Digital capabilities framework: an update

This is the first in a series of posts to bring you up to date with developments on the Digital capabilities Framework and associated resources from Jisc. Each post will start with a list of resources so you can go straight to those links if you prefer.

New/updated resources in this blog post:

From now through Digifest and beyond there will be plenty of resources coming your way, with further developments promised through the spring and summer 🙂 So if you are into digital capability (literacy, fluency, confidence or skills) you might want to get your party bag ready.

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Jisc Digital capabilities framework: the six elements

This post focuses on updates to the Digital capability framework for individuals. If you don’t know the framework already you can get a quick refresher from this blog post: framing the digital capabilities of staff (November 2015).

The aim of the framework is to provide a high-level, general account of the digital capabilities that we (in post-16 education) aim to develop, in our staff and in our learners. For the first time in this update we have evidence of how the high level framework is being used in practice. Drawn from survey evidence and consultations, and from case study interviews, these include:

  • To support discussion and build consensus about the capabilities needed in an organisation (described as ‘a common language for development’)
  • To inspire a local version
  • To plan, ‘benchmark‘ or review staff/educational development
  • To plan or review a curriculum, or to develop new learning materials, with digital capability as an outcome (there more on curriculum uses in a later post)
  • To structure and signpost development opportunities – videos, content playlists, workshops, communities of practice
  • To design digital badges or ‘missions’ for staff and/or students to evidence their digital capability
  • To map digital expertise across different staff roles within a team, department, or the organisation as a whole, identifying gaps and recognising where digital expertise adds value

Updates since 2015

The 2015 Digital capabilities review produced a framework that is now well recognised and used (the UCISA 2016 Digital capability survey will provide more evidence of this). However, we know that the original descriptions for the six elements were too complex. They have been cut down and simplified, and organised into 15 sub-elements for ease of reference. You can download the updated Framework and descriptions here.

If you are very alert – or know the original very well – you will notice some minor changes. There is no problem with continuing to use the 2015 version! But you might be interested in why these changes were made, especially if you have been involved in any of the professional body consultations or have given feedback on resources. (Yes we have listened!) This is what we were asked to do, and why.

Clarify the difference between proficiency and productivity
The first element of the Framework is now more clearly split in two parts, the first (‘ICT proficiency’) meaning functional access to digital technologies, and the second (‘ICT productivity’) meaning the choice and use of those technologies to meet personal needs and the demands of different tasks. Proficiency is essentially a set of technical skills. Productivity is the ‘mindset’ and experience to apply those skills in practice. This involves confidence and curiosity, openness, judgement and discrimination, and the ability to deal with technical set-backs.

We have not included a long list of current tools, apps and technologies in this element because they are constantly changing. But we do have a new resource (coming soon!) that maps the six elements to current tools in use. You keep asking for it, and thanks to Jisc’s Subject specialists you can now have it. And you will be able to adapt it and add your own favourites too.

Extend the idea of ‘scholarship‘ to evidence-based problem solving
The framework is meant to apply across professional roles in HE, FE and the skills sector. And one of the big toe-stubbing moments for people in non-HE-academic roles was always ‘scholarship’. We knew there was something important here about using digital evidence and tools. We wanted to keep  that digital capability is about thinking differently and not just doing differently. But it had to be expressed in a more inclusive way. This sub-element now appears as ‘problem solving‘. The Profiles for Researchers and for Library & information professionals show that this element can be interpreted in ways that are highly scholarly and research-based. But other staff (and learners!) also use digital evidence to make decisions, solve problems, and arrive at innovative solutions. Increasingly, practices such as survey design and finding patterns in data are needed across roles. We hope that in making this term more inclusive we have managed to keep that sense of intellectual engagement.

Notice that we do ‘development‘, not just self-development!
The framework was intended to be generic, with the special skills of digital teachers being explored in the relevant teacher profiles. While everyone can learn, reflect and develop in their role – the thinking went – not everyone is a teacher.

Feedback on question sets for the Discovery tool told us that teaching staff did not find enough in the generic framework that addressed their expertise in developing students and the curriculum. At the same time, staff in other roles pointed out that they also develop others, whether that’s supporting students with advice and guidance, contributing their expertise to the curriculum, or mentoring other staff in their team. Learners too can act as mentors and collaborators in the curriculum. So we’ve fixed it. The relevant element is now Learning and development and there is a new sub-element called ‘teaching‘. Just as the original framework implied that everyone should be a ‘learner’ – and have those habits of digital exploration and self-development – so now it implies that everyone in an educational organisation should be able to develop other people. And in the context of our framework that means everyone must appreciate how digital tools can help in this, even if they are not using those tools every day, or as a core part of their role.

We hope that these changes enhance the framework and make it more usable in practice. We look forward to hearing your views! Please come and discuss digital capability with us if you are attending Digifest on 14/15 March.

In the next update we discuss the new and updated digital capability profiles for different roles.

Follow #digitalcapability

Digital capability profiles for different roles

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:

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.

byod-bannerThe profiles might be used:

  • 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.

Follow #digitalcapability

News from the Building digital capability project team

Although it has been quiet on the blog recently, we have been busy behind the scenes with some new developments. We will also be starting a series of blog posts in March 2017, to launch a suite of resources to support colleges and universities with the development of digital capability of their staff and students. So bookmark this site and look out for the series of blog posts from Helen Beetham over the forthcoming weeks. We are pleased to be presenting on this work at DigiFest together with colleges and universities who are taking forward their developments on digital capabilities. We will also be launching a Digital Capability community of practice at an event on 9th May in Birmingham – more information will follow.

Piloting the discovery tool

We are delighted to be working with 14 institutions on a closed pilot of a beta version of our Discovery tool aligned to the digital capability framework.

Discovery tool

Discovery tool

The tool has been designed to support individuals and managers in a range of roles by helping them to identify and reflect on their current digital capability and make plans to improve their capability through a set of recommended actions and resources.

The following institutions are working with us over the next 6 months to pilot the discovery tool and our wider set of digital capability resources:

  • Coleg Y Cymoedd
  • Derwentside College
  • Hartpury College
  • North Lindsey College
  • Hull College Group
  • School of Pharmacy, Cardiff University
  • University of Derby
  • University of East London
  • Glasgow Caledonian University
  • University of Hertfordshire
  • University of Hull
  • Institute of Education, University of Reading
  • The Open University
  • University of Southampton

The findings from the pilot will be informing the further development of the discovery tool which will move to a more sustainable platform for a roll out of an open pilot in Autumn 2017.

Developing organisational approaches to digital capability

6 Elements of digital capabilities model

6 Elements of digital capabilities model

In March we will be launching a suite of resources to support colleges and universities with the development of the digital capability of their staff and students. We are creating an online guide on ‘Developing organisational approaches to digital capability’ authored by Clare Killen and Helen Beetham, which will be launched late March. The online guide aims to support organisational leads with responsibility for developing staff and student digital capabilities in FE and HE by offering a structured approach showing how our digital capability framework can be used alongside a suite of tools and resources to help you to build a contextualised model for developing digital capability in your organisation.

The guide will link through to the following resources which have all been updated following feedback from an extensive consultation with practitioners and managers across further and higher education:

  • Updated digital capability framework
  • Organisational lens on the digital capability framework – which will provide guidance on how to approach digital capability across four key areas within an educational organisation of teaching, research, content and communications.
  • Strategic steps towards organisational digital capability – a 4 step model
  • An audit tool and checklist – a valuable starting point for conversations within the organisation
  • Seven digital capability ‘profiles’ outlining the digital capabilities required by different roles, including HE and FE teacher, learner, library and information professional, learning technologist, researcher and leader
  • Series of case studies highlighting how universities and colleges are developing staff digital capability

These resources will all be published in March and linked from the Building digital capability project page with supporting blog posts here.

If you have any queries please contact us at digitalcapability@jisc.ac.uk

We look forward to your feedback on these forthcoming resources.

Lisa Gray, Heather Price and Sarah Knight

Digital Pedagogy Lab

Province House, Grafton St, Charlottetown (471342)

Over on a domain of his own, Lawrie has been posting about his attendance at the Digital Pedagogy Lab on Prince Edward Island and has written a series of blog posts about the event and what he learnt and experienced and the relevance to digital capability.

Red Roads and Connectivism

http://lawriephipps.co.uk/?p=8157

Digital Pedagogy Lab: Prince Edward Island, a conference for 60 delegates working across schools, further and higher education. A highly interactive event that generated over 6000 tweets in over three days, and involved remote delegates across 4 continents. This initial post from Lawrie frames the event, discussing nature of connectivism and rhizomatic approaches in education.

Connectivism and the tyranny of print

http://lawriephipps.co.uk/?p=8242

How much does our notion of content drive our learning environments. Dave Cormier wrote: Content is a print concept. It requires replication in the form of the printing press. It requires authority/power in the form of a government/agency/publisher deciding what is ‘required’ to learn. It is a standardization engine for learning, both to allow for spreading of authorized messaging and to allow for ‘uninstructed teachers to teach almost as well as an experienced one.’ Education, learning, should be a process– it sounds obvious, but when we look critically at the learning environments we have developed thus far, there is strong element of students engaging with content, not people. This is especially true in digital contexts. This post as already generated debate on both twitter and “the comments on the blog!”

Open Analytics?

http://lawriephipps.co.uk/?p=8251

The water cooler discussions are a key part of any conference, at #DigPed they were built in and reported upon. This was one of those discussions, led by a leading proponent of Open, Robin DeRosa. Underpinning the question was the issue of the data being open to each of the individual students, and the transparency of the algorithms associated with the analytics being used. If we make data open to each student, can we give the students the tools and the space to develop the capabilities to understand the data they are presented with? Could this be a way of framing a conversation with institutional staff about their learning processes?

Vulnerability in the Curriculum: No one cares about your soup!

http://lawriephipps.co.uk/?p=8279

Developing a digital identity is arguably a key element of working in the modern world. In this piece Lawrie links vulnerability and authenticity as being a part of developing that identity and asks the question how can we model vulnerability for students and integrate it into the curriculum.

Image Credit: Province House, Grafton St, Charlottetown by Robert Lindsdell CC BY 2.0

Effective digital leadership

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There is an opportunity to take part in our new four-day Jisc digital leaders programme.

Become a digitally-informed and empowered leader and learn how to help your organisation respond more effectively to technology-driven change.

4 – 5 October and 17 – 18 October 2016
Burleigh Court Conference Centre, Loughborough
Booking now open

Over two residential workshops, we will equip you with the tools, knowledge and skills to:

  • Become a more effective digital leader through your own personal and professional development
  • Explore how organisations can engage more effectively with the digital technology at their disposal – at both strategic and operational levels
  • Discover and reflect on how digital technology is changing the way your organisation operates – creating new leadership challenges and strategic opportunities
  • Learn to lead, manage and influence digitally-driven change across organisations, departments, services and teams.

Aimed at current and aspiring leaders and managers working in higher and further education, our programme is suitable for both individuals or organisational teams.

Further information about the Jisc digital leaders programme and booking information can be found on our web site.

I hope you can join us and look forward to welcoming you in October

Leveraging change through digital capability

At the recent Jisc Connect more… event in London I facilitated a session on digital capability and introduced the topic by exploring the work we have done in this area. The session was filmed and can be watched on YouTube.

We also had contributions from Kingston University and Lambeth College.

Talking about digital capability

Presenting at the SDF

I recently delivered a short presentation to the Staff Development Forum London Regional Group meeting on the Jisc work that is taking place around building digital capabilities.

I first started discussing what we understand by digital capability and how important it is to have a shared understanding. I find it interesting how different individuals and groups have different ideas what digital capability is. Within the project team, we call it the capability to live, work and learn in a digital world.

I like to bring up some examples of what are digital capability issues, such as how using the Twitter gives me a range of skills that are transferable to other communication tools and functions within other platforms such as VLEs. I also talk about the HIV clinic e-mail “mistake” which I have discussed before on the blog.

I then came round to the service we are building at Jisc and discussed the four key areas, the framework which we have already published, the discovery tool and online offer, we are planning to make a beta version available this summer, and the digital leaders programme which is running this October.

There was some interesting discussion about what we are building, and the role of staff development in using and rolling out the tool in their own institutions.

One aspect that was identified as important was about motivating staff to take that next step in building their capability. It is one thing to know where you are in terms of capability, but also being motivated to start doing something about it, gaining new skills, asking for support and help, understanding what it means to be able to build capability and to go through self-directed personal development.

It was also interesting to discuss the unknown unknowns in regarding to personal development, if people don’t know they don’t know something, why would they try and then develop in that area?

We did discuss the use of styles, that’s always an interesting way of getting people to think about self-assessment of digital skills.

Chris Rowell on his blog provides his perspective on the session.

A very good session and lots to think about.

Taking Pinipa for a drive

Presentation

One of the things we like to do in Futures is try new things out to see if they can make a difference to how we manage and present our projects.

We have been looking at how we can provide a better view of progress of our project to our key stakeholders, the steering group and engage the user group in the development of the final service.

One service that we recently tried was Pinipa. This is an engagement tool for projects, which aims to make collaborating with stakeholders easy.

Before we trialled Pinipa we had three main channels for the project:

  • We had regular steering group meetings and reports.
  • For the user group we used a mailing list, this was mainly for announcements, there was some discussion, but not much.
  • We also had the project blog, which we have used mainly for event reports and articles, such as reporting on ALT- C or the importance of data literacy when it comes to working with personal data.

In addition to those main channels externally we used Twitter quite extensively to engage with users and share news. Internally we have been using Yammer to share internal project updates and news. This was aimed both at the staff within the directorate of Digital Futures and the Jisc Account Managers.

What we wanted to do with Pinipa was to provide one site for all our key stakeholders to find out more about the project and to engage the user group in discussions.

We wanted to show the different workstreams of the project we were working on, not so much the detail, but high level workstreams. We did feel that Pinipa was able to give an overview of the project, however as with any kind of new tool or service there was a learning curve in how to use the tool from an user perspective and we didn’t feel that we were showing clearly the progress of the project and how it was broken down into the different workstreams. We do know that Jisc members want to have an insight into the project, so we are reflecting on how we can embed this into existing channels.

One feature of Pinipa was the ability to ask stakeholders to make key decisions about the project, what we struggled with this was what would be a meaningful key decision about the project that we would expect the stakeholders to make. Most of those key decisions had been made much earlier in the project lifecycle. So we liked that feature, but didn’t use it. For projects in an earlier stage, with more options open, that key decision feature might be really useful.

One aspect that did work well, was demonstrating all the different events and conferences where the project team were presenting on the topic of digital capabilities. Although the tool didn’t offer an ideal way of presenting these events within the timeline, it was useful to be able to bring them to the attention of stakeholders. We know that the Jisc members would like to know when the project is going to be talked about, so we are going to ensure that future events can be easily found.

We also wanted to use Pinipa was to make it much easier for Jisc members to provide feedback and engage in discussion around our projects. Pinipa had a useful discussion function that we wanted to use to elicit input. Though we did attempt to engage Jisc members, the participation was very low or non-existent. While we recognise that this is always a challenge, we will redouble our efforts to use our existing channels to effectively engage with Jisc members and give them the opportunity to input into the project.

Overall Pinipa is a great tool for oversight and communication and would work really well for a range of projects, particularly if used from the outset. From the building digital capability project perspective it wasn’t the right tool for us at this stage.

Do you know how to use the Twitter?

A guest post by Ros Bell, first an introduction by James Clay.

When writing my previous post on Twitter I did ask my network on the Twitter the following question and used a Twitter poll for their responses.

So have any of you ever attended a training session on how to use the Twitter?

You can see in this unscientific survey that 75% of people who responded to my poll on Twitter (and so were using Twitter) had not attended a training session on Twitter, but a quarter had.

I was interested to see what training people were doing on using Twitter so here is a guest post from Ros Bell who is the  AV & New Technology Coordinator at The University of Manchester Library and details of the workshops she runs on using Twitter.

using the Twitter

Twitter workshops

If you asked my colleagues what my job entails, they’d probably say that I’m the ‘person who knows about apps and technology and stuff’, and I’m happy with that.

I was first asked to run a workshop for members of the Library’s Teaching and Learning team, on how to keep on top of information online. There was a feeling that people were missing out on important information in their field of interest, that they were constantly playing catch up and feeling overwhelmed by the sheer volume of information available. Knowing this, I decided to split this workshop into three sections:

  1. Finding information
  2. Collating and organising information
  3. Dissemination

You can use Twitter for all three of those things, but my aim was to get people using the most effective tool for the job. With that in mind, I decided to focus on Feedly, Evernote and Twitter.

Most people attended the workshop to get a better handle on Twitter – pun very much intended. Often times they hadn’t heard of, or didn’t use Feedly or Evernote. Many would pick them up after the workshop and use them regularly, but it was Twitter that seemed to motivate people to come in the first place. When running these workshops with my colleague Kev, we would often hear phrases like, “It’s overwhelming”, “There’s too much stuff” and “Is anyone reading what I post?”.

Rather than giving a painstaking guide to what we cover in the training, I thought I’d try and answer those three questions as best I could. With added funny tweets that I love throughout. I can’t promise that they will have anything to do with the subject matter, but I can promise that they will be excellent.

“It’s overwhelming”

Yes. It is. There’s no getting away from it, so you’d better embrace it. You will never absorb all the information you want to from Twitter, so make your peace with that. The best way that you can make the most of Twitter is by following the right people. Here’s how to do it: Spend some time on Twitter. Look back over hashtags from events and conferences you’ve been to. Follow speakers or facilitators from sessions you’ve enjoyed. Follow people from your LinkedIn. Look at their timelines and if you like something they’ve retweeted, follow that person too.

If you’re not following too many people, you’re probably following the wrong people. It’s time for a cull. Do it monthly. If you’ve never spent that much time on Twitter, chances are that you’re only following the few accounts that Twitter asks you to choose when you first signed up. So unless you are genuinely interested in seeing every tweet from an account, unfollow it. Be strict when you do your Twitter culls. You don’t need to announce that you’re culling, this is not MySpace and we are not in 2001. If you don’t need to see it, or if it’s not relevant, then unfollow.

“There’s too much stuff”

This is essentially the same as the last statement, but I’ve split them up for the sake of accurately representing my experiences with novice Twitter users.

You’re right. There are 310 million active Twitter users per month. Most of it is nonsense. But even discounting 70% of it as white noise about stuff you’re not interested in, there is still way too much stuff. Especially if you follow news sites. The Guardian, for example, posts multiple times per day and of course they do, they should. But you don’t need to see that. Your Twitter timeline is a precious commodity and to get the most out of it, it has to be lean.

Enter: Lists.

Lists are a Twitter wondertool that, for some reason, the Twitter overlords have hidden away in settings (go to the profile page of the account you want to add to a list, click the cog icon and ‘Add/Remove from List’). Lists are great for catagorising and are good for those accounts that you only really want to keep an eye on, rather than fully follow. For instance, you could create a list for News sites and add all news that you’re interested in to that list. That way the constant posting isn’t disrupting the flow of your timeline, but they are all there and ready for you to read when you want them. You can make public or private lists, but be aware, if the list is public, the accounts will receive a notification letting them know that you’ve added them to a list. This becomes important if your list is entitled, “Sympathy follows” or, “Useless nonsense: The Garbage Accounts”.

The filtering possible with lists is a lot more limited than I would like, but it does the trick in the short term.

“Is anyone reading what I post?”

I don’t want to say ‘no’. But… no, probably not many to start off with. It is highly unlikely that you will get notifications blowing up your phone when you first join Twitter, but the more you get involved with conversations, the better you’ll get at Twitter, and the better you are at Twitter, the more interactions you’ll have.

Hashtags are a good way to get your tweet seen, but use them sparingly. The 90’s and 2000’s brought us death by PowerPoint. The 2010’s bring death by hashtag.

death by hashtag

Obviously this is an extreme example, but hashtag overuse make your tweets unreadable and renders them entirely pointless. Unless you’re doing it for comic effect, but that’s a different blog post entirely.

Think of hashtags as a way of categorising tweets by theme. If you’re a beginner, try searching for a hashtag before you use it. Perhaps it’s already in use for a different topic, maybe there’s another active hashtag but with different wording. Take time to use hashtags properly and you can use them to discover interesting people and conversations that you might never have seen before.

My final top Twitter tip is to know your audience. I run six accounts, for various outlets in my life. Personally, I find it easier to keep everything separate. But however you work, making sure you tweet interesting and relevant content to your followers will help you build up a strong twitter profile and hopefully help you extend your network.

Digital Capability and Human Resources

It’s not often I get to talk about digital capabilities with senior Human Resource managers. Especially not over champagne and a cream tea at the Grand Hotel in Brighton. But someone has to take on the tough assignments, and a glance at the theme of this year’s Universities HR conference (hopefully) explains what I was doing there. This year the HR community is focused on The Changing Face of Work and the Conference was invited to explore ‘How can we best equip our organisations to respond to our increasingly digital world and to meet the needs of our Generation Z employees?’

I was invited to talk about the Jisc Digital Capabilities Framework in collaboration with ECC, the organisation that manages the Higher Education Role Analysis (HERA) scheme and the similar scheme for FE, FEDRA. One of the first things I did in my talk was to shift the question away from the generational one to ask how all staff can thrive in a digital university. I argued that all universities are digital in ways that we can readily see – the devices in students’ hands, the virtual learning and research environments, the involvement of digital systems in all our activities. But they are also digital by virtue of changes in the world beyond that are not so easily seen – the global market in students, the demands of the digital economy, and the availability of alternative routes to knowledge and accreditation. The meaning and value of work inside the university is changed by these trends too.

With that thought, I looked at how work in the wider economy is changing. A report I wrote for Jisc last year – Deepening digital know-how: Building digital talent – discusses this in more detail.Future of work slide 7

I pulled out some key themes and asked whether they are features of work at the lower end of the ‘knowledge economy’ or whether they also affect the working lives of academics and education professionals. We quickly concluded that work inside the academy faces many the same changes, from casualisation to the increasing use of data and metrics. In fact I went through each of these trends and was able to trace them in university work, through a combination of statistics and quotes from my own interviews with staff.

Delegates then talked abFuture of work slide 19out the challenges and changes they were noticing as HR managers. Some of these were familiar to me, such as the chance to reframe the relationships of teaching staff to their students and subject matter (the ‘guide on the side‘). Others were less so, such as the complexities that arise when managers are facebook ‘friends’ with staff who report to them.

 

When it came to thinking about how best to support staff in these changing times, I introduced the Digital Capabilities Framework and talked about how it is being applied in practice. Sandra Walton, a Senior Consultant for ECC. then described how she has used the framework to update the role descriptors for three different staff roles, thinking about the different demands of the role in 2006 and 2016, and projecting ahead to 2026.

I finished with some conclusions from my report, for further discussion:

  1.  Digital practice and identity are intrinsic to professional practice and identity
  2.  Accreditation, appraisal and CPD processes should  interface better with personal technologies/digital ID
  3.  Organisations need to develop digital specialists alongside generic digital capabilities for all
  4.  Recruit, retain, reward and recognise digital talent, across all roles
  5.  Effective digital leadership means leadership in a digital landscape, not (only) leadership with digital tools
  6. Be a workplace that fosters digital wellbeing

Photos from workshop 1If you are interested to find out more about how the framework is being taken up by different professional bodies, look out for more blog posts here and join the discussion #digitalcapability.