What is the first thing that comes to your mind when you hear the term “digital wellbeing”? For some it might be email overload, fake news, fitness tracker bands or the Google app that lets you “see a complete picture of your digital habits and disconnect when you want to”. There are many connotations, bringing both positive and negative aspects of technology and how it affects our lives.
For us, in the Jisc digital capability team, “digital wellbeing” is one of the elements of the digital capability framework. It was originally defined as:
“The capacity to look after personal health, safety, relationships and work-life balance in digital settings; to use digital tools in pursuit of personal goals (e.g. health and fitness) and to participate in social and community activities; to act safely and responsibly in digital environments; to negotiate and resolve conflict; to manage digital workload, overload and distraction; to act with concern for the human and natural environment when using digital tools. An understanding of the benefits and risks of digital participation in relation to health and wellbeing outcomes.”
Revising the definition
Recently we have revisited the definition as we wanted to broaden it to not only focus on the individual but also include a broader societal and institutional perspective.
Having conducted a short study, we have presented our revised definition of digital wellbeing at the APT conference in London in July 2019. It was very interesting to get feedback as well as hear about main institutional and individual challenges in this area.
We recognise that digital wellbeing is a complex concept that can be viewed from a variety of perspectives and has several aspects within a range of contexts and hope that the new definition covers that:
“Digital wellbeing considers the impact of technologies and digital services on people’s mental, physical and emotional health.
We can view this from an individual perspective in personal, learning or work contexts. This means understanding and identifying the positive and negative impacts of engaging with digital activities and being aware of ways to manage and control these to improve wellbeing.
We can also view digital wellbeing from a broader societal or organisational perspective where service providers need to recognise and take responsibility for ensuring that digital systems, services or content are well managed, supported, accessible and equitable. They also need to empower and build capability in their staff, service users and partners to engage with these in a way that supports and or improves their wellbeing.”
Get involved
We would love to hear your feedback on the new definition of digital wellbeing as well as hear about what support colleges and universities need in supporting the digital wellbeing of their staff and students. Please post comments below, via Twitter #digitalwellbeing or email (digitalcapabilities@jisc.ac.uk).
We will be introducing our work around digital wellbeing at ALT-C (Wednesday 15.30 in the main hall). For further discussions and a briefing paper sharing the outcomes of our work so far please join us at the digital capability community of practice event in Edinburgh on 27th November. You can also follow this work by subscribing to our new mailing list.
Chris is a Learning Technologist, working directly with UCLan’s Faculty of Health and Wellbeing as digital lead. Currently an MIE Expert, MIE Trainer and Microsoft Certified Educator – Chris is an active member of the Microsoft community, regularly contributing and advocating the use of technology solutions in education. He played a key role in the deployment and development of Microsoft Surface technology across the University’s academic community. Chris is currently leading on a new initiative, which recognises the development of 21st century, digital skills to support students in their future employment. He is also an active member of the Association for Learning Technology (ALT) and holds Fellowship with the Higher Education Academy (HEA).
It has never been more important to prepare our students for the modern workplace by equipping them with future facing, digital skills. Following the Jisc Digital experience insights survey 2018, it was found that only 41% of students who were asked felt that their course of study ‘prepared them for the digital workplace’. In addition, only 40% agreed that they had regular opportunities to ‘review and update their digital skills’. At the University of Central Lancashire, the Technology Enabled Learning and Teaching (TELT) team have worked closely with our academic community to address these ever-growing concerns.
“The 21st century demands ‘21st century skills’. Our students are embarking on career paths which are invariably changing at a rapid pace, particularly in relation to technology. Many of our students are aspiring to become teachers of Physical Education and being ‘digitally literate’ is a crucial prerequisite of employability in this domain.”
“At UCLan, the midwifery curriculum prides itself on allowing students to develop digital literacy skills and encouraging them to be ‘digitally ready’ when seeking employment. With employers often stating that digital skills are an essential requirement for those applying for the role of a newly qualified midwife, the team see this as an essential component of the midwifery course. Lecturers lead by example, by ensuring that all teaching and learning resources are delivered using digital approaches, encouraging the students to engage with these methods of learning.”
Jean Duckworth and Hazel Partington – both academics at the University, lead a suite of online Masters level courses and modules. Students arrive to the course or module with a range of different digital skill levels. Some may have studied or worked in a technology rich environment, whilst others have not yet developed their skills in this area. The team start the course with a very intensive induction, which starts with using Outlook, Microsoft Teams, Skype, Adobe Connect and the University’s Virtual Learning Environment. By doing this, students get to know each other and have the tools to fully engage in their studies. These skills are further developed as a student progresses through the course or module.
“Employers often comment how ‘digitally ready’ students from our University are when they apply for jobs. By encouraging students to embrace and develop digital literacy, we are equipping them with lifelong skills that they will use throughout their careers, so they are confident and competent to provide care using digital systems in the work place.”
