In this post, we continue to look at the results of the digital skills self assessment that has now been completed by 350 respondents.<\/p>\n
There are two sections in this post: wider digital skills and views on TEL.\u00a0 The initial analysis of the TEL Toolkit appeared in last week\u2019s blog post.<\/p>\n
This section looks at the second part of the questionnaire which asked questions about wider digital skills beyond the TEL Toolkit.\u00a0 The questions were based on the Jisc digital competence framework which means they were based on informed research of the key elements of digital skill.<\/p>\n
This table list the areas in the questionnaire and identifies the level of confidence most frequently reported, i.e. the modal response.\u00a0 The range of possible responses was from: unaware – aware – practices – competent – proficient – expert.<\/p>\n
Create new content eg Word\/Excel\/PowerPoint documents – proficient
\nCreate PDFs – proficient
\nReuse existing content – proficient
\nChoose the appropriate media – proficient
\nUnderstand copyright – proficient
\nUnderstand intellectual property rights – proficient
\nUnderstand accessibility for ALS students – competent
\nUse digital services such as the ITSD (Service Now aka SNOW), Room Bookings etc – practiced
\nParticipate in digital networks for learning and research eg JISC – aware
\nUse open education resources (OERs) – unaware
\nManage your online identity – proficient
\nAccess relevant academic sites eg Academia.edu, ResearchGate, LinkedIn etc – proficient
\nUnderstand digital privacy and accessibility – proficient
\nUse PCs – proficient
\nUse Macs – aware
\nUse digital devices such as tablets and smartphones – proficient
\nUse Microsoft Word – proficient
\nUse Microsoft Excel – proficient
\nUse Microsoft PowerPoint – proficient
\nUse Microsoft Outlook – proficient
\nDifferent browsers eg Firefox and Chrome – proficient
\nManipulate and compress images – proficient\/expert
\nManipulate groups of files eg zip and unzip – proficient
\nScreen capture eg snipping tool – proficient
\nStudy and learn effectively in a technology-rich environment – proficient
\nKnow who to contact for help and support – proficient
\nParticipate in academic and research practices that depend on digital systems –
\nFind information – proficient
\nManage information \u2013 proficient
\nShare information \u2013 proficient<\/p>\n
The most dominant answer to the majority of these questions was \u2018proficient\u2019.\u00a0 For some of the questions, for example reusing existing content, 259 of the 339 respondents rated their confidence at proficient or expert which demonstrated high levels of confidence across all participants.\u00a0 For other questions, for example, understanding digital privacy and using BU\u2019s digital services such as Service Now, the range of responses was more uniform across the available options which starts to identify the areas where CEL can provide information and support for staff.\u00a0 Lastly, a couple of questions where most staff indicated low levels of confidence, for example participating in digital networks for learning and research and using open education resources will feature in future blog posts as we provide information on these areas so that staff can assess their usefulness.<\/p>\n
Comparing this second part of the questionnaire against the questions on the TEL Toolkit, it is clear that staff generally have higher levels of confidence in general digital skills than exist for the TEL Toolkit.\u00a0 This is to be expected given that the newness of the TEL Toolkit and confirms the validity of CEL\u2019s current focus on the Toolkit.<\/p>\n
The last 5 questions asked about more general questions about respondents attitudes to technology.<\/p>\n
1.\u00a0 I am enthusiastic about using technology?<\/p>\n
The majority of respondents, 81%, either agreed or strongly agreed with this statement.<\/p>\n
2.\u00a0 I have experienced negative outcomes from using technology in the past?<\/p>\n
The most frequent response to this question was \u2018agree\u2019 which underscores how technology is not perfect.\u00a0\u00a0 There is a significant but moderate correlation (r=0.328, p<0.000) between those who experienced a negative outcome and those who are cautious about the use of technology (the next question).\u00a0 This demonstrates the importance of re-building confidence after a negative outcome while acknowledging that confidence, once diminished, takes time to rebuild.<\/p>\n
3.\u00a0 I am cautious about trying out new technology?<\/p>\n
While respondents disagreed with this statement, albeit by a narrow margin of 50.9%, nearly a quarter of respondents agreed with the statement.\u00a0 Building confident in technology is definitely an area in which CEL can help and there are additional avenues that staff can investigate including the training offered by IT Skills, Organisational Development and Marketing and Communications.<\/p>\n
4.\u00a0 I trust the technology at BU?<\/p>\n
The answer most frequently given to this question was \u2019neutral\u2019 with the responses being skewed towards agreement with the statement.\u00a0 The answers may be affected by recent experiences caused by the implementation of new and changed systems for the new academic year and the tendency for respondents to be affected by the recency affect whereby views are disproportionately affected by recent events, particularly if they are negative.\u00a0 This is the first time this question has been asked of staff so it will be interesting to see how the answers change over time.<\/p>\n
5.\u00a0 My students know more than I do about technology?<\/p>\n
Most people neither agreed nor disagreed with this question but there was a slight dominance for answers on the agree end of the scale suggesting that, roughly, staff do feel their students know more than they do.\u00a0 We do not know from the data if there is any difference between different student years as there is no link to programmes or modules.\u00a0 We do know from research at a London University that the digital skills of first year students, while being self-reported as good overall, were found to be related more to tools for communications than a wider digital array.\u00a0 There was a weak positive correlation (r=0.193, P<0.000) between the respondents age group and agreement to this question.\u00a0 This is another question that will be interesting to watch over time to see if the balance changes as staff develop more digital skills and student digital awareness also fluxes.<\/p>\n
In future posts, the data will be analysed in more depth to see what insights it offers.<\/p>\n
Thank you to everyone who has completed the survey.\u00a0 The data is helping us to understand the digital landscape at BU and to make informed decision on how we can supports staff in their work.<\/p>\n","protected":false},"excerpt":{"rendered":"
In this post, we continue to look at the results of the digital skills self assessment that has now been completed by 350 respondents. There are two sections in this post: wider digital skills and views on TEL.\u00a0 The initial analysis of the TEL Toolkit appeared in last week\u2019s blog post. Wider digital skills This… Read more » about Further analysis of the digital skills data<\/span><\/a><\/p>\n","protected":false},"author":486,"featured_media":2642,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[163],"tags":[],"class_list":["post-4138","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-digital-skills"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4138","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/486"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=4138"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4138\/revisions"}],"predecessor-version":[{"id":4139,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4138\/revisions\/4139"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/2642"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=4138"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=4138"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=4138"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}