This is the second post in our rolling update on the Building digital capabilities challenge and associated resources from Jisc.
New and updated resources in this post:
- Teacher profile for further education and skills
- Teacher profile for higher education
- Library and information professional profile
- Learning technology professional mapping
- Leader profile
- Learner profile
- Researcher profile
In the first post I explained that the generic Framework has its limits when it comes to considering the specialist skills needed by staff in different roles. We have removed much of the detail from the high level framework, and it is now explored in a series of role-specific profiles or mappings. Each profile is an example of how the six elements can be interpreted and implemented in role-specific ways.
What does it mean to say that they are ‘examples’? Although they are more detailed, these profiles or mappings are still at a very general level. They don’t include any of the digital specialisms that we see emerging in different roles. They aren’t organisationally specific. They don’t include any indication of level. Why not? Well, we are not trying to create competence frameworks, standards, or role descriptions. Those already exist and are quite rightly owned by the relevant professional bodies. We are – working with the relevant bodies where we can – providing examples of how digital expertise is emerging in different roles.
There is no suggestion that individuals should be able to do everything that is in the relevant profile. The profiles show how new areas of practice are emerging, and how individuals might use their digital skills in different areas of their designated roles.
- by individuals to review their own development, and/or to ensure their digital capabilities are fully recognised and credited e.g. in appraisal and review;
- by teams and team leaders to assess collective strengths and priorities, and identify areas in which new skills need to be developed or recruited;
- as the basis for a local version, with language and examples relevant to local requirements;
- to develop or curate resources relevant to people in specific roles.
Working on the profiles
I’m very grateful to have input from the members of several professional bodies and expert working groups on these resources. That doesn’t mean that the professional bodies overall have approved the content – unless it says so on the tin!
- Teacher profile for further education and skills, with thanks to Jisc’s Digital Launchpad Working Group and Jisc subject specialists for accessibility and inclusion, for their comments and improvements
- Teacher profile for higher education, with thanks to the Higher Education Academy for their comments and for supporting the mapping to the UK Professional Standards Framework (UKPSF)
- Library and information professional profile, with thanks to Jane Secker and the Information Literacy Working group of Chartered Institute of Library and Information Professionals (CILIP) for their comments and improvements
- Learning technology mapping, developed in collaboration with the Association for Learning Technologies (ALT), with special thanks to Maren Deepwell for coordinating this
- Leader profile, with thanks to participants on the Jisc Digital leaders course for their feedback
- Learner profile, with thanks to members of the Association for Learning Development in HE and especially to Debbie Holley, Bournemouth University; also to student members of the Change agents’ network (CAN) network)
- Researcher profile , with thanks to Vitae for supporting and enabling the mapping to their Researcher Development Profile (RDF)
We look forward to hearing your views about these resources – about how they could be useful or are already being used. Please come and discuss how you are developing digital capability in your organisation with us if you are attending Digifest on 14/15 March.
In the next update we look at some new organisational resources for planning and developing digital capability.