1. How connected are you online?
Julie Adams, Information Services

2. Session Outline Benefits of building connections
Visitors and Residents model: quick review
Taking it further: Mapping your/organisational practice
Moving to better connections – how digital U can help

3. Why be more connected?
There many web-based and social media tools available which can be used for professional development, for building a professional profile, promoting your work, developing your personal learning network, or simple communicating information to others. Some are happy to be “consumers of content” reading blogs, following a conference stream or individuals on Twitter; others may be extensive ”broadcasters“ writing blogs, posting on Twitter, creating Pinterest boards, adding photos to Flickr, videos to YouTube and more.
However the most value is gained when we move from these one-way communication methods to a more open and engaged dialogue with others. This switch can have benefits for individuals, teams and institutions
Social networks allow us to manage more connections than we’re capable of maintaining offline, which has a huge upside in terms of networking, marketing, and the exchange of ideas on a global scale
digital is a convergence of many technologies and social changes - social media, mobile and the web. Together these have created a new kind of user – the connected consumer
 Digital transformation is about meeting the needs of the new digital consumer.
How do those consumers interact with an organisation both online and in real life?

4. Visitor and resident Visitor Resident
Mode used depends on context and motivation
Motivation to engage more important than technical skill or age
Ownership of technology does not necessarily = high levels of digital capability
A continuum of modes of engagement based on motivation to engage not technical skill or age
Not two ‘types’ of people - a range of modes based on context and motivation
Does not assume that ownership of technology = high levels of digital capability

5. Visitors The web as a series of ‘tools’ Leaves no social trace
Instrumental, defined goals
Examples include:
Searching for and reading info
Watching videos
Shopping
‘Lurking’ in Resident spaces
Examples include:
Searching for information
Reading information
Watching videos
Shopping
‘Lurking’ in Resident spaces

6. Residents The web as a series of ‘places’ Leaves social trace
Go online to engage with others
Requires a digital identity
Examples include:
Active in social media
Joining in discussions
Commenting

7. New model: institutional view of how connected we are
Taking it a bit further….
New model looks at an institutional view of how engaged/connected they are (but through eyes of various individuals)
Consider institutional practice:
Do you broadcast, or fully engage?
What is the practice of individuals within the organisation?
How can you move to become more open and more engaged with
Work with colleagues to combine perspectives into a institution map
formulate ways to ‘improve’ their organisational map by influencing key people/groups

8. Broadcast v Conversation

9. Open content (Broadcast) – This is information or content which is posted openly online with little or no expectation of discourse or engagement with those using the content. This can be thought of as a predominantly Visitor mode.
Organisation-only content/engagement – This is essentially any information or activity in either mode which is only available if you have an institutional login. For example, the institutional VLE can be used in either mode but is almost always behind an institutional login.
Open Engagement – This is where activity is based around the expectation of discourse or feedback from others. For example, a ‘conversational’ Twitter feed, or a blog with the comments activated. Discourse could be with a specific individual representing the institution in some form or via a ‘neutral’ institutional voice such as ‘the library’ or ‘academic support’.

10. Highest level of external engagement-interaction
Public content delivered by us, consumed by others
Public conversations
Highest level of external engagement-interaction
Read only
Open content (Broadcast) – This is information or content which is posted openly online with little or no expectation of discourse or engagement with those using the content. This can be thought of as a predominantly Visitor mode.
Organisation-only content/engagement – This is essentially any information or activity in either mode which is only available if you have an institutional login. For example, the institutional VLE can be used in either mode but is almost always behind an institutional login.
Open Engagement – This is where activity is based around the expectation of discourse or feedback from others. For example, a ‘conversational’ Twitter feed, or a blog with the comments activated. Discourse could be with a specific individual representing the institution in some form or via a ‘neutral’ institutional voice such as ‘the library’ or ‘academic support’.
Most “closed”

11. Indiv blogs Institutional Email Personal Twitter Iris blogs
Iris (Intranet)
Iris blogs
Collaborate
SfB
Facebook (dept)
VLE
Dept Twitter
Uni website
LibAnswers/FAQs
Project blogs
Org blogs
Areas to consider for your maps:
The main University web pages
Intranet/VLE/portal
Blogs: Uni-wide, research, projects, personal
Other departments online presence - your perception
High profile activities across the institution
High profile individuals
Social media – groups and/or individuals
Staff personal/professional sites
PROCESS
Create your map
Colleagues create their maps
Discuss what individuals feel is important/relevant to them
Create a department/service map
Will help model department/service’s digital identity
Project blogs
Media Library

12. Activity (short!!)
Add one thing to your map where you think you/your team currently mainly broadcast
Consider how this could be changed to move closer to the engaged mode
How do we represent ourselves online? What is our Individual presence on Social Media, what about team or organisation?
Have conversations - Broadcasting is not the same as engaging
Internal and external conversations
How we do manage communication within teams/institution/student/staff/potential students/businesses etc., etc.
What is our online brand? (personally and organisationally)

13. Building Better Connections
HOW TO CHANGE THINGS
Have conversations - Broadcasting is not the same as engaging
Internal and external conversations
How we do manage communication within teams/institution/student/staff/potential students/businesses etc., etc.
What is our online brand? (personally and organisationally)
Are there areas easily identified to move to a more open and/or engaged mode?
What would be the priority areas?
Are there differences in what you think and what colleagues think?
What support/training do you or your staff need to move to engaged side of the continuum?

14. So how do I know what we need to be digitally capable … …and then get the training and development identified?
What does it mean to be digitally capable?
What capabilities are needed for staff to be able to become more engaged?
What support/training do you or your staff need to move to engaged side of the continuum?

15. Staffordshire University’s Digital Capability Values: To be a digitally capable employee you must be a digitally capable:
Basic ICT proficiency

16. Staffordshire University’s Digital Capability Values:
Confidently use technology to participate, facilitate and initiate working relationships and networks
Communicate effectively in a variety of digital media and forums
Communicator, Collaborator & Participator
Locate, evaluate, organise and share digital information
Collate, manage, access and use digital data
Handle and manage data securely
Information & Data Handler
Design or create new digital artefacts or materials
Develop new practices with digital technology in organisational setting
Creator & Innovator
Identify and utilise digital learning opportunities
Use digital tools and resources to participate in learning
Learner & Self Developer
Develop and project a positive digital identity and reputation
Look after personal health, safety and relationships in digital settings
Ambassador

17. Staffordshire University’s Digital Capability Values:
Confidently use technology to participate, facilitate and initiate working relationships and networks
Communicate effectively in a variety of digital media and forums
Communicator, Collaborator & Participator
Locate, evaluate, organise and share digital information
Collate, manage, access and use digital data
Handle and manage data securely
Information & Data Handler
Design or create new digital artefacts or materials
Develop new practices with digital technology in organisational setting
Creator & Innovator
Identify and utilise digital learning opportunities
Use digital tools and resources to participate in learning
Learner & Self Developer
Develop and project a positive digital identity and reputation
Look after personal health, safety and relationships in digital settings
Ambassador

18. The digital U Community
Identify needs
Build content
Share resources and ideas
If interested, please get in touch: