Curriculum Confidence

Curriculum confidence
Designing for digital capabilities in the curriculum
16/11/2018
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Introductions
16/11/2018 2
Shri Footring
Scott Hibberson
Esther Barrett
#digitalcapability #curriculumconfidence #digitalstudent

Refreshments and domestic arrangements
16/11/2018 3
Break mid morning
Lunch at 12:30
Break mid afternoon
Close at 16:00

Workshop aims
»Discuss how the curriculum is changing and needs to change in
response to digital developments
»Design curriculum activities to support students’ digital
capabilities
»Assess your own capabilities and development needs as a
teacher
»Plan to use the activities and resources in your own setting
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Further Resources
»All of the resources are available on EdLab
»Icebreaker activity ‘email from the future’…
16/11/2018 6

Reflection
How does this relate to
my role? How might I use
this at my organisation?

Icebreaker
»Find someone you don’t know
»Introduce yourself, your role and sector
»What do you want to get out of the day?
»Introduce your partner to the rest of the group
16/11/2018 8

Activity: What is changing in your subject area?
16/11/2018 9
ACTIVITY: What is changing in your subject area?

Reflection
What one new thing have I learned
about how digital technologies are
changing the future(s) of work in my
subject area?

Why is digital capability important?

Why is digital capability important?
• Changing world and working landscape
• Changing expectations of learners
• Digital capabilities are key employability
skills – and we need to go further
• But….evidence of a skills gap
Building digital capability13
We need all staff and students’
to acquire the digital skills and
capabilities for living, learning
and working in a digital world
• Expectation that 90% of jobs will have a
digital element in the next two decades
(Matthew Hancock, MP)
• Graduate work is being transformed by
digital technologies and data
(IPPR 2017: Managing automation)
• 72% of large firms are struggling to recruit
workers with digital skills (ECORYS UK
2016: Digital skills for the UK Economy)
• Young people in the UK are less digitally
literate than in many OECD countries
(OECD 2016: Survey of Adult Skills)

What organisations
have told us
“It’s really important that staff have the right
digital capabilities. It is important for a
number of reasons but primarily the
academic curriculum needs to reflect the
digital skills and attributes that we expect
from our graduates.”
Professor Malcolm Todd, Pro vice-chancellor,
academic and student experience,
University of Derby

What the students are telling us
Although 50% of
FE and 69% of HE
students thought
digital skills were
important for their
chosen career…..
Only 41% of FE
and HE students
felt their course
prepared them for
the digital
workplace.
Only about a third
of students agreed
that they were told
what digital skills
they would need
before starting
their course.
About 40% of FE
and HE students
agreed that they
had regular
opportunities to
review and update
their digital skills.
Only a third of FE
and HE students
agreed that they
were given the
chance to be
involved in
decisions about
digital services.

Introducing the Jisc digital capability
frameworks

Introducing the digital capability framework
» Information literacy
» Data literacy
» Media literacy
• ICT proficiency
• ICT productivity
• Digital learning
• Digital teaching
• Digital creation
• Digital research and problem
solving
• Digital innovation
• Digital identity management
• Digital wellbeing
• Digital communication
• Digital collaboration
• Digital participation

» Data literacy
» Media literacy
solving

» Data literacy
» Media literacy
solving
Critical use
Creative production
Engagement

• ICT proficiency

» Data literacy
» Media literacy
• ICT proficiency
solving

Digital literacy development pyramid
Attributes/identity goals
Situated practices (subject-specific)
creative production
problem solving
critical use
engagement + learning
Core (functional) skills (learning/ICT )
Access

Attributes (I am…)
Situated practices (I do…)
Functional skills (I can…)
Access (I have…)

Back to the capability framework
Outer layer = attributes:
graduate attributes or high level outcomes
Middle layer = situated practices:
learning activities and assessed tasks
› problem solving &creating
› handling information, media, data
› communication &collaboration
› learning and development
Inner layer = functional access:
technologies in use (personal or
organisational) and associated skills
16/11/2018

Identity & well-being
Problem solving, creativity &
innovation (creative production)
Information, media &
data literacy (critical use)
Communication, collaboration
& participation (engagement)
Learning & development
ICT proficiency & productivity
(functional skills)
16/11/2018 27

High level attributes
Identity and wellbeing
16/11/2018 28

Situated practices
Critical
use
Creative
production
EngagementDevelopment
16/11/2018 29
Communication, collaboration &
participation (engagement)

Situated practices
Critical
use
Creative
production
16/11/2018 30

Functional skills
Critical
use
Creative
production
Core skills
16/11/2018 31
(functional skills)

A different perspective
16/11/2018 32
Critical
use
Creative
production
Core skills
Identity &
wellbeing
Core skills

Attributes/identity goals
Situated practices (subject-specific)
creative production
problem solving
critical use
engagement + learning
Core (functional) skills (learning/ICT )
Access
16/11/2018 33

Attributes (I am…)
Situated practices (I do…)
Functional skills (I can…)
Access (I have…)
16/11/2018 34

16/11/2018 35
Open problems, authentic situations,
open/personal learning environments,
novel solutions, extensive practice
Complex (subject-specialist) activities in
a range of (subject specialist) settings
Structured tasks, scaffolded progress,
closed learning environments,
known solutions, intensive practice

Activity: What is changing in your subject area?
16/11/2018 37
ACTIVITY: Choose one area of the framework and write one or two
statements describing what a digitally capable student in your subject
specialism can do in this area and share on Backchannel Chat.

Reflection
How could I use the framework in
my own work? Or how could I
adapt it?

Get into curriculum teams
16/11/2018
ACTIVITY: Get into curriculum teams of 3-4 people. Choose a course
challenge OR decide on an authentic challenge from your own
experience.

Identify high level outcomes
16/11/2018 41
»Refer to the Learner Profile and ‘Further Design Considerations’
Course details – subject, level,
any challenges
Intended outcomes (high
level) for your learners

Reminder: capability framework
Outer layer = attributes:
graduate attributes or high level outcomes
Middle layer = situated practices:
learning activities and assessed tasks
› problem solving &creating
› handling information, media, data
› communication &collaboration
› learning and development
Inner layer = functional access:
technologies in use (personal or
organisational) and associated skills
16/11/2018

Reminder: constructive alignment
16/11/2018 43
Establish course rationale, learning
goals and success criteria
Design learning activities and
assessment tasks
Support and scaffold
Provide resources and environment
Attributes
Situated practices
Functional skills
Access

Feedback
16/11/2018 44
The scenario we
chose was …
The high level
outcomes for our
learners include …
This relates to the
digital capability
framework in the
following ways …

Choose learning activities
16/11/2018 45
»Refer to Digital Bloom’sTaxonomy and the Curriculum Mapping
of the framework for inspiration.
Learning activities and tasks
– meeting a range of specific
outcomes
Considering how to scaffold
and support them e.g. with
component skills

Points to consider
»Which of these activities could be assessed formatively or
summatively?
»What different kinds of feedback could students have?
»How could you support diverse learner capabilities?
»Include assessment criteria for at least one of your activities
16/11/2018 46

Student digital experience 2018
16/11/2018
Approximately 16% of
colleges and 30% of
universities in the UK
37,720
students surveyed
83 institutions
took part

16/11/2018 48
Percentage of students who never work
online with others

16/11/2018 49
Percentage of students who never work
online with others

16/11/2018 50
Word clouds illustrating the frequency of terms used by students when describing
useful digital activities on their course

Digital learning activities - frequency
16/11/2018
» The most common weekly activity in HE was accessing lecture notes or
recorded lectures (84%): in FE it was making notes or recordings (60%).
» Seven in ten HE students looking online on a weekly basis for additional
resources not recommended by their lecturer.
» 94% of HE students use their own laptop and 84% their own smartphone to
access learning (64% and 78% of FE students). Students feel they learn more
efficiently if they can use their own chosen device.

Digital learning activities - preference
» FE learners love in-class response systems, while HE learners depend on
having lecture notes and recordings to annotate and revise.
» HE students rely heavily on the VLE: timely upload of materials and navigable
course structures are top of their wish list.
» Independence and flexibility are the benefits that most students appreciate
when their access to digital learning is good.
» Huge range of issues addressed in free text responses, but overwhelmingly
transactional rather than transformational – dirty keyboards, old software,
poorVLE navigation, digital subscriptions
16/11/2018 52

What does this mean for curriculum design
»When introducing digital technologies (tools, networks,
resources and techniques), how will you…
› emphasise the proven benefits e.g. flexibility, independence,
open participation?
› ensure equality of access?
› build in activities students enjoy e.g. polling, quizzing, videos?
› draw on students’ diverse digital skills and practices?
› encourage students to be more innovative and aspirational?
› ensure no loss of quality, motivation and personal connection?
16/11/2018 53

Review technologies for learning
»Review the chosen activities
and consider the technologies
(devices, software, services)
you would use.
»Consider the implications of
your choices
»Refer to the Digital Activity
Cards and theTechnology
Mapping.
16/11/2018 54

Resources available
16/11/2018 55

Feedback
16/11/2018 56
The learning
activities we
chose were …
The digital
technologies we
use include …
The skills
needed by staff
and learners are
…

Reflection
How did the high level outcomes
relate to the learning activities and
tasks? What digital activities and
tasks did I use?

Next steps (over tea/coffee)
»Consider: how could these curriculum resources and
activities be used in your context?
»What capabilities do teachers need to deliver a digitally
rich curriculum?
16/11/2018 58

What is the Discovery tool?
It is:
› A self-administered quiz about digital practices in education
› Designed to give useful feedback including 'next steps' and links to resources
› Reflective, informative and developmental
› Continuing to develop
It isn’t:
› An objective measure of digital competence or performance
› A complete learning resource or course of study

About the Digital discovery tool
61

Each assessment has two question types
Confidence
1
2
Breadth

Each element has:
• Level: developing | capable | proficient
• Score: how you assessed yourself to achieve this level
• Next steps: what people at this level can try to develop further
• Resources: links to selected resources for further exploration
About the report

Activity: Skills for teachers
64
»Log in to the Jisc Discovery tool
»Answer questions for teaching staff from the Jisc Digital
discovery tool
»How could you use this with your own teaching staff?
»What support and follow up would you need to put in place

Logging in to the discovery tool
Step 1: discovery tool login page
»Go to https://jisc.potential.ly
»Click on ‘Login’
»This will take you to the
building digital capability login
screen
65

Logging in to the discovery tool
Step 2: find your organisation
»Select Jisc testing
organisation from the list and
click ‘Continue’
»Sign in using the username
and password provided
66

Activity: The teaching question set
67
Step 2: Reflection
»How could you use
this with your own
teaching staff?
»What support and
follow up would
you need to put in
place
Step 1:Try the teaching question set

Activity: assess your own teaching skills
Complete part of the Discovery journey for teaching staff
Discuss in pairs
»How is this useful (if at all)?
»How does it make you feel?
»Did it encourage you to try anything new or different?
»How else could you assess your digital teaching practice?
16/11/2018 68

Discussion at tables
What additional skills (if any) do teaching staff need to
support a digital curriculum, and to meet the needs of
digitally-resourced students?
› How are these practices different to good teaching (if at all)?
› You can use the Teacher Profile (HE or FE) to help you
16/11/2018 69

Review: the digital capability framework
(functional skills)
16/11/2018 70

Group discussion
»How do we design digital into the curriculum better?
»How do we support teaching staff better?
»What needs to happen in your work?
»What needs to happen in your organisation?
16/11/2018 71

Reflection
What did I take away from the digital
discovery process?What areas of
digital teaching practice do I need to
prioritise?

Follow developments
» See project blog for updates on all new
developments:
https://digitalcapability.jiscinvolve.org
» Follow #digitalcapability onTwitter
» Join community mailing list
http://www.jiscmail.ac.uk/JISC-DIGCAP-
UG
» Visit project page
http://ji.sc/building-digicap
» Online guide
http://ji.sc/developing-digicap
» Discovery tool
http://bit.ly/digcapdiscovery
16/11/2018 73
Email the project team at:
digitalcapability@jisc.ac.uk

jisc.ac.uk
Contact
Esther Barrett
Scott Hibberson
Shri Footring
training@jisc.ac.uk
16/11/2018 74

Curriculum Confidence

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