Using a Digital Capabilities Matrix for CPD

Richard FrancisMark Childs

Oxford Brookes University

Role

• TEL Framework at Brookes includes– Redesign and implement a staff developmental

programme for based on the Brookes Attribute of Digital and Information Literacy

– Foster staff, student, local and global communities and partnerships, which experiment with TEL within and alongside the curriculum;

• Enable staff to self-audit• Potentially enable institutional audit

Intentions• Development programme needs to– Be adaptable, light touch, contingent on needs,

flexible and practical– Needs to be student-centred – oriented towards

developing student experience, skills of staff increased as a corollary process of changing teaching

– Be continuous throughout career, not just a one-off activity

– Engagement initiated through a variety of mechanisms• Link directly from identified need to support.

Why NUS/Jisc Benchmarking tool?

• Comprehensive• Recognised provenance• Looks at TEL from student experience

perspective• Combines aspects that relate to teaching staff,

librarians, IT support, in one framework

Step 1: level of CPD

Step 2: Identify student experience

3: Self audit

3: Identify next step

Step 4: Click for resources

Step 5: Develop engagement

Staff development

activity for the year ≡

enhancement of student experience

Step 6: Engage with community

Current stage

•Only partially populated•Want feedback on principle and structure before putting work into resources behind structure.

• Workshops held with learning technologists, library staff, staff developers.

• One-to-one sessions with academics.

Initial Feedback

• Useful for structuring workshops• Guided interactionsBUT initially• It’s complicated• It’s not the way we look at things/where do

things go?• We’ve had things like this before

Responses

• Not so much “complicated” but “big”– Digital experience covers a lot of aspects, no way

round that• Not the way we look at things because we’ve up

to now focused on staff capabilities, or the technology, not student experience– We should work towards reframing our perspective

• Problem has been that the structure is set up / problem defined, but no-one populates it– Fair point

13th principle – transformative spaces

Responses to “13th principle”

• “Useful exercise”• “Clarifies thinking about these spaces”• “For God’s sake don’t add more!”

Questions

• Is this a useful process?• Any identifiable flaws, recommendations?• How does this map to the digital capability

framework (Sarah Davies’s presentation)• It’s been recommended that it should be

simplified, and principles merged. Would this make it more useful or less useful to other institutions?

• Anyone want to help?

Contact

•Mark Childs•email mchilds@brookes.ac.uk•Twitter @markchilds

•Richard Francis•email rafrancis@brookes.ac.uk