1. Identify Digital Capabilities
The first stage of embedding student digital capabilities in the curriculum is to identify and prioritise the specific digital capabilities our graduates need to fulfil their current and future graduate role, whether that is a nurse, scientist, teacher, accountant or engineer for example. It is recommended that you refer to professional accreditation standards (where relevant) and consult with industry professionals relevant to your discipline to discuss and agree on these digital capability requirements.
There are six JISC digital capability elements, each having a number of subelements. Definitions of each of these digital capability elements are provided at the start of each subsequent chapter. You can use the JISC Digital Capability Framework support resources such as this PDF summary of the JISC elements defined, to guide your discussion and prioritisation of digital capabilities. While many of the capabilities may be seen as important or beneficial, it is helpful to prioritise them and decide which ones are required versus good to have. This will clarify the essential digital capabilities that must be embedded in summative assessment in the course.
Curriculum activities
Organise a workshop of all academics that teach into the course to complete the following activities.
Pre-workshop task: Consult with industry on discipline-specific digital capability requirements. You may want to send out a survey to complete or add this as an agenda item in your regular course advisory committee/working group. Ensure a summary of survey results or the minutes from the meeting are distributed to all academics in the course team before the workshop.
Activity 1: Write discipline-specific descriptors of tasks that require digital capabilities in the current graduate role and future graduate role. For example: Organising and chairing meetings, seminars and workshops to consult and collectivise work to address social problems. For each of these, identify the JISC digital capability subelement required eg. digital creation, digital communication.
Activity 2: Write a graduate digital capability profile by finishing each of the below sentences to explain the discipline-specific digital capability qualities your graduates require in the current and future workplace:
- Our graduates are….
- Our graduates demonstrate…
- Our graduates are best known for…
Example from Bachelor of Podiatry (QUT, Australia)
- Our graduates are independent, discerning, responsible and ethical users of contemporary digital information and technology.
- Our graduates demonstrate creativity, innovation and adaptability to advance community wellbeing through a digitally-enabled health industry.
- Our graduates proactively utilise digital capabilities for the delivery of innovative and sustainable podiatric practice, including preventative health care and educative approaches.
- Our graduates are best known as highly proficient communicators and collaborators, harnessing digital communication skills for building partnerships with patients, communities and interdisciplinary teams.
