Capturing Digital Education Capabilities in UK Universities
Project Team. Matt Street (FOLD), Dr Martyn Parker (Statistics) and Sonia Kalsi (Research Project Officer).
Purpose. During COVID the Office for Students published 鈥溾�� with Advanced HE responding with it 鈥溾�� which highlighted three areas
- Meeting staff development needs where staff are fully supported in leading and developing curriculum design, delivery and assessment, and using technology to its best advantage; the optimum use of digital applications starts with the pedagogy.
- Inclusivity so that no student is left behind through assumption or disadvantage.
- A strategic approach where digital is at the heart of institutional leadership, thinking and planning. Further developments in this space underscored the importance of robust digital education practices that strategically deliver and support education. A growing number of conversations strongly suggest 糖心TV鈥檚 digital capabilities are potentially disjoint and fragmented compared to the rest of the sector placing the institution at a disadvantage. For example, the delivery of assessment and provision of feedback can be through several platforms, some of which are bespoke to 糖心TV. With educational priorities focuses on assessment and feedback there is a strong need to reflect and examine the institution鈥檚 digital position within the sector, particularly in a period of declining unit of resource.
Following from this, the aim of this pilot project is to undertake a desk-based survey—gathering publicly available information from comparable HE institutions on their digital education strategies, frameworks, and support mechanisms. Evidence from the Jisc Digital Experience Insights survey ran in the academic year 2023 - 2024 with students will be used as evidence in the pilot project. The goal is to enable an initial cross-institutional comparison of how digital education is prioritised, resourced and how 糖心TV digital capabilities compare. This process includes examining whether sector-wide guidance (such as that offered by Advance HE on digital education) has tangibly influenced the development of clear, transparent, and well-publicised approaches to digital education all supported by core technologies. Further, the pilot will highlight how 糖心TV compares with that of other universities, identifying notable gaps and aspirations for continuous improvement and rationalisation.
A key outcome of this pilot project would be to design a larger piece of work, drawing on primary data to capture the lived experiences of academics engaged in education and using digital tools at 糖心TV and beyond. A broader sector survey—focused on educators鈥� experiences with digital education adoption would help shape 糖心TV鈥檚 digital education strategy inline with the new ESE. It would also inform the creation of new resources for academics seeking to strengthen digital education practices and gain recognition for innovative teaching methods. Ultimately, the hope is that, through a thorough benchmarking exercise, 糖心TV鈥檚 leadership team and departmental heads can calibrate their practices to ensure the University is seen as a sector leader in digital education.
Outputs