Digital capabilities are an essential skill students require to prepare for the future. With technologies constantly on the move, focus appears to have shifted from improving digital skills to developing a student’s ability to select the right tools to deepen their knowledge and engage in problem-solving skills (Johnson et al 2017). UCISA and Jisc and other bodies continue to work collaboratively so digital educators can share good practice. Frameworks are a popular notion for implementation of key values across institutions. Since the original Digital Capabilities survey report was published, a framework has been released by Jisc identifying six elements of digital capabilities including, digital creation, learning, communication with an all-encompassing digital identity and wellbeing (Jisc 2016).
In 2014, UCISA Digital Capabilities Group (DCG) confirmed that there is no sector-wide benchmarking of broader digital capabilities provision. In order to complement the Technology Enhanced Learning (TEL) survey organised by the UCISA Academic Support Group, UCISA’s Digital Capabilities Group launched their first survey of the UK HE sector. The focus was on digital capabilities support for staff and students, staff/student partnerships, and students as influencers. One of the recommendations from the Digital Capabilities Survey Report 2014 was that institutions should encourage co-creation of resources and experiences in learning, teaching, assessment, research, and administrative practices. (Adams J. et al, 2015). Qualitative data from the survey was revealing and led to a case study report identifying specific experiences of successful practice across the sector.
The second and most recent survey was adapted to incorporate developments in the sector since the last survey findings were published. Changes include influences such as; amendments to the Disabled Students Allowance (DSA); the Teaching Excellence Framework (TEF); the impact of UK leaving the European Union.
This short presentation will outline the digital capabilities survey process including inhibiters and enablers. Highlight recommendations comparable to the 2014 survey and discuss findings with examples of staff-student partnerships and paid roles for students.
Delegates will have an opportunity to ask questions of the presenters, discuss survey results and as a group identify future ways of collaborating.
Adams, J., Barclay, L., Cameron, I,. Hetherington, J., Fielding, G.,McCready R., Webb A., Whalley G. (2015). 2014 Digital capabilities survey report [Internet]. Available from https://www.ucisa.ac.uk/publications/digcap [Accessed 13 March 2017].
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium. Available from http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf [Accessed 13 March 2017].
Jisc (2015). Developing students’ digital literacy [Internet]. Available from https://www.jisc.ac.uk/guides/developing-students-digital-literacy [Accessed 21 March].
Jisc. (2016). Building digital capability [Internet]. Available from https://www.jisc.ac.uk/rd/projects/building-digital-capability [Accessed 13 March 2017].
Ucisa (2016). Digital capabilities case studies published [Internet]. Available from https://www.ucisa.ac.uk/groups/dcg/News/Copy%20of%20070214newsdgmembers.aspx [Accessed 13 March 2017].