The University of Wales Trinity Saint David Digital Skills Framework provides access to digital resources and training courses to develop your digital skills, offering a variety of learning methods gathered from over 30 providers.
It includes a self-assessment questionnaire to evaluate your current digital skill levels, role profiles to help you think about the digital skills you need for your role, and resources to help you develop your skills.
The framework is suitable for all staff and students at the University including learners, teachers, researchers and professional services staff. While it’s a great tool for developing your own skills, we encourage you to also use it with your colleagues and students to frame conversations about digital skills development and support and enable them to develop their capabilities.
This framework is closely based on the Jisc Digital Capability Framework and was developed in the summer of 2020 by the Digital Services team with consultation and feedback from end-users, key stakeholders and experts in the digital skills field. It is a constantly evolving tool, developing in response to emerging technologies, and is designed to help future-proof our workforce and students.
The University of Wales Trinity Saint David’s Digital Skills Framework is closely based on the Jisc Digital Capability Framework.
The University of Wales Trinity Saint David’s Digital Skills Framework is closely based on the Jisc Digital Capability Framework.
Development of the Jisc framework began as far back as 2011, since when it has become a culmination of several Jisc projects around developing digital literacies, effective learning analytics, developing student employability, the digital student and digital capability. It was developed collaboratively with Higher Education and Further Education institutions, government departments, sector bodies, professional associations and other stakeholders.
The present-day Digital Capability Framework is now well recognised and used across many universities to develop staff and student skills. It describes six overlapping elements of digital capability for staff and students, which can be further broken down into 15 subcategories for ease of use, clarity and reference.
The framework aims to help with:
The ability to confidently use digital devices, applications, services and tools to carry out tasks effectively and productively, with attention to quality.
Example courses and resources: Enhancing productivity, Why Digital Skills matter, The Benefits of Digital Tools, Computer Literacy for Mac and Windows 10.
The capacity to find, evaluate, manage and share digital information and data, and critically receive and respond to messages in a range of digital media.
Example courses and resources: EndNote, NVivo, Reading Lists, Data Skills, Managing Your Research Data, Excel, Google Analytics.
The ability to design and create new digital content, use digital evidence to solve problems and answer questions, and adopt and develop new practices with digital technology.
Example courses and resources: Effective Digital Content, Fundamentals of Programming, Adobe Spark, Photoshop
The capacity to communicate effectively in digital media and spaces, participate in digital teams and working groups and build digital networks.
Example courses and resources: Microsoft Teams, How to Rock Social Media, Introduction to Blogging, Office 365 for Educators, LinkedIn.
The capacity to participate in and benefit from digital learning opportunities, supporting and developing others in digitally rich settings.
Example courses and resources: Learning to teach online, How to use LinkedIn Learning, Assessment in a digital age, transforming digital learning, Articulate Storyline.
The ability to develop and project a positive digital identity and to manage digital reputation, as well as look after personal health, safety, relationships and work-life balance in digital settings.
Example courses and resources: Cybersecurity, Digital Footprint, Digital Data Protection, Information Security Awareness, Digital Ethics.