 Felly rwy'n gwelch i ddim yn ymwneud yn cyfrifiadau. Rwy'n gweithio, Lisa Gray yw'r cyfarhwyr gyda Gysg. Rwy'n gweithio ar gyflawni'r gyflawni Gysg. Rwy'n gweithio eich bod wedi cyflogu fy moddol, yma ychydig yma, ar gyfer ymgylcheddol yn ymgylcheddol o gyfarhwyr cyflawni. Rwy'n gweithio bod yma yma yn gweithio rwy'n gweithio ar gyfer y pwyllgor. Rwy'n gweithio ar gyfer y pwyllgor, If you do want to go and grab one, you'd be very welcome to do so afterwards as well. So before I get onto talking about the model in a bit more detail I just wanted to maybe just start with introducing our starting points for this work and where we've come from so far. So I'll tell you a little bit about the building digital capability service that we're working with ond y bydd o gondol i'r cyfnodol digital ac yw'r ddweud ac yn ymddylch gyd. Mae'n ddweud bod nhw wedi'i ddweud holl o'r cyfnodol yn yr ysgol. Ond rwy'n rhoi ddim yn ei wneud o'r byd yn ysgrifwydd o'r cyfnodol digital. Rwy'n rwy'n meddwl sy'n gweithio'r cyfnodol o'r cyfnodol. Mae'n rhaid i chi'n bwysig o'r ysgrifennu ar y dyfleddau gweld. yn unionfad sydd wedi bod treflu i gwaith yn hynny'n llwyfti. Rydyn ni'n olygu yn cael gap ar yr unig, ac mae'n ei wneud rhywbeth o'r treflus. I wnaeth ymddindodd yr unigau, yr unigau i'r gaelol yn ei wneud yng Nghymru? Felly yn ystyried rydyn ni'n gallu ei fod i fynd i gaelol i'r gwiel i'r twfyn ac ymddindodd yn y ffordd yn ein cyfŵr. Rydym ni'n ganddig-diwg ar y ffordd, fydd yn ei gweld i'r ysgrifen cael ei wneud y discussions ac yn dechrau'r sgwrs o'r bwn, o'i wneud y methodwyr cyfleis gyda'i midwyr digon, a y ffawr yn gweithio am Ymlaen Rhaid-Octoberol, rwy'n buddordeb o ychydig o'i gwaith eich sefydlu o unig i weithgareddau ogymwyno'r unig o'i wneud i'ch meddithu, trwy dyfynidol o'r hyn o'r dweud o bottlen o'r sgwrs o'r ddweud o'ch gwneud o'r ddyrych. Rwy'n meddwl i'r ffamiliaid yw'r six elements of digital capability framework I've heard it referenced throughout the conference. That was really a starting point for getting a shared understanding for what digital capabilities were from an individual perspective. It broke them down into six broad areas and I think has been influential across the sector in informing some starting conversations within organisations around thinking about what do we mean by digital skills, how can we get that shared understanding of what digital capability is across our organisation. But no one sets out to become digitally capable on its own so we've also done a lot of work to think about contextualising that framework for different purposes. One of the ways in which the framework has been contextualised is around the development of role profiles which unpick digital practices that might be relevant to particular roles. We've got nine in total now and they've been developed in line with the relevant professional standards to ensure that digital skills aren't seen as something separate but it's just part of that ongoing professional development conversation. So we got the understanding of maybe what digital practices are critical to different roles and then realised that we needed a starting point to enable staff and students to reflect on where they were with those digital capabilities. Once we understand what's needed you know how do we know where people's starting points are and that was where the discovery tools started from and it's been developed as a self administrative set of reflective questions that staff and students can run through and they get a little tailored report at the end of that which gives some tailored next steps and links to some resources that might help them develop further. But at the heart of it was that it was developed as a reflective developmental tool not as an objective test in any way because we recognise that it's absolutely critical to ensure that staff don't feel threatened in any way. This is about providing them with that space and time to really think about their skills. That's just a little snapshot of the reports that they receive and the important conversations around how the action planning happens as a result of running through that process. From an organisational perspective, although the tool has been designed as a developmental tool it also provides anonymised data as to where staff and students are in terms of their digital capability and you can see from the dashboards here that it gives an indication, some indicative data around where staff and students are so that that can hopefully help to inform conversations around where training needs might be best applied. So that was really just a bit of a run through of where we've got to around supporting the development of individual student staff digital skills. But we also recognise that if we're truly to develop digitally capable organisations and enable our students to thrive not to survive we need to be building organisations that enable and support digital practices. So the organisational framework was an organisational lens on digital capability and developed back in 2017 in collaboration with Helen Beatham, our colleague, and really started to unpick the different areas within an organisation where digital capabilities would have an influence. So in the centre there's four core practices identified, core activities within an organisation such as learning and teaching practice, research and innovation, communication, and we have used that to start to think about how we can identify some indicators of good practice in relation to those different elements of the organisation. And we've also been working with around 40 organisations and since the launch of the service back in October and started to unpick some of the critical success factors that needed to be in place to ensure successful roll out and implementation of the discovery tool. And we've been capturing all of that through a number of case studies and wanted to just stop and think about what those common messages were. And they tied into some of these factors identified here. So, you know, is there a common vocabulary being used across the organisation about what maybe threshold digital capabilities were and what we meant and understood by them? Was it being led by a strategic lead? And was there a cross institutional stakeholder group that were responsible for driving forwards change with digital skills because it does impact on and affect all areas across the organisation? Is there a strategy that is articulating the vision around digital capability? Has HR been engaged? You know, have conversations happened with HR around the various functions that they're responsible for about embedding digital capability discussions within those processes? Are the benefits clear to staff and students? Do they understand why this is important, what it means for them and why they need to engage with the agenda? Is there a culture of encouraging, recognising and rewarding innovation? Because innovation with digital is just part of that wider agenda. And how are you building digital capability into the curriculum? Is that part of the curriculum, design processes that are happening across the institution? And also harnessing the power of working in partnership to make the most of the strengths that the students and staff bring together when they work in partnerships to improve and enhance and move forward with digital skills. So, they were just some of the strands that were coming through some of the work that we've been doing with organisations and we're starting to see some movement across the board in some of those areas. But we wanted to formalise that further and develop something that would enable us to look across the organisation, identify some indicators of good practice. So, we took the original model that we had and with my colleague Dr Jill Ferrell, we wanted to move towards the development of a more action-oriented tool that institutions could pick up and use to self-assess across their organisations where they were. And we really value the power of a principle-led approach to change. We've done a lot of work in the past which has started from good practice principles before we start thinking about how the technology can enhance or lead towards the development of those good practices. And we've also used a benchmarking tool structure in the past. Some of you might be familiar with the NUS GISC Digital Student Experience benchmarking tool, which has proved quite useful. And if you haven't, do come and see us on the stand. We've got some copies there too. So, we took that approach. And our first starting point was to identify a set of good practice principles for each of the six areas of activity across the organisation as a way of hanging off some of the evidence and indicators of good practice. And you can see some of the indicators, some of the principles up here. And it was really meant to be a complementary approach to the individual framework that we have that started to look beyond individual capabilities to think more about how that was affected across an organisation. So, once we'd identified the good practice principles, we identified three levels in terms of maturity, emerging, established and enhanced. And then sought to identify a whole series of examples or indicators of what good practice looked like at each of those different levels. And they were drawn from many different sources, but included in the USISA Digital Capability Surveys and also all of the case studies that we've been capturing around the organisations we've been working with. And it's important to note that we're not suggesting that everybody needs to be aiming at enhanced, it's really contextual. So it may not be that your organisation is seeking to achieve that end goal. It's really meant to be there as a way of suggesting some indicators that might be relevant to your context. There might be other indicators that you can identify and add to the model. So it's not set in stone in terms of its suggestions that it's offering. And they're certainly not exclusive. One way of a couple of examples, I know you won't be able to read the detail, but hopefully you can pick up a model. One of the principles around organisational culture is that the organisation embraces digital technologies as a key tenet of business success. And so there are some indicators in the model around the development of a digital strategy, around the importance of that cross-institutional stakeholder group who drives the agenda because we know that it impacts on all areas across an organisation. We need to have people from estates, from HR, from careers, academic research, all in the conversation thinking through how this is going to be driven forward. And the importance of partnerships. And we have some wonderful examples. This is one of our case studies from the University of Leicester. They started with a articulated the role of digital in achieving their wider strategic goals through their digital strategy. And their approach is one that puts digital really at the heart of what they do, recognising the importance of people and the culture, not just the technology. So they're really looking at taking a whole organisation view. And they have a multi-stranded approach to delivering that strategy, which includes the development of a framework. They took the framework as a starting point and then adapted that to fit their context. They have a number of digital innovation partnerships running across the institution. There's a digital skills strand running through, as well as a strand around digital infrastructure, establishing governance structures, enhancing digital leadership, and importantly about communicating the vision. And a whole strand of work focusing how they can communicate the benefits of the approach to staff and students. Just to pick another example around the learning and teaching area. One of the good practice principles is around using technology to demonstrate achievement and prepare learners for a future workplace. And there are indicators in there around identifying learner outcomes around digital, inclusion of digital practices within the curriculum, and using subject relevant digital tools as part of that curriculum experience. And that touches on a whole number of indicators spread through the model as a whole around the importance of developing some threshold standards for digital skills. What are your minimum expectations of your staff and your students? How can we articulate that? And how then can we start to assess the starting points in terms of where they are with their strengths and their weaknesses? And the University of Derby has made some really important strides in that direction. So their TEL strategy has a development of digital capabilities as one of the core five goals. And to achieve the goal, one of their initiatives has been to work with subject teams to identify those digital capability profiles and standards. They've established a digital practice baseline, working with over 160 programmes around benchmarking and action planning, which is leading to developing a set of effective practice in course design and programme design. So really taking forward that whole process from understanding what the expectations are all the way through to understanding what that means in terms of changes to curriculum practice and how that can be embedded within the curriculum. They've also implemented some digital capability courses as part of induction. And I just wanted to touch on that critical importance of HR and having conversations around how these digital capabilities are embedded through retention and through recruitment, through selection, through induction processes, professional appraisal processes. And we did a little study which just explored some of the core HR functions and how that might relate. So where are you on your journey? We have some templates at the end of the model which just provides some ways of you being able to look through the indicators, see where you, across the organisation might be. And it's there to be used in cross team conversations. We have a little radial diagram at the end where you can plot where you might be in terms of the different areas across the organisation. So there are really tools there to support your conversations in terms of where you are and where you might hope to get to with some prompts. Next steps and what we really want to do is try and link through more clearly through the indicators to effective examples of practice. So we've developed an interactive presentation tool where we're just sort of exploring how to make those connections and best easily communicate how that works. And at the moment we're aiming that the tool will be available to the service subscribers, but we've got it here today also that you can see the draft with very much welcome your comments and feedback on that and any conversations around it. So as a final plea, if you haven't already, please do come and join our community of practice. We have our next event on the 27th of November in Edinburgh. We'd very much like you to come and join the conversations. They're not just about the gyswork. This is about sharing practice sector-wide and taking forward those conversations around how we can continue to build digital capability across our organisations. So thank you. Thank you very much Lisa. So I think we've got time for a couple of questions if anybody's got any questions from the audience. And I will be on the stand in the next break if anyone wants to come and have a chat about it or pick up some copies. And I just want to say thank you for name-checking the University of Melbourne. It was almost planned. Okay, thank you very much Lisa. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology.