Digital capability in the curriculum
Over a third of all students wanted digital technologies to be used more on their course than they were currently used
Digital experience insights survey 2018
Yet findings from our 2019 UK student digital experience insights survey show that only 42% of students in HE and 49% in FE agreed that their course prepares them for the digital workplace. We also discovered that over 40% of all students wanted digital technologies to be used more on their course than they were currently used and that 63% of FE students and 75% of HE students agreed that they are more independent in their learning when digital is used.
64% of FE students and 73% of HE students agreed that they are more independent in their learning when digital is used
Digital experience insights survey 2018
Explore our curriculum confidence resources
The practices that staff model set an example for students and it is vital that staff are confident in their subject, their teaching and their digital practice. Complex and specialised digital practices require subject specialists who can introduce these in context and who are confident in embedding these within the curriculum.
Becoming and remaining 'curriculum confident' is likely to be something that staff need continued support with – whether through staff training and development opportunities or through peer networks and communities of practice.
Read more in this blog post on designing for digital capabilities in the curriculum which includes tips on using our digital capabilities framework in the curriculum.
Checklist for curriculum developers
We have developed a checklist for curriculum developers to help course teams assess how well a course of study is preparing learners with the right kinds of digital capabilities.
Curriculum mapping
This mapping document provides a curriculum view on our building digital capabilities: the six elements defined model. It is closely related to the learner profile and asks curriculum teams to assess how a course of study (or smaller unit) will prepare learners with the capabilities and practices outlined.
Try this out:
- Review the curriculum mapping for the Jisc 'six elements' framework
- Taking elements in turn, consider: where in the course do learners - or could learners - encounter, practice and gain feedback on this.
- Buddy up with a colleague to compare your thinking.
Technology mapping
Our technology mapping document looks at the tools you need to meet the six elements outlined in our digital capabilities framework for individuals (the six elements defined).
Pyramid model
What does a digitally capable course leaver or graduate look like in your subject area? What qualities make them successful? Use our pyramid model to help you translate learning outcomes into learning activities.
Try this out:
- Review the 'development pyramid' model and notice how it is mapped to the six elements
- Write new learning outcomes in the first line (attributes)
- Consider each area of digital practice in turn, and decide what learners on your course should be able to do
- Use the learner profile for inspiration if it is useful but remember your practices will be specific to your subject
- Buddy up with a colleague to compare your thinking
Student and learner profiles
Our HE student profile and learner profile are versions of the six elements of digital capabilities model, specifically addressing the capabilities of students and learners. They are intended to demonstrate how new areas of practice are emerging, and how individuals might use their digital skills in different areas of their designated roles.
Jisc/NUS benchmarking tool
This roadmap tool updates the Jisc NUS TSEP benchmarking tool based our Digital experience insights survey 2018: findings from students in UK further and higher education. The roadmap helps student representatives to discuss and review specific aspects of the student experience in your organisation. It focuses on the digital environment for learning and how digital tools and resources are used to support learning in courses of study. It can be used to start conversations and contribute to improvements at your university or college.