m turnover»Operate across 5 campuses
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Context»Absence of a digital learning strategy.»Lack of integration with the study
programme»Disparate practices across the digital
spectrum»Legacy of underinvestment hindered
innovation»Unreliable Wi-Fi and aging IT equipment»Formed one of our six strategic priorities
in May 15»Organisation is highly receptive to
change
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Developing the Road Map…»Familiarisation – organisation and subject
matter»Understanding the interventions required»Challenging timeline – 9 months»Simultaneous interventions e.g. structure»Develop the business case/investment
plan»Action some quick-wins»Bring it all together as a coherent
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Series of Fortunate Events…»Internal sign-posting – started making
connections»Attended a few eLearning conferences
and events »Used former colleagues as a sounding
board »Key meeting with Jisc Account Manager»Started to cement my approach»Overwhelmed and out of my depth
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Digital Leaders Programme»Key turning point.»4-day Jisc residential aimed at senior
leaders in FE.»Led by Lawrie Phipps and James Clay»Expected to walk-out with a strategy
document in my hand»Event turned my approach on it’s head.»Appreciate the complexity of the
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By James Clay: http://elearningstuff.net/2016/01/14/mapping-the-learning-and-teaching/ 39
Digital Mapping…
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Education, Learning & Faith
Collaborating, Socialising &
Playing
How To:• Knit loom bands• draw/paint/
make• Minecraft• Sew• Bake• languages
v
Salma Arfan – digital snapshot 2016
By James Clay: http://elearningstuff.net/2016/01/14/mapping-the-learning-and-teaching/ 41
Digital Mapping…
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The Mix…
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Themes/Workshops…
»Good cross section of workshops introduced us to important themes, from legal considerations, learning analytics, Janet to the use of assistive technologies.
»As well as the Jisc Digital Capability Framework and other resources
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Following on…
»Continued the dialogue with contacts I’d made
»Joined SOLA Consortium – HoW College»Maintained contact with Jisc family for
ongoing guidance – Mark Ayton »Tested the strategy amongst peers and
colleagues
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Summary…»Timing of the event was fortuitous.»Services and guidance offered by Jisc are
invaluable to the sector»A Jisc residential follow-up event to share
strategies, issues and challenges would be welcomed
»Challenging journey ahead»Learning curve has yet to peak.
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Employability and digital identity: levering change through curriculum review workshops
Jisc Connect Liverpool and Belfast June 2016
Dr Liz BennettDirector of Teaching and Learning School of Education and Professional
Development
Strategic project – institutional change
• Single institutional context• Based around 2 year project around
– digital literacies repurposed for– Employability– Retention– attainment
• Reconnaissance phase - External & Internal scoping – available see resources slide
• Intervention – D4 Workshop
Employability macro context
• Thematic review a top down way of putting a focus on particular priority areas led by QAA ;
• Sector lead bodies eg Jisc, HEA;• TEF has employability running
through it
Critiques of employability• Bernstein argues that
autonomy and market orientated approaches are two forms of visible pedagogy that are in conflict 1990 p.86
• Docile professionals Reid (2015)
• Lecturers are in tune with these critiques
D4 - Employability Curriculum Design:
WorkshopLiz Bennett, Sue Folley
Discover - Dream - Design - Deliver
Aims of the session
To provide a starting point for discussions of your course development
To introduce you to a range of curriculum design tools (Appreciative Inquiry and Employability resources)To identify support available from the School, Careers Service and the University.
To create a personal, team action plan and any actions for the School and University
From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (p.16)
Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems.
What is Appreciative Inquiry?
Discover
Dream
Design
Deliver
Appreciative InquiryThe best of what has been
Best that might be
What it might truly look like
What we will commit to
Employability TEF and DLHE
• Productivity challenge– Over 7 million graduate jobs 2012-22– At least 20% of graduates not working in high skilled 3.5 years on– STEM employers concerned about shortages– Organisations finding it difficult to recruit certain skills– Surplus and mismatch in other areas– ‘HE needs to provide degrees with lasting value to their
recipients’
Source: http://feweek.co.uk/2016/02/01/survey-helps-us-deal-with-skills-gap/
Employability and levelling the playing field
“we are finding that the combination of opportunities, resources, and sense of confidence and self-esteem that enable certain people to play the graduate employment game more successfully than others, are recurring themes in our data. “ (Bathmaker et al. 2015)
Source: http://feweek.co.uk/2016/02/01/survey-helps-us-deal-with-skills-gap/
Students’ opinions
Split into groups of 3-4 people.
a) In your group, brainstorm the types of jobs that our graduates get.
b) Identify the things that help our students to get into work both within and outside the curriculum?
c) Identify the things that your course/curriculum do well in supporting students to get started in their career.
Task 1 – the Discover StageDiscover
Dream
Design
Deliver
Administrator
are we thinking about what they do with us or outside the curriculum here? Should we be more specific?
Sue Folley
I think it would be good to consider both as if we stick with inside, they may miss the whole getting involved in netorks stuff which we want
Sue Folley
Should this be first or last? I think possibly last then the careers person (or us on their behalf) can say if that is correct or not??
Still in your small groups you are going to create a vision of what the desirable attributes a first class student graduating from your course demonstrates.
Think about: How you want your degree to enable graduates to:- Work effectively with others- Meet employer’s expectations- Work with professional bodies (if appropriate)- Be adaptable and agile to work and learn in a variety of contexts- To be able to work in a digital world
Draw a mind map or other diagram to represent the ideal graduate attributes.
Feedback to whole group and distil into a list of themes
Task 2 – the Dream StageDiscover
Dream
Design
Deliver
Task 3 – the Design StageDiscover
Dream
Design
Deliver
Still in your small groups this task is to map the development of employability skills across the 3 years of your course.
a) Using the coloured cards identify whether there are any gaps with Task 2 and if so create some new cards for attributes that you’ve identified in Task 2.
b) Write out on the sheet provided the modules that make up your programme.
c) Map onto the modules the current activities and tasks that develop the graduate attributes identified in Task 2.
Task 3 – the Design StageDiscover
Dream
Design
Deliver
c) Using the cards and the stickers colour code these activities
d) Start to discuss gaps/overlaps and create a vision of what your curriculum may look like in the future
Communication
Adapted from the Viewpoints Project by JISC.
Ability to present information both verbally and in written form with clarity and precision to individuals and a wider audience
Communication
Adapted from the Viewpoints Project by JISC.
Students need evidence of being able to:
Possible curriculum approaches for this:
WrittenWrite for different audiences and medium Sell an idea/product/concept via written
communicationWrite reports of various natureWrite a well constructed sentence and use
appropriate language and style
VerbalPresent confidently Sell an idea verballyDebate/negotiate/persuadeQuestion/interview Show empathy and have the ability to
understand and articulate another person’s point of view
Listen
Producing real-life written materials like marketing materials, posters, reports, articles, a research proposal etc.
Blogging tasksDiscussion board tasks
Speed dating with employersPresentationsDebatesRole playingElevator pitch
Personal Qualities
Adapted from the Viewpoints Project by JISC.
Demonstrate a range of personal qualities that employers value
Personal QualitiesStudents need evidence of being: Possible curriculum approaches for
this:
Adaptable: able to change according to the needs of the role and priorities
EnthusiasticResilient Self-motivatedCommitted to continuing personal and
professional developmentReflective – ability to review the quality of
workEmotionally intelligent, and possessing a
high level of interpersonal skillsAble to demonstrate a high level of self-
esteem/self efficacy Stress tolerantAble to resolve conflict
Problem based learning
Case studies
Reflective blogs/diaries
PDP modules
Personal tutoring
Dissertation guidance/supervision
Adapted from the Viewpoints Project by JISC.
Leadership & Initiative
Adapted from the Viewpoints Project by JISC.
Initiative – acting before being prompted by othersLeadership – possessing the quality of character and personality to gain the confidence of and lead others
Leadership & InitiativeStudents need evidence of being
able to:Possible curriculum approaches for
this:
Involve others, encouraging their ideas Provide feedback to others Recognise people’s strengths and
weaknesses Take responsibility Make decisions Lead by example
Placement opportunities Peer feedback Group/collaborative tasks Group project work Constructing criteria on which performance
may be judged
Adapted from the Viewpoints Project by JISC.
Problem Solving
Adapted from the Viewpoints Project by JISC.
Selection and use of appropriate methods to find solutions
Problem SolvingStudents need evidence of being
able to:Possible curriculum approaches for
this:
Identify problems and possible solutions Think creatively to solve problems Take into consideration various
stakeholders’ views Use questioning/investigative skills to find
out further information
Problem based learning Group problem-solving tasks Reports Scenario based learning tasks Case studies
Adapted from the Viewpoints Project by JISC.
Digital Identity
Adapted from the Viewpoints Project by JISC.
Ability to manage identity and personal branding created and perceived online
Digital IdentityStudents need evidence of being
able to:Possible curriculum approaches for
this:
Present themselves online to perspective employees (via LinkedIn, online cv, ePortfolio)
Use various mediums appropriately
according to audience e.g. blog, email, social network
Build a professional network online Show awareness of how to manage their
own digital identity
Blogging Use of social networks to share ideas and
discussing appropriate topics Creating a LinkedIn profile and Twitter
profile for professional use Creating an ePortfolio to showcase work Building a professional network using social
media Discussions about professional ethics in
social media
Adapted from the Viewpoints Project by JISC.
Teamwork
Adapted from the Viewpoints Project by JISC.
Can work constructively with others on a common task
TeamworkStudents need evidence of being
able to:Possible curriculum approaches for
this:
Work effectively as part of a team to complete a task
Maintain positive networks with various working partners
Work to deadlines as a team to support your colleagues/peers
Involve others, encourage their point of view and listen to their ideas
Group work/collaborative tasks
Doing real projects for a customer in a team
Group wikis for creating content or solving problems
Snowballing tasks: which might start with pair-based work with the groups progressively combining to produce a larger-group response to the challenge set
Adapted from the Viewpoints Project by JISC.
Adapted from the Viewpoints Project by JISC.
Planning & Organising
Ability to work out how to schedule available resources and activities in order to meet an objective
Adapted from the Viewpoints Project by JISC.
Students need evidence of being able to:
Possible curriculum approaches for this:
Prioritise tasks and workload Plan for the future Work under pressure and meet deadlines Multitask
E-portfolios
Doing real projects for a customer
Other project work (group or individual)
Producing a research or project plan
Planning & Organising
Task 4 – the Deliver StageDiscover
Dream
Design
Deliver
Using what you have done in the previous task(s) and the backs of the cards discuss which aspects of employability skills you cover well in your current curriculum and those you would like to include in your future planning to cover any gaps.
Complete the first three boxes on the front of template form to capture your discussions.
Following this create a team action plan of what action needs to take place in the short/medium/long term to make the changes you need. Agree on who is taking responsibility for each of these changes and complete the second page of the template form provided.
Evaluation of our Workshops
would recommend it to others. Good way to focus on curriculum design (Participant from Workshop 2).
very helpful as a structured and facilitated opportunity for us to discuss this task as a team with external input, giving rise to ideas and opportunities that we would not have identified ourselves (Participant from Workshop 3).
It was a very valuable time together and prompted some tangible ideas that we wouldn't have thought of otherwise and that will add real value to next year's lab programme (Participant from Workshop 2).
The workshops were evaluated using five simple open ended questions. The results were overwhelmingly positive.
• ”It created a space and structure for us to think clearly and practically about how to enhance our curriculum and pedagogy to respond to TEF whist not losing sight of the intrinsic value of education…It facilitated us to come up with a clear and focused “to do” list….It made us aware that some small changes to teaching delivery could have a big impact if handled well”
Why do they work?• Space for critique;• Team based dialogue,
unfreezing change, not siloed;• Change positively framed;• Simple but not oversimplified• Action orientated and positively
framed
Resources• http://ipark.hud.ac.uk/ • (in the training & staff development
folder)• Or shortened url is bit.ly/1O2UVla• External Scoping Report • Internal Scoping Report
References• Bathmaker, A.-M., Ingram, N., & Abrahams, J. (2015). The labour market
transitions of recent graduates: narratives of classed experiences. Paper presented at the Converging Concepts in Global Higher Education Research: Local, national and international perspective, Celtic Manor, Newport. https://www.srhe.ac.uk/conference2015/abstracts/0184.pdf
• CBI & NUS. (2011). Working towards your future Making the most of your time in higher education.
• Reid, J. (2016a). Redefining “Employability” as something to be achieved. Higher Education, Skills and Work-Based Learning, 6(1), 55-68. doi: 10.1108/heswbl-02-2015-0005
• Reid, J. (2016b). Engaging with childhood: student placements and the employability agenda. A journal of global child research.
• Yorke, M., & Knight, P. T. (2006). Embedding employability into the curriculum: HEA.
