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<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Data analytics</title> <atom:link href="https://analytics.jiscinvolve.org/wp/feed/" rel="self" type="application/rss+xml" /> <link>https://analytics.jiscinvolve.org/wp</link> <description>Using data and analytics to support students</description> <lastBuildDate>Thu, 10 Aug 2023 14:06:49 +0000</lastBuildDate> <language>en-GB</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.3.1</generator> <item> <title>The agile college</title> <link>https://analytics.jiscinvolve.org/wp/2023/06/14/the-agile-college/</link> <comments>https://analytics.jiscinvolve.org/wp/2023/06/14/the-agile-college/#respond</comments> <dc:creator><![CDATA[Clare Killen]]></dc:creator> <pubDate>Wed, 14 Jun 2023 10:01:29 +0000</pubDate> <category><![CDATA[Uncategorized]]></category> <category><![CDATA[DET]]></category> <category><![CDATA[DigitalElevationTool]]></category> <category><![CDATA[FE]]></category> <category><![CDATA[FurtherEducation]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3296</guid> <description><![CDATA[Posted on behalf of Andrew McFadyen, senior consultant for Further Education, JiscYou may have heard of agile working, although many of us may not use it in our working day. In this new guide, Andrew shows how Jisc’s digital elevation tool can help your college work in an agile manner. Agile methodologies and scrum processes […]]]></description> <content:encoded><![CDATA[ Posted on behalf of Andrew McFadyen, senior consultant for Further Education, Jisc <a href="https://analytics.jiscinvolve.org/wp/files/2023/06/DET-Agile.jpg"><img decoding="async" fetchpriority="high" class="aligncenter size-medium wp-image-3300" src="https://analytics.jiscinvolve.org/wp/files/2023/06/DET-Agile-300x296.jpg" alt="" width="300" height="296" srcset="https://analytics.jiscinvolve.org/wp/files/2023/06/DET-Agile-300x296.jpg 300w, https://analytics.jiscinvolve.org/wp/files/2023/06/DET-Agile.jpg 629w" sizes="(max-width: 300px) 100vw, 300px" /></a>You may have heard of agile working, although many of us may not use it in our working day. In this <a href="https://repository.jisc.ac.uk/9213/1/The%20agile%20college.pdf">new guide</a>, Andrew shows how Jisc’s digital elevation tool can help your college work in an agile manner. <h3>Agile methodologies and scrum processes</h3> Emanating from processes to improve car manufacturing, agile methodologies evolved into a way of working on software releases, and ‘scrum’ processes were popularized by Jeff Sutherland and his colleagues via the ‘<a href="https://agilemanifesto.org/" target="_blank" rel="noopener">Agile Manifesto</a>’. It prioritises collaboration and interactions in addition to responding to change flexibly rather than sticking to existent plans. <h3>Using agile approaches with the digital elevation tool</h3> This approach lends itself well to Jisc’s <a href="https://beta.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">digital elevation tool</a>, where different teams of staff can work on differing targets at the same time, releasing successes as and when they happen. The elevation tool focuses on five key themes: <ol> <li>Leadership</li> <li>Governance and culture</li> <li>Learner experience</li> <li>Staff experience</li> <li>Curriculum development and underpinning technologies</li> </ol> Each of these has further sub-themes so a college can efficiently focus on exactly the key goals they determine as priorities. However, by utilizing an agile methodology, colleges can achieve disparate goals at appropriate times. <h3>Scrums and Kanbans</h3> Using Scrum techniques, a college can set up time-based sprints focusing on one of the above themes or sub-themes with different staff completing different goals, these will have regular meetings where progress is discussed and blockages to success dealt with by the team. If you want to use a Kanban approach, this would mean setting up a visual board of things to do, things in progress and completed tasks and places importance on capacity limits so as not to take on too much. <h3>Comparable language</h3> The language used in the digital elevation tool is comparable (for example, ‘not started’, ‘in progress’, ‘completed’), establishing greater connections between use of the tool and agile methodologies. Also, as goals are generated from the self-assessment section, you know that you are only focusing on what is really important to you and your college at any given time, and that is where agile methods can step in to provide a frameworks for achieving these goals. <h3>Achieving complex aims in complex environments</h3> This flexible, fluid way of working can be vital in achieving the complex aims of complex environments as seen in further education, especially, because colleges have to, as stated by Kayleigh Hunt, senior tutor PDPC and edtech coordinator of National Star, “strive to adapt to a rapidly evolving digital landscape and meet the needs of students and staff”. Read the full guide: <a href="https://repository.jisc.ac.uk/9143/1/The%20agile%20college.pdf" target="_blank" rel="noopener">The agile college</a> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2023/06/14/the-agile-college/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Getting started with the Digital Elevation Tool – how one practitioner approached the challenge at two different colleges</title> <link>https://analytics.jiscinvolve.org/wp/2023/02/16/getting-started-with-the-digital-elevation-tool-how-one-practitioner-approached-the-challenge-at-two-different-colleges/</link> <comments>https://analytics.jiscinvolve.org/wp/2023/02/16/getting-started-with-the-digital-elevation-tool-how-one-practitioner-approached-the-challenge-at-two-different-colleges/#respond</comments> <dc:creator><![CDATA[mattclarke]]></dc:creator> <pubDate>Thu, 16 Feb 2023 12:52:03 +0000</pubDate> <category><![CDATA[Building digital capability]]></category> <category><![CDATA[Further Education and Skills]]></category> <category><![CDATA[Institutional Use]]></category> <category><![CDATA[Uncategorized]]></category> <category><![CDATA[Wellbeing]]></category> <category><![CDATA[Data]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3273</guid> <description><![CDATA[  We have heard from some of our Digital Elevation Tool (DET) community members that knowing how to get started with the tool and apply it to their own context can be a significant blocker to progress. We are lucky to have a member of the community who has rolled out the tool at two […]]]></description> <content:encoded><![CDATA[  <img decoding="async" class="alignnone size-full wp-image-3277" src="https://analytics.jiscinvolve.org/wp/files/2023/02/digital-elevation-tool-service-banner.png" alt="" width="1040" height="350" srcset="https://analytics.jiscinvolve.org/wp/files/2023/02/digital-elevation-tool-service-banner.png 1040w, https://analytics.jiscinvolve.org/wp/files/2023/02/digital-elevation-tool-service-banner-300x101.png 300w, https://analytics.jiscinvolve.org/wp/files/2023/02/digital-elevation-tool-service-banner-1024x345.png 1024w, https://analytics.jiscinvolve.org/wp/files/2023/02/digital-elevation-tool-service-banner-768x258.png 768w" sizes="(max-width: 1040px) 100vw, 1040px" /> We have heard from some of our <a href="https://beta.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">Digital Elevation Tool (DET)</a> community members that knowing how to get started with the tool and apply it to their own context can be a significant blocker to progress. We are lucky to have a member of the community who has rolled out the tool at two Further education (FE) organisations with different requirements and who was keen to share their experience with the community. We spoke to long-time friend of Jisc and enthusiastic advocate of the elevation tool Kerry Heathcote, Vice Principal Curriculum and Quality at College of West Anglia (CWA) about getting started, keeping going and ‘eating elephants’. Kerry was Assistant Principal Quality and Improvement at Edinburgh College until June 2022 where she was working with an established and successful digital strategy. Her plan was to use the elevation tool to create an action plan and add detail to the existing work because, in her words DET ‘is the most meaningful thing I’ve come across in terms of digital strategy and developing a digital environment.’ One of the keys to her success in rolling the tool out at Edinburgh was starting small. The initial meetings were 45 minutes long and included the head of IT and the learning technologies and resourcing manager. From there the team began to see how the tool could begin building in detail to the existing digital strategy: <blockquote> ‘In terms of an action plan, the elevation tool did the job. The tool gave detail to the strategy in a way that wasn’t at all contrived, in fact, it said to people – this is a whole cross-college approach, this is not just about IT doing things for us. It educated people in a really nice way about what we needed to do to elevate.’ Kerry Heathcote, Vice Principal Curriculum and Quality, College of West Anglia </blockquote> While at CWA, her team’s aim has been to build a high-level strategy based on the five themes within the tool, (Leadership, Governance and Culture, IT Infrastructure, Staff Experience, Learner Experience and Curriculum Design and Development) and then allow expert colleagues in each of the fields to work on the detail within the tool to draw up action plans. The initial strategy drawn up by Kerry and her team is direct and it is brief: ‘When I met with the team I said, ‘our challenge is to do this on eight slides or fewer!’ This brevity was a deliberate tactic by Kerry who was keen to ensure that any strategy for the college was clear in what it was asking practitioners to do as well as laying out detail for clear governance: <blockquote> ‘It needed to be inclusive, I needed to be able to present it to governors and for them to understand it in the same way a practitioner would understand it.’ Kerry Heathcote, Vice Principal Curriculum and Quality, College of West Anglia </blockquote> Engaged and informed governance at CWA and a new start meant Kerry chose to focus on the Leadership, Governance and Culture theme of the tool first – which Jisc had recommended as a starting point for institutions, but she conceded that this was not where she started at Edinburgh. In fact, it was the fifth theme she tackled there. In other words, adapt your approach to the context and focus of your college and make the tool work for you. One of the significant differences between the approaches Kerry took highlights the flexibility of the elevation tool and process. At Edinburgh, Kerry was able to evaluate what had already been achieved by the existing college strategy and could use the elevation tool to apply the level concepts of foundation, transform and elevate – the focus being on elevating the foundations they had already achieved. At CWA, those terms haven’t been used in the initial documentation because the focus is on shaping a brand new strategy and as the tool is iterative and lives alongside the work her team is doing, they can look to elevate later in their journey. Kerry’s view of the tool, as a living, breathing and ever evolving process rather than a race to completion, is a tonic to the initial feelings of ‘overwhelm’ some institutions feel when deciding where to start: <blockquote> ‘It’s like an elephant, you eat it one chunk at a time and at the end, well there’s another elephant…just get used to it!’ Kerry Heathcote, Vice Principal Curriculum and Quality, College of West Anglia </blockquote> In other words, you’re embarking on an iterative, long-term process. Don’t be overwhelmed, start somewhere and acknowledge each piece of progress before moving on in a way that works for your organisation. <h2>Kerry’s top tips for starting and succeeding:</h2> <ul> <li>If you can, start with Leadership, Governance and Culture so you can ‘lead from the top’, if there’s something higher on your agenda such as digital wellbeing, start with Learner Experience</li> <li>‘Digital’ is not just about the bright shiny stuff, it’s about the foundations, leading from the top and getting the basics right before you invest in new technology. Use the tool to create a plan to utilise that technology to inform learner success</li> <li>Keep your meetings to manageable time frames with the people who need to be there – don’t bore them</li> <li>Tell everyone from the outset that the process is iterative and supportive, this is not a box ticking exercise, it’s a living breathing thing</li> <li>Promote the fact that you can make progress very rapidly – there are so many elements to look at you can very quickly evidence progress</li> </ul> <a href="https://beta.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">Find out more about our Digital Elevation Tool.</a> Author – Louise Price, Consultant – Digital capabilities, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2023/02/16/getting-started-with-the-digital-elevation-tool-how-one-practitioner-approached-the-challenge-at-two-different-colleges/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>New question set to support digital transformation launched!</title> <link>https://analytics.jiscinvolve.org/wp/2022/12/13/new-question-set-to-support-digital-transformation-launched/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/12/13/new-question-set-to-support-digital-transformation-launched/#respond</comments> <dc:creator><![CDATA[Becki Vickerstaff]]></dc:creator> <pubDate>Tue, 13 Dec 2022 13:54:00 +0000</pubDate> <category><![CDATA[Building digital capability]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3257</guid> <description><![CDATA[  Digital transformation and change continue to drive institutional polices and strategies across both the Higher Education (HE) and Further Education (FE) sector. There are many roles across an institution that may contribute towards digital change, including learning technologists, IT directors and professional service managers to name a few. Whilst these roles are diverse in […]]]></description> <content:encoded><![CDATA[  Digital transformation and change continue to drive institutional polices and strategies across both the Higher Education (HE) and Further Education (FE) sector. There are many roles across an institution that may contribute towards digital change, including learning technologists, IT directors and professional service managers to name a few. Whilst these roles are diverse in their nature, the need for upskilling individual proficiencies on digital change and how to lead efficiently and productively is critical. After consulting, observing and listening to comments and feedback from our wonderful community and external reviewers, we are excited to announce a new question set launch within our <a href="https://digitalcapability.jisc.ac.uk/our-service/discovery-tool/" target="_blank" rel="noopener">building digital capability discovery tool</a> on ‘leading for digital change’. The leading for digital change question set is designed to help an individual critically reflect on their own experiences and capabilities. This reflection facilitates contribution towards implementing and planning digital change or transformation within their organisation. It can be used in a number of ways to support institutional digital transformation and provides a powerful focal point for an individual’s professional development discussions and planning. The questions are broken down into eight sections which focus on different aspects of digital leadership such as digital mindset, digital practice and digital vision. By going through the questions, individuals will not only be able to reflect of their own practice, but also take into consideration how operational services and processes are impacted and supported by internal changes. As with all our other <a href="https://digitalcapability.jisc.ac.uk/our-service/discovery-tool/" target="_blank" rel="noopener">questions sets</a> such as ‘accessibility and inclusion’ and ‘effective digital teaching’, the aim is to help them identify the level of digital leadership confidence they may already have and how to personally improve and develop those skills overtime. Once a user has completed the questions, they will be provided with a personal report containing feedback to help them identify their strengths and tailored next steps and opportunities for further development. The <a href="https://analytics.jiscinvolve.org/wp/2022/07/21/supporting-digital-fluency-with-the-new-and-enhanced-discovery-tool/">recently enhanced</a> report functionality overlay also allows an individual to compare the question set results between any two points of completion in time and supports lifelong learning fluidity in digital change. <figure id="attachment_3258" aria-describedby="caption-attachment-3258" style="width: 595px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersradial.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3258 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersradial.png" alt="Example of a radial graph showing 8 elements of digital capability and a user's progress towards them" width="595" height="403" srcset="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersradial.png 595w, https://analytics.jiscinvolve.org/wp/files/2022/12/leadersradial-300x203.png 300w" sizes="(max-width: 595px) 100vw, 595px" /></a><figcaption id="caption-attachment-3258" class="wp-caption-text">Example of a radial graph displayed in the leading for digital change report, showing a users progress towards eight elements of digital capability</figcaption></figure> As with all of our question set reports, there is a series of carefully curated resources presented to the user to help shape their personalised development plan around digital change. <figure id="attachment_3263" aria-describedby="caption-attachment-3263" style="width: 1052px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources.jpg" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3263 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources.jpg" alt="Screenshot of the resource carousel displayed in a user's discovery tool report. Shows four thumbnails of digital skills resources" width="1052" height="299" srcset="https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources.jpg 1052w, https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources-300x85.jpg 300w, https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources-1024x291.jpg 1024w, https://analytics.jiscinvolve.org/wp/files/2022/12/leadersresources-768x218.jpg 768w" sizes="(max-width: 1052px) 100vw, 1052px" /></a><figcaption id="caption-attachment-3263" class="wp-caption-text">An example of our curated resources surfaced as part of a user’s discovery tool report</figcaption></figure> As a delivery team, we are really excited about our new question set launch and the upcoming translation of this question set into Welsh for early 2023. We very much look forward to working with our customers to help implement and embed these within their organisation. Further information on the discovery tool and wider service is available on our <a href="https://digitalcapability.jisc.ac.uk/">building digital capability</a> page. If you have any feedback or further questions, please email <a href="mailto:help@jisc.ac.uk">help@jisc.ac.uk</a> quoting ‘BDC’ in the subject title. Author – Becki Vickerstaff, Higher education senior consultant, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" />   ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/12/13/new-question-set-to-support-digital-transformation-launched/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>How our digital capability tools can help you to make your college’s services more accessible</title> <link>https://analytics.jiscinvolve.org/wp/2022/11/18/how-our-digital-capability-tools-can-help-you-to-make-your-colleges-services-more-accessible/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/11/18/how-our-digital-capability-tools-can-help-you-to-make-your-colleges-services-more-accessible/#respond</comments> <dc:creator><![CDATA[Dominic Walker]]></dc:creator> <pubDate>Fri, 18 Nov 2022 13:00:59 +0000</pubDate> <category><![CDATA[Accessibility]]></category> <category><![CDATA[Building digital capability]]></category> <category><![CDATA[Digital experience insights]]></category> <category><![CDATA[Further Education and Skills]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3241</guid> <description><![CDATA[Our suite of services in digital capability – Digital experience insights, Building digital capability, and the Digital elevation tool – can support and help you to enhance accessibility and inclusion in your college. Accessibility may be a concern within specific curriculum areas as well as in general infrastructure and support services throughout your organisation. Of […]]]></description> <content:encoded><![CDATA[<img decoding="async" loading="lazy" class="alignnone wp-image-3033 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/07/data.jpg" alt="" width="900" height="600" srcset="https://analytics.jiscinvolve.org/wp/files/2022/07/data.jpg 900w, https://analytics.jiscinvolve.org/wp/files/2022/07/data-300x200.jpg 300w, https://analytics.jiscinvolve.org/wp/files/2022/07/data-768x512.jpg 768w" sizes="(max-width: 900px) 100vw, 900px" /> Our suite of services in digital capability – <a href="https://digitalinsights.jisc.ac.uk/" target="_blank" rel="noopener">Digital experience insights</a>, <a href="https://digitalcapability.jisc.ac.uk" target="_blank" rel="noopener">Building digital capability</a>, and the <a href="https://www.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">Digital elevation tool</a> – can support and help you to enhance accessibility and inclusion in your college. Accessibility may be a concern within specific curriculum areas as well as in general infrastructure and support services throughout your organisation. Of course, colleges and other public sector bodies are expected to meet certain requirements of accessibility through legislation, but it’s important to look beyond the <a href="https://www.jisc.ac.uk/accessibility" target="_blank" rel="noopener">legislation</a> so that accessibility is front-and-centre of your digital offer. Accessibility should also begin to form part of staff members’ digital self-development, if it is not already. <h2>Our services</h2> Digital experience insights (DEI) is a service that can help you to find out from staff and learners how they feel about the digital offer in your college and their experiences, including issues around accessibility. This provides useful quantitative and qualitative data for you to consider. The Building digital capability (BDC) Discovery tool helps staff think about their personal knowledge and confidence, while the Digital elevation tool (DET) will help you to refine your approach for improving your digital offering at an organisational level. <h3>Discovery tool</h3> The BDC <a href="https://digitalcapability.jisc.ac.uk/our-service/discovery-tool/" target="_blank" rel="noopener">Discovery tool</a> allows users to reflect on their digital ability and produces a report to help them digitally develop at an individual level. You could use this tool as part of a <a href="https://digitalcapability.jisc.ac.uk/case-studies/middlesbrough-college/" target="_blank" rel="noopener">college-wide skills initiative</a>. Six different question sets for staff users will help them to consider their digital confidence levels and capabilities generally or in their specific roles. Many of these are connected to our recently refreshed <a href="https://digitalcapability.jisc.ac.uk/what-is-digital-capability/individual-digital-capabilities/" target="_blank" rel="noopener">digital capability framework and role profiles</a> produced for the FE and HE sectors. The accessibility and inclusion question set looks at seven key elements, asking specific questions to gauge capabilities to help you and your organisation. Once a question set is completed, a report is generated by the tool. Discovery tool administrators at your organisation will also be able to see data on users’ responses, which may help you to develop a strategy to address and develop capability in the area of accessibility and inclusion. Your question set report will show your confidence level, a description of the capability area, and some next-step guidance. It will prompt you to think about accessibility generally and how it may pertain to the education setting or your particular job role. The accessibility question set looks at: accessibility and effective working, accessibility and producing content, accessibility and resources, accessibility and problem solving, accessibility and relationships, accessibility and supporting others, and accessibility and self-development. In addition to the written guidance, links are provided within the report to carefully curated content to help you develop your accessibility skills and knowledge. Users can also navigate to the comprehensive resource banks held within the discovery tool. The accessibility and inclusion resource bank is broken down into several playlists, matching the seven capability areas. Serving as a reminder, each of those playlists begins with a summary of what the capability area is all about, followed by resources pertaining to those skills. These resources are regularly refreshed and we try and weed out stale resources, so those browsing the resource bank should find plenty of interest. <figure id="attachment_3245" aria-describedby="caption-attachment-3245" style="width: 580px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/11/resource.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3245 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/11/resource-1024x534.png" alt="Discovery tool resource bank for accessibility and inclusion, showing a series of 7 playlists for different capability areas" width="580" height="302" /></a><figcaption id="caption-attachment-3245" class="wp-caption-text">Discovery tool resource bank for accessibility and inclusion</figcaption></figure> We try to provide a range of resources for different learning styles, including short courses, fact sheets, best practice guides, podcasts, MOOCs, and links to relevant practitioner groups like the <a href="https://www.jisc.ac.uk/get-involved/accessibility-community-group" target="_blank" rel="noopener">Jisc accessibility community</a>, and relevant organisations like <a href="https://www.a11yproject.com/" target="_blank" rel="noopener">A11y</a> and <a href="https://disabledstudents.co.uk/" target="_blank" rel="noopener">Disabled Students UK</a>. All of the resources are free wherever possible. Subscribing organisations also have the ability to add 15 of their own resources to the discovery tool. So if you find there’s a particular skills gap in your organisation you can add some links to your own intranet help pages or other external resources of particular relevance to your staff. If you subscribe to the discovery tool already you can find guides on how to do this on our <a href="https://digitalcapability.jisc.ac.uk/resources-and-community/discovery-tool-guidance/admin/" target="_blank" rel="noopener">support website</a>. In addition to the accessibility and inclusion question set – as reflected in the framework that grounds the discovery tool – accessibility is integrated throughout the overall capabilities question set and other role specific question sets. For example, the teaching question sets enquire, among other areas, about a user’s confidence in creating accessible learning materials. Our upcoming question set on leading for digital change also integrates an understanding of accessibility and inclusion issues, encouraging leaders and emerging leaders to take a more holistic understanding of accessibility and how it impacts on digital strategy and infrastructure. This is an approach seen in another product we offer, the Digital elevation tool. <h3>Digital elevation tool</h3> The <a href="https://www.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">Digital elevation tool</a> is built on our <a href="https://repository.jisc.ac.uk/8108/1/jisc-further-education-and-skills-strategy-2020-2023.pdf" target="_blank" rel="noopener">digital elevation model</a> for further education colleges. DET allows providers to recognise and assess their current use of digital and shows them a pathway to further improve their digital performance. Intended for further education leaders, or managing staff responsible for various aspects of digital, the tool runs through a comprehensive series of questions and shows if an organisation, rather than individuals, is working at one of three levels: foundation, transform or elevate. <figure id="attachment_3246" aria-describedby="caption-attachment-3246" style="width: 580px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/11/DET.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3246 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/11/DET-1024x704.png" alt="Digital elevation tool homepage, where users can start a self-assessment questionnaire or view their results and resources" width="580" height="399" srcset="https://analytics.jiscinvolve.org/wp/files/2022/11/DET-1024x704.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/11/DET-300x206.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/11/DET-768x528.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/11/DET-1200x824.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/11/DET.png 1259w" sizes="(max-width: 580px) 100vw, 580px" /></a><figcaption id="caption-attachment-3246" class="wp-caption-text">Digital elevation tool homepage</figcaption></figure> Once the full or part assessment is complete, next-steps guidance is provided as well as accompanying resources to help organisations reach the next level. These resources include more information about policy, strategy and implementation than the resources found in the BDC discovery tool. As well as specific sections, accessibility, diversity and inclusion are again weaved throughout DET. For instance, questions probe about how aware governors are aware on accessibility, how learners are supported in a pre-arrival context, how accessible collaboration tools, assessment tools and curriculum tools are, whether learning resources are accessible or not, and what self-development staff undertake. <h3>Digital experience insights</h3> <a href="https://digitalinsights.jisc.ac.uk/" target="_blank" rel="noopener">Digital experience insights</a> allows for surveying your digital offer in general, but bespoke questions can be added to look into accessibility in particular. The most recent DEI survey includes questions on accessibility, including how accessible online learning materials are. In <a href="https://repository.jisc.ac.uk/8848/1/2022-07%20%28iDFltdP024.11%29%20DEI%20HE%20%26%20FE%20Reports%202022%20%28FE%29%20v1-05.pdf" target="_blank" rel="noopener">our latest FE learners survey</a>, it was found that 66% agree that learning materials are accessible. This is a good start, but there is clearly much more work to do to help improve accessibility. Our most recent reports also include tips on how to start addressing accessibility and inclusion, including issues of digital poverty which still prevail. <h2>Find out more</h2> Taken together, our suite of services can help you to make effective data-driven decisions for the future. You can assess, consolidate and improve your digital offer, ensuring it is accessible and inclusive for all users. All three services are included as part of the membership for Further Education subscribers. Find out more about <a href="https://digitalcapability.jisc.ac.uk/our-service/" target="_blank" rel="noopener">BDC</a>, <a href="https://digitalinsights.jisc.ac.uk/our-service/" target="_blank" rel="noopener">DEI</a> and <a href="https://www.jisc.ac.uk/digital-elevation-tool" target="_blank" rel="noopener">DET</a> on our service websites. Find out more about how Jisc supports accessibility on the <a href="https://accessibility.jiscinvolve.org/wp/" target="_blank" rel="noopener">accessibility, assistive technology and inclusive practice blog</a>. Author – Dominic Walker, Content curation manager, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" />   ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/11/18/how-our-digital-capability-tools-can-help-you-to-make-your-colleges-services-more-accessible/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>How to: blend multiple data sources together in Heidi Plus</title> <link>https://analytics.jiscinvolve.org/wp/2022/10/26/how-to-blend-multiple-data-sources-together-in-heidi-plus/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/10/26/how-to-blend-multiple-data-sources-together-in-heidi-plus/#respond</comments> <dc:creator><![CDATA[scottwilson]]></dc:creator> <pubDate>Wed, 26 Oct 2022 10:09:53 +0000</pubDate> <category><![CDATA[Institutional Use]]></category> <category><![CDATA[Systems]]></category> <category><![CDATA[Data]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3210</guid> <description><![CDATA[Did you know you can use more than one dataset at a time in Heidi Plus? It’s easier than you might think! In this post we’ll pull together three different HESA datasets for an admittedly slightly spurious bit of analysis. There are lots of reasons you might want to blend together data sources. For example, […]]]></description> <content:encoded><![CDATA[ <img decoding="async" loading="lazy" class="alignnone wp-image-3206 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo.png" alt="" width="711" height="321" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo.png 711w, https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo-300x135.png 300w" sizes="(max-width: 711px) 100vw, 711px" /> Did you know you can use more than one dataset at a time in Heidi Plus? It’s easier than you might think! In this post we’ll pull together three different HESA datasets for an admittedly slightly spurious bit of analysis. There are lots of reasons you might want to blend together data sources. For example, you might want to look at both qualifiers and students as a single population. Or you might want to compare the characteristics of the staff and student populations across providers. The main requirement is that we have the common keys we need to join the data together; the main ones being the provider and the academic year. Depending on the datasets you’re using, you might also be able to use cost centres, subjects, or geographical dimensions like countries and regions. For this example I’m going to be looking at the relationship between attendees at public events (as recorded in HEBCI Part B Table 5) and catering and conference income (from Finance Table 7), and then add a parameter so we can filter it based on the size of provider as measured by number of students (from Student Full Person Equivalent). I did say it was a bit spurious! First off, we want to include the primary data source. This is important as Tableau blends data between a primary source and any number of secondary sources, and you have the least number of restrictions for what you can do with data from the primary data source. The primary data source is literally the first data source you include a field from in a worksheet. (If you drag a field from the wrong one at first, you have to remove all the fields and start again to get Tableau to figure out which one you want to be the ‘primary’) I’ll start by creating a new workbook using HEBCI Part B Table 5 from Silver Data Sources. I’m interested in the attendees at any chargeable events, so I’m going to create a calculation to pull out just that:<a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3215 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25-1024x513.png" alt="Formula: if [Columns] = 'Chargeable events Attendees' then [1a Public lectures] +[1b Performance arts (music, dance, drama etc.)] +[1c Exhibitions (galleries, museums etc.)] +[1d Museum education] +[1e Other] else 0 end" width="580" height="291" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25-1024x513.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25-300x150.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25-768x385.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.52.25.png 1062w" sizes="(max-width: 580px) 100vw, 580px" /></a>(You could get a similar effect using filters and the like, but I like making calculated fields for this sort of thing.) So I now have the total attendees for all chargeable events, for all providers, like so: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3216 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54-813x1024.png" alt="Heidi plus screenshot: total attendees at chargeable events by provider" width="580" height="731" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54-813x1024.png 813w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54-238x300.png 238w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54-768x967.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.56.54.png 886w" sizes="(max-width: 580px) 100vw, 580px" /></a> Now, I want to join this with finance information. To do this we use the Add Data Source button, which is the one with the plus and a cylinder on the toolbar:<a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.58.16.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3217 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.58.16.png" alt="Screenshot of Tableau data source controls" width="350" height="80" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.58.16.png 350w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-11.58.16-300x69.png 300w" sizes="(max-width: 350px) 100vw, 350px" /></a>Alternatively, you can choose the Data > New Data Source menu option. This opens up a dialog box with all the data sources listed. I know we need the 2020-21 Finance data for this, specifically Table 7 which has all the different income sources, so I know what to search for: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3218 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-1024x293.png" alt="Tableau screenshot - new data source dialog" width="580" height="166" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-1024x293.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-300x86.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-768x220.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-1536x440.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-2048x587.png 2048w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-1200x344.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.02.10-1980x567.png 1980w" sizes="(max-width: 580px) 100vw, 580px" /></a> I select the one at the bottom and click the Connect button, and now we have another data source: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.05.19.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3219 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.05.19.png" alt="Tableau screenshot: data sources showing two data sources" width="936" height="152" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.05.19.png 936w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.05.19-300x49.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.05.19-768x125.png 768w" sizes="(max-width: 936px) 100vw, 936px" /></a> See the blue tick? That’s indicating that in the current worksheet, HEBCI is our primary data source. From our new data source, I want to add the field 4: Other income: 4b: Residences, conferences and catering operations: ii: Catering and Conference operations to my worksheet. So I drag it over and organise my fields like so: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3220 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-1024x767.png" alt="Screenshot - two measures from different data sources" width="580" height="434" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-1024x767.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-300x225.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-768x575.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-1536x1151.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46-1200x899.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.12.46.png 1538w" sizes="(max-width: 580px) 100vw, 580px" /></a> So two things to notice. First, see that orange tick? That’s indicating that the income field is being added from a secondary data source that has been blended with my primary data source. The second thing is – how did the platform figure out how to connect them together? Well, basically, it looks for fields of the same name and joins them that way. If we select the Finance data source in the Data panel on the left of the screen, and look at the dimensions, we can see what its doing:<a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.16.14.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3221 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.16.14.png" alt="Screenshot showing data source joins" width="920" height="778" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.16.14.png 920w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.16.14-300x254.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.16.14-768x649.png 768w" sizes="(max-width: 920px) 100vw, 920px" /></a> Each of the grey link icons on the right shows what the platform thinks is a possible field to join on, while the red link icons show a join it is currently using. In this case it’s decided to just use Provider name, which is a pretty reasonable guess in this case. However, we have a problem! The finance dataset for 2020/21 actually contains the previous year as well using the Academic Year dimension, whereas the HEBCI does the same but has folders with different measures for each year. So we can’t join on Academic Year as it doesn’t exist in the HEBCI data source. So that means we have to drag the Academic Year from the Finance data source to Filters to ensure we only get 2020/21. Once I’ve done that, I can mess around with the chart to do something like this: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3222 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-1024x617.png" alt="Screenshot of chart - attendees and event income" width="580" height="349" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-1024x617.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-300x181.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-768x463.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-1536x926.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08-1200x723.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.22.08.png 1928w" sizes="(max-width: 580px) 100vw, 580px" /></a> I’ve added our Academic Year filter, and right-clicked on the measures and chosen Dual Axis to show both measures in one chart rather than next to each other. Notice how fields from Finance all have that orange tick next to them wherever they are in the worksheet. Now let’s get fancy and add another data source. This time I’m going to add Student Full Person Equivalent, in exactly the same way I added the Finance data. Again, it’s going to be joined by Provider name by default, and we’re going to have to add in Academic Year as a filter for this data source as well. Note that all data sources we add after the primary one are joined to the primary data source, not to each other – so we can’t join Student and Finance on Academic Year, as we’re actually joining each of them with HEBCI. I want to have a slider so that I can filter the chart I created by total number of students. So to do this, first I create a parameter: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3224 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26-992x1024.png" alt="Screenshot of parameter dialog" width="580" height="599" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26-992x1024.png 992w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26-291x300.png 291w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26-768x793.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.29.26.png 1108w" sizes="(max-width: 580px) 100vw, 580px" /></a> This will let us place a slider on the worksheet that goes up in 1000’s Now, in the Student data source I can create a calculated field that makes use of this parameter: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3225 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42-1024x503.png" alt="Screenshot of formula: [Full Person Equivalent]> [Provider size (students)]" width="580" height="285" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42-1024x503.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42-300x147.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42-768x377.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.31.42.png 1062w" sizes="(max-width: 580px) 100vw, 580px" /></a> Next, I right-click my parameter and choose Add to worksheet, and drag my calculated field to Filters and select TRUE as the value to include. I now have a provider size control on my chart: <a href="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3226 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-1024x615.png" alt="Screenshot: one chart, three data sources" width="580" height="348" srcset="https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-1024x615.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-300x180.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-768x462.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-1536x923.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37-1200x721.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/10/Screenshot-2022-10-13-at-12.34.37.png 1940w" sizes="(max-width: 580px) 100vw, 580px" /></a> And there we have it – one chart, with three sources of data! Two being displayed as measures, with a third being used to control the display. Maybe the use case is just a little bit contrived, but hopefully this can still provide a bit of inspiration for ways you can make use of multiple data sources in Heidi Plus. Just remember to check the joins between the data sources are valid, and in particular that you pay attention to how Academic Years are handled across different datasets, as this is probably the easiest mistake to make when doing this. Author – Scott Wilson, Senior data and analytics developer, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/10/26/how-to-blend-multiple-data-sources-together-in-heidi-plus/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Next generation KEF dashboards offer further insight into higher education knowledge exchange</title> <link>https://analytics.jiscinvolve.org/wp/2022/09/27/next-generation-kef-dashboards-offer-further-insight-into-higher-education-knowledge-exchange/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/09/27/next-generation-kef-dashboards-offer-further-insight-into-higher-education-knowledge-exchange/#respond</comments> <dc:creator><![CDATA[mattclarke]]></dc:creator> <pubDate>Tue, 27 Sep 2022 17:07:12 +0000</pubDate> <category><![CDATA[Institutional Use]]></category> <category><![CDATA[Systems]]></category> <category><![CDATA[Trends]]></category> <category><![CDATA[Data]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3140</guid> <description><![CDATA[In March 2021, Research England and Jisc data analytics released the first dashboards from the Knowledge Exchange Framework (KEF). A pioneering project aiming to showcase the value of knowledge exchange between higher education (HE) in England and its diversity of partners. I covered the release in detail at the time and you can find out […]]]></description> <content:encoded><![CDATA[<img decoding="async" loading="lazy" class="alignnone size-full wp-image-3075" src="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-6.png" alt="" width="512" height="183" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-6.png 512w, https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-6-300x107.png 300w" sizes="(max-width: 512px) 100vw, 512px" /> In March 2021, Research England and Jisc data analytics released the first dashboards from the Knowledge Exchange Framework (KEF). A pioneering project aiming to showcase the value of knowledge exchange between higher education (HE) in England and its diversity of partners. I covered the release in detail at the time and you can find out much more about the dashboards and the background of KEF <a href="https://analytics.jiscinvolve.org/wp/2021/03/31/new-kef-dashboards-demonstrate-the-value-of-knowledge-exchange/" target="_blank" rel="noopener">in the original article.</a> <h2>Introducing KEF 2</h2> Fast forward 18 months, and we now see the highly anticipated <a href="https://kef.ac.uk/dashboard" target="_blank" rel="noopener">release of KEF 2</a> – the next generation of dashboards from the framework delivering methodological and user-focussed improvements, along with enhanced and updated data on the knowledge exchange activities of the sector. Research England’s review of the first iteration highlighted its successes as a novel performance framework in knowledge exchange (KE), but also indicated technical changes to further improve the KEF. In this article, I explain some of the key changes and how they aim to further improve the representation of the sector’s knowledge exchange activities and help users find the KE intelligence they need. <blockquote> “Knowledge exchange is integral to the mission and purpose of our universities, and its importance in contributing to societal and economic prosperity is strongly supported by the Government. “Today’s new version of the Knowledge Exchange Framework takes further forward the vision and potential of KE activity, providing richer evidence to demonstrate universities’ strengths in different areas when set alongside their peers.” David Sweeney CBE, Executive Chair of Research England </blockquote> <h2>1 – New dashboard landing page gives users more flexibility</h2> The first, and most obvious change users will see when they access the KEF 2 dashboards is on the initial dashboard landing page. This new feature enhances the accessibility and navigability of individual provider dashboards, giving users the opportunity to search and select which provider is most relevant to them and navigate straight to their data as shown below. <figure id="attachment_3186" aria-describedby="caption-attachment-3186" style="width: 925px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Landing-Page-1.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3186 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Landing-Page-1.png" alt="Image showing the new dashboard landing page allowing users to search and select the institution most relevant to their analysis." width="925" height="805" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Landing-Page-1.png 925w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Landing-Page-1-300x261.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Landing-Page-1-768x668.png 768w" sizes="(max-width: 925px) 100vw, 925px" /></a><figcaption id="caption-attachment-3186" class="wp-caption-text">The new dashboard landing page allowing users to search and select the provider most relevant to their analysis.</figcaption></figure> <h2>2 – Deciles change to quintiles for more accurate representation</h2> The results of the previous iteration of KEF were displayed in deciles (10 equal groups) with a provider for example, being “in the top 10%” of a particular area of knowledge exchange. In the latest iteration, the results are now shown in quintiles (5 equal groups). This enables a more accurate representation of the relative performance of different providers, due to the nature of the data that underpins the KEF and the knowledge exchange activities it showcases. Quintile 1 represents the lowest quintile working up to quintile 5 which is the highest as shown in the example below. More information can be seen <a href="https://www.ukri.org/wp-content/uploads/2022/02/RE-240222-KEFOptionsSurvey2022-SupportingInformation.pdf" target="_blank" rel="noopener">in this supporting document.</a> <figure id="attachment_3188" aria-describedby="caption-attachment-3188" style="width: 670px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Quintile-system-1.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3188 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Quintile-system-1.png" alt="An example image from KEF 2 showing the new quintile system." width="670" height="582" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Quintile-system-1.png 670w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Quintile-system-1-300x261.png 300w" sizes="(max-width: 670px) 100vw, 670px" /></a><figcaption id="caption-attachment-3188" class="wp-caption-text">An example image from KEF 2 showing the new quintile system.</figcaption></figure> <h2>3 – New engagement labels add further descriptions to quintile scores</h2> Linked very closely to the previous change, the presentation of a provider’s results has changed alongside the move to quintiles. Rather than providers being “In the top 20%”, their activity is now described by an ‘engagement’ level for that area of knowledge exchange. These labels range from Very low engagement (which matches up with quintile 1), through to Medium engagement (matching up with quintile 3), all the way to Very high engagement (matching up with quintile 5). As the quintiles are labelled numerically (1-5), this qualitive description of relative performance looks to provide a clear and more accurate reflection of the results. You can see the new terminology and quintile system in the example image below. <figure id="attachment_3189" aria-describedby="caption-attachment-3189" style="width: 662px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Engagement-terminology-1.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3189 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Engagement-terminology-1.png" alt="An example image from KEF 2 showing the new engagement terminology." width="662" height="585" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Engagement-terminology-1.png 662w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-Engagement-terminology-1-300x265.png 300w" sizes="(max-width: 662px) 100vw, 662px" /></a><figcaption id="caption-attachment-3189" class="wp-caption-text">An example image from KEF 2 showing the new engagement terminology.</figcaption></figure> <h2>4 – Perspective name change and the inclusion of sub-headings</h2> Those of you who have used the previous version of KEF may notice that one of its seven main perspectives has changed names. In KEF 2, the perspective: Skills, enterprise and entrepreneurship has evolved to Continuing professional development (CPD) and graduate start-ups to better reflect the metrics and underpinning knowledge exchange activity it now represents. A further change is the welcome addition of a sub-heading within the dashboards themselves to provide further clarity on the metrics included within each of the perspectives. The additional context these sub-headings provide should improve the overall user experience when using the dashboards and are detailed below for reference. <table> <tbody> <tr> <td width="269"> KEF 2 Perspective </td> <td width="427"> Sub-heading </td> </tr> <tr> <td width="269"> Public and community engagement </td> <td width="427"> Self-assessment of maturity in public and community engagement with evidencing narrative statement </td> </tr> <tr> <td width="269"> Research partnerships </td> <td width="427"> Through co-authorship and collaborative research income </td> </tr> <tr> <td width="269"> Working with business </td> <td width="427"> Income through contract research, consultancy, facilities use, and from Innovate UK </td> </tr> <tr> <td width="269"> Working the public and third sector </td> <td width="427"> Income through contract research, consultancy and facilities use </td> </tr> <tr> <td width="269"> Local growth and regeneration </td> <td width="427"> Income received for regeneration and development with narrative statement detailing strategy, activity and impact </td> </tr> <tr> <td width="269"> IP and commercialisation </td> <td width="427"> Through licensing and intellectual property (IP) income, and spin-out investment and turnover </td> </tr> <tr> <td width="269"> Continuing professional development (CPD) and graduate start-ups </td> <td width="427"> Income through provision of CPD and continuing education, and the number of graduate start-ups </td> </tr> </tbody> </table> <h2>5 – Improvements to the underlying KEF methodology and metric changes </h2> The methodology determining how KEF 2 results are calculated from the underlying data has been developed to further improve the robustness of the results. The new methodology is an evolution of the previous one, but includes the removal of a scaling step to now ensure that the underpinning metrics in a perspective are more equally reflected in the overall final perspective result. This is described in more detail in the <a href="https://www.ukri.org/wp-content/uploads/2022/09/RE-20092022-RE-P-2022-03-KEF2-decisions-report-31-May-2022-Amended.pdf" target="_blank" rel="noopener">KEF 2 decisions document starting at page 12</a> and an updated methodology diagram can be seen below: <figure id="attachment_3178" aria-describedby="caption-attachment-3178" style="width: 1100px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="wp-image-3178 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram.png" alt="Image showing the revised methodology diagram which is used in KEF2." width="1100" height="646" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram.png 1100w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram-300x176.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram-1024x601.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/New-KEF2-revised-methodology-diagram-768x451.png 768w" sizes="(max-width: 1100px) 100vw, 1100px" /></a><figcaption id="caption-attachment-3178" class="wp-caption-text">Revised methodology diagram which is used in KEF 2.</figcaption></figure> KEF 2 includes a small number of specific changes to the existing KEF metrics to further improve their robustness and accuracy. These are summarised below: <ol> <li>Research partnerships perspective, co-authorship metric: inclusion of trade journals in the underpinning dataset.</li> <li>Continuing professional development (CPD) and graduate start-ups; CPD/CE learner days: removal of this metric due to concerns that its collection in HE-BCI is not sufficiently robust and that it also placed undue emphasis on the two CPD/CE metrics.</li> <li>IP and commercialisation perspective; external investment in spin-outs: shift in the denominator used for normalisation from the ‘number of active firms’ to the ‘number of active spin-outs which have survived at least three years’.</li> </ol> <h2>6 – Data refresh leads to enhanced insights</h2> Lastly, but by no means least, KEF 2 brings in refreshed data including two completely new years. The dashboards now contain data for the 2018/19, 2019/20 and 2020/21 years and utilise the most recent data currently available. <h2>Explore the KEF 2 dashboards and provide feedback</h2> You can see all of the above upgrades in the full dashboard release <a href="https://kef.ac.uk/dashboard" target="_blank" rel="noopener">on the KEF2 website.</a> Your ongoing feedback will continue to be vital in shaping future iterations of KEF, so let Research England know what you think of the evolved dashboards and the wider KEF by <a href="https://www.surveymonkey.co.uk/r/KEF2Dash" target="_blank" rel="noopener">filling out the dedicated survey.</a> You can also find out more information about the dashboards in the <a href="https://kef.ac.uk/notes" target="_blank" rel="noopener">technical notes</a> on the revised website. <h2>Contact Jisc’s data analytics team to discuss your own requirements</h2> We design and develop bespoke data analytics solutions for our members and customers. If your organisation would like to enquire about the design and production of your own higher or further education data analytics dashboards, or your data analysis projects, contact us via the channels below quoting ‘DA-Dashboard 2022’ in your communications. We look forward to hearing from you. T: 0333 015 1165 E: <a href="mailto:data.analytics@jisc.ac.uk" target="_blank" rel="noopener">data.analytics@jisc.ac.uk</a> <a href="https://www.jisc.ac.uk/data-and-analytics" target="_blank" rel="noopener">jisc.ac.uk/data-and-analytics</a> <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">@JiscAnalytics</a> <a href="https://www.linkedin.com/showcase/jisc-data-analytics/?viewAsMember=true" target="_blank" rel="noopener">Jisc data analytics on LinkedIn</a> Author – Matt Clarke, Content Insight Manager, Jisc and contributions from members of Research England.]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/09/27/next-generation-kef-dashboards-offer-further-insight-into-higher-education-knowledge-exchange/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>How to: use sets in Heidi Plus for overlapping benchmark groups and departments</title> <link>https://analytics.jiscinvolve.org/wp/2022/09/23/how-to-use-sets-in-heidi-plus-for-overlapping-benchmark-groups-and-departments/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/09/23/how-to-use-sets-in-heidi-plus-for-overlapping-benchmark-groups-and-departments/#respond</comments> <dc:creator><![CDATA[scottwilson]]></dc:creator> <pubDate>Fri, 23 Sep 2022 12:35:27 +0000</pubDate> <category><![CDATA[Institutional Use]]></category> <category><![CDATA[Data]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3142</guid> <description><![CDATA[In this post I’ll take a quick look at using Sets in Heidi Plus to solve some potentially tricky issues you might have in creating visualisations and reports where you have groups whose members overlap. It’s fairly straightforward to create non-overlapping groups in Heidi Plus, for example, if you want to create a new hierarchy […]]]></description> <content:encoded><![CDATA[<img decoding="async" loading="lazy" class="alignnone wp-image-3206 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo.png" alt="" width="711" height="321" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo.png 711w, https://analytics.jiscinvolve.org/wp/files/2022/09/Heidi-Plus-logo-300x135.png 300w" sizes="(max-width: 711px) 100vw, 711px" /> In this post I’ll take a quick look at using Sets in Heidi Plus to solve some potentially tricky issues you might have in creating visualisations and reports where you have groups whose members overlap. It’s fairly straightforward to create non-overlapping groups in Heidi Plus, for example, if you want to create a new hierarchy of providers. If you right-click Provider short name in a workbook, you can add providers to groups using create > group: <a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="aligncenter wp-image-3143 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14-973x1024.png" alt="Screenshot of groups interface" width="580" height="610" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14-973x1024.png 973w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14-285x300.png 285w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14-768x808.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.34.14.png 1000w" sizes="(max-width: 580px) 100vw, 580px" /></a> The new groups are then available to use like any other dimension. Below I’ve used it as the dimension for showing average water consumption over time:<a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3159 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-1024x430.png" alt="Chart of water consumption by groups of providers" width="580" height="244" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-1024x430.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-300x126.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-768x322.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-1536x645.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-2048x860.png 2048w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-1200x504.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.34.24-1980x831.png 1980w" sizes="(max-width: 580px) 100vw, 580px" /></a> However, what if we want to compare ourselves with all providers in the region, and all in the country? In this case the members of the groups are overlapping and so using the “Create Group” function won’t work for us. To do this we need to create Sets instead, and use calculated fields. To create Sets in Heidi Plus, start by creating a sheet with just the dimension we want to create Sets from. (You can actually use multiple dimensions in a set but let’s keep it simple for now!) Next, select all the members that belong in the set (you can use shift-click or control-click to do multiple selections). Then, right-click anywhere in the selection and choose Create Set from the context menu. Its found under the ‘linked circles’ icon:<a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3164 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46-1024x297.png" alt="Screenshot of 'create set' option" width="580" height="168" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46-1024x297.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46-300x87.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46-768x223.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-13.06.46.png 1110w" sizes="(max-width: 580px) 100vw, 580px" /></a> By default this set will be named after the dimension, but you can right-click it in the fields list and rename it to something more useful. You can do this as many times as you need to create all the sets you need. Unlike Groups, each set is independent, so sets can contain the same members. The sets you create are shown along with the other dimensions in the field list. Below I’ve created three sets of overlapping providers – of dubious value admittedly, but hopefully you get the idea! I have a set of all the providers in England, one containing just Exeter and Plymouth, and one with all providers that start with the letter E. Exeter is present in all three sets, while Plymouth is in two of them. <a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.43.40.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3147 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.43.40.png" alt="Screenshot showing sets listed in field list" width="650" height="700" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.43.40.png 650w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.43.40-279x300.png 279w" sizes="(max-width: 650px) 100vw, 650px" /></a> We can use sets in calculated fields using the IN operator when we create the formula. We’re going to need to create a calculated field for each measure, for each set used in the view. To take a simple example, let’s show one of the EMR ratios. In this case, because the measure is a ratio, we want the average for the members of each set. The general formula for this is: <pre>AVG(if [dimension] in [my_set] then [measure] else NULL end)</pre> For the EMR example, for one of our sets it looks like this:<a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3160 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58-1024x324.png" alt="Formula: AVG( if [Provider short name] in [Providers in England] then [Water consumption per student and staff FTE (total)] else null end )" width="580" height="184" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58-1024x324.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58-300x95.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58-768x243.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58-1200x380.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.58.png 1232w" sizes="(max-width: 580px) 100vw, 580px" /></a> We do the same again, for each set, so that we end up with three measures:<a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.33.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3161 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.33.png" alt="Tableau screenshot showing water consumption measures" width="558" height="220" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.33.png 558w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.33-300x118.png 300w" sizes="(max-width: 558px) 100vw, 558px" /></a> Now we have our calculated fields, we can use them in a view. Because we’re using multiple measures rather than a dimension, we have to use the Measure Names dimension and Measure Values measure rather than select individual fields. First drag Measure Names to Filters, and select the measures you want to use. Next, double-click Measure Values to add it to the view. Finally, drag Measure Names to the colour mark. To make a more useful view, drag Academic Year Start to columns so you can get a nice line chart like so: <a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3162 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-1024x404.png" alt="Chart in tableau" width="580" height="229" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-1024x404.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-300x118.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-768x303.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-1536x606.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00-1200x474.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-23-at-12.31.00.png 1930w" sizes="(max-width: 580px) 100vw, 580px" /></a> So we now have our measures for each of the overlapping provider groups. Job done! Because Heidi Plus has a limited space for the legend, we might want to rename those calculations to be a bit shorter, and the labelling isn’t great either, but hopefully this gives you an idea of how to build a chart with overlapping comparator groups. For example, you could use this approach to benchmark a provider against all in the same region, and against all providers, each as a line in the same chart. <h2>Using the same approach for custom disciplines and faculties</h2> We’ve seen how this works for comparison provider groups, but how about mapping subjects to local disciplines, departments or faculties? In this scenario, we may have local groups defined that span several JACS and CAH subjects with lots of overlaps. The approach is very similar, except instead of creating Sets for just one dimension, we’re going to create separate Sets for both CAH and JACS. We start the same way as before by creating views with the dimensions of interest, and building Sets from them. For this example I’m going to rather arbitrarily create “Faculty A” and “Faculty B” sets for various JACS subject areas and various CAH Level 1 subject groups. (I’ve grouped these into a folder to make them easier to find.) <a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.59.53.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3151 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.59.53.png" alt="Screenshot showing Sets in field list" width="784" height="250" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.59.53.png 784w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.59.53-300x96.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-11.59.53-768x245.png 768w" sizes="(max-width: 784px) 100vw, 784px" /></a> Once we have the sets defined, we need to create the calculated fields. To make things easier, we can create a generic “Subject” field that uses either CAH or JACS depending on the year:<img decoding="async" loading="lazy" class="alignnone wp-image-3152 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-12.01.20-e1663852717565-1024x508.png" alt="Screenshot of Tableau formula: If [CAH Level 1] != 'Not applicable' then [CAH Level 1] else [JACS subject area V3] end" width="580" height="288" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-12.01.20-e1663852717565-1024x508.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-12.01.20-e1663852717565-300x149.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-12.01.20-e1663852717565-768x381.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-22-at-12.01.20-e1663852717565.png 1057w" sizes="(max-width: 580px) 100vw, 580px" /> We can use this new field in our calculations in a very similar way to how we did it before for EMR using IN: <a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3167 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-1024x378.png" alt="" width="580" height="214" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-1024x378.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-300x111.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-768x283.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-1536x566.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52-1200x442.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-19.56.52.png 1812w" sizes="(max-width: 580px) 100vw, 580px" /></a> This time we’re creating measures for “Faculty of A” and “Faculty of B” based on whether a subject is in the first set of CAH/JACS subjects, or the second set. Note that as the formula above used unrounded data, we also need to wrap the SUM in a rounding function: <img decoding="async" loading="lazy" class="alignnone wp-image-3169 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-1024x384.png" alt="" width="580" height="218" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-1024x384.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-300x113.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-768x288.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-1536x576.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53-1200x450.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.09.53.png 1812w" sizes="(max-width: 580px) 100vw, 580px" /> We can now use this to build a visualisation. (Note because this isn’t a ratio we’re using SUM instead of average to get the aggregate values.)<a href="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35.png" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignnone wp-image-3171 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-1024x547.png" alt="Tableau line chart with two lines over time, one for Faculty of A, one for Faculty of B," width="580" height="310" srcset="https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-1024x547.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-300x160.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-768x410.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-1536x820.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35-1200x641.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/09/Screenshot-2022-09-24-at-20.16.35.png 1970w" sizes="(max-width: 580px) 100vw, 580px" /></a> We also need to exercise some caution here with interpretation – because of the overlap we are double-counting any courses where the subjects are in both Faculty A and Faculty B! We can use a bit of logic to reduce this effect if we want to: <pre>SUM( IF [Subject] IN [Faculty A] THEN IF [Subject] IN [Faculty B] THEN [Measure]/2 ELSE [Measure] END ELSE NULL END )</pre> With this calculation, we’re splitting the overlapping categories by half. It’s a bit arbitrary, but does mean the totals will still add up correctly without any double counting. However, whether this split makes actual sense in your case is a matter of judgement. If the subject sets don’t actually overlap one another, it’s not an issue, but in that case you could just use Groups instead of Sets. If we were to use an average of ratios instead of sum of totals, the visible effect of doubling up is less pronounced, but is still present in the underlying calculations. Again, you need to consider how you’re taking this into account when interpreting the results. If for example, the overlap in subjects is between department and faculty, rather than between departments, then the double counting is implicit in the hierarchical relationship between the two, so isn’t misleading. <h2>Summing up</h2> You can use Sets in Tableau whenever you need to split data by dimensions with overlapping members. You can use this for custom benchmark groups, subject groupings, and any other dimensions you’re interested in. Take care though when it comes to double-counting – in some cases, like our first example with benchmarks, this isn’t a problem as this is quite clear from the intention behind the chart. In our second example, it could potentially be misleading! <h3>Acknowledgements</h3> A big thanks to Emma from LSBU who came to me with the original problem that prompted this blog post. Author – Scott Wilson, Senior data and analytics developer, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/09/23/how-to-use-sets-in-heidi-plus-for-overlapping-benchmark-groups-and-departments/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Be a part of our next product co-design for the sector</title> <link>https://analytics.jiscinvolve.org/wp/2022/08/26/be-a-part-of-our-next-product-co-design-for-the-sector/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/08/26/be-a-part-of-our-next-product-co-design-for-the-sector/#respond</comments> <dc:creator><![CDATA[mattclarke]]></dc:creator> <pubDate>Fri, 26 Aug 2022 10:47:21 +0000</pubDate> <category><![CDATA[Co-design]]></category> <category><![CDATA[Uncategorized]]></category> <category><![CDATA[Data]]></category> <category><![CDATA[Research]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3110</guid> <description><![CDATA[Senior data and visualisation developer, Eleanor Jarvis calls for participants to help us with our next product co-design for the higher education sector. My colleague, Rhodri Rowlands, and I, are using co-design at Jisc to collaborate with the higher education (HE) sector on developing new business intelligence (BI) for delivery through Heidi Plus. We are […]]]></description> <content:encoded><![CDATA[ <img decoding="async" loading="lazy" class="alignnone wp-image-2870 size-full" src="https://analytics.jiscinvolve.org/wp/files/2021/09/Interview-1.png" alt="" width="958" height="619" srcset="https://analytics.jiscinvolve.org/wp/files/2021/09/Interview-1.png 958w, https://analytics.jiscinvolve.org/wp/files/2021/09/Interview-1-300x194.png 300w, https://analytics.jiscinvolve.org/wp/files/2021/09/Interview-1-768x496.png 768w" sizes="(max-width: 958px) 100vw, 958px" /> Senior data and visualisation developer, Eleanor Jarvis calls for participants to help us with our next product co-design for the higher education sector. My colleague, Rhodri Rowlands, and I, are using co-design at Jisc to collaborate with the higher education (HE) sector on developing new business intelligence (BI) for delivery through Heidi Plus. We are kicking off a new round of development off in September, and would like to invite staff at higher education providers and HE sector bodies, to participate. <h2>The product theme</h2> The theme that we will be working on for this strand of co-design development is the topic of undergraduate to postgraduate progression for UK based students. We want to make this data, which relies on linking student records across multiple years and providers, accessible to the sector. The online co-design sessions are scheduled for: <ul> <li>Co-design kick-off Wednesday 14th September 09:30 – 12:30</li> <li>Co-design session 2 Wednesday 28th September 10:00 – 12:00</li> <li>Co-design session 3 Tuesday 11th October 10:00 – 12:00</li> <li>Showcase Thursday 16th October 14:00 – 15:30</li> </ul> In order to take part in co-design, we are asking for a £500 participation fee. This includes your first year’s subscription to the developed dashboards and supports commitment across the co-design project. In the co-design sessions we will use design thinking and agile development to: <ul> <li>Scope out the essential features for this BI to be successful</li> <li>Get into the minds of the dashboard’s audience by crafting user stories and mapping out user journeys</li> <li>Use prioritisation techniques to ensure that the most important questions are answered by the dashboard</li> <li>Continuously validate design and development decisions</li> <li>Use a range of tools and activities that enable us to collaboratively develop a high value and purposeful dashboard</li> <li>Use anonymised and synthetic HESA data to construct realistic prototypes ready for release to the sector through Heidi Plus</li> </ul> <h2>How to sign up</h2> Please <a href="https://jisc.onlinesurveys.ac.uk/expression-of-interest-for-interactive-insights-co-design-ug_pg" target="_blank" rel="noopener">use this link to register your interest</a>, and I will send through calendar invitations to the sessions. Please reach out to Rhodri (<a href="mailto:rhodri.rowlands@jisc.ac.uk" target="_blank" rel="noopener">rhodri.rowlands@jisc.ac.uk</a>) or myself (<a href="mailto:eleanor.jarvis@jisc.ac.uk" target="_blank" rel="noopener">eleanor.jarvis@jisc.ac.uk</a>) if you have any questions at all. Author – Eleanor Jarvis, Senior data and visualisation developer, Jisc. You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/08/26/be-a-part-of-our-next-product-co-design-for-the-sector/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>The Discovery tool – elevating students’ digital skills to the next level</title> <link>https://analytics.jiscinvolve.org/wp/2022/08/24/the-discovery-tool-elevating-students-digital-skills-to-the-next-level/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/08/24/the-discovery-tool-elevating-students-digital-skills-to-the-next-level/#respond</comments> <dc:creator><![CDATA[katemaclean]]></dc:creator> <pubDate>Wed, 24 Aug 2022 14:25:16 +0000</pubDate> <category><![CDATA[Building digital capability]]></category> <category><![CDATA[Uncategorized]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3068</guid> <description><![CDATA[Digital skills have always been in high demand and with much of life embedded in digital technology, being able to use basic apps and software is no longer a ‘nice to have’, but a necessity. Spearheaded by the pandemic, most universities and colleges have transformed the way they teach and deliver courses. Virtual classrooms and […]]]></description> <content:encoded><![CDATA[<img decoding="async" loading="lazy" class="aligncenter wp-image-3069 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-1.png" alt="" width="512" height="115" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-1.png 512w, https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-1-300x67.png 300w" sizes="(max-width: 512px) 100vw, 512px" /> Digital skills have always been in high demand and with much of life embedded in digital technology, being able to use basic apps and software is no longer a ‘nice to have’, but a necessity. Spearheaded by the pandemic, most universities and colleges have transformed the way they teach and deliver courses. Virtual classrooms and collaborative software are now the norm – and this cultural sea-change has shifted students into more innovative ways of learning. The <a href="https://digitalcapability.jisc.ac.uk/our-service/discovery-tool/" target="_blank" rel="noopener">Discovery tool</a> is one such innovation, a unique platform created to help students elevate their digital skills and meet specific challenges for college, university and their chosen career path. The tool has been designed to help students uncover their digital strengths as well as any weaknesses, so they can pinpoint performance gaps, and upskill more easily. Through its design, the tool can pick out particular areas where a student might benefit from learning a new piece of tech, develop a new skill or perfect an existing one. In addition, it may offer a new perspective on what they already know. <h2>Questionnaire and tailored feedback </h2> When a student first accesses the discovery tool, they’ll be asked to complete an online questionnaire, which takes approximately 20 minutes. Rather than being a test, the questionnaire is more of a reflective exercise to help students self-assess their existing digital skills more thoroughly. <figure id="attachment_3130" aria-describedby="caption-attachment-3130" style="width: 580px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new.png"><img decoding="async" loading="lazy" class="wp-image-3130 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new-1024x823.png" alt="" width="580" height="466" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new-1024x823.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new-300x241.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new-768x617.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-new.png 1060w" sizes="(max-width: 580px) 100vw, 580px" /></a><figcaption id="caption-attachment-3130" class="wp-caption-text">One of the questions from the Explore your digital capabilities students’ questionnaire</figcaption></figure> Once completed, the tool will automate a feedback report which is tailored to each student’s specific needs. In each personalised report, they’ll find six key capability categories along with tips and resources to work with: <ul> <li style="font-weight: 400">Digital communication, collaboration and participation</li> <li style="font-weight: 400">Digital creation, problem solving and innovation</li> <li style="font-weight: 400">Digital identity and wellbeing</li> <li style="font-weight: 400">Digital learning and development</li> <li style="font-weight: 400">Digital proficiency and productivity</li> <li style="font-weight: 400">Information, data and media literacies</li> </ul> The six categories cover 16 elements of the building digital capabilities framework and include a wide range of topics, from interpreting and presenting data, to using new software and apps for study. Advice and tips are based on each student’s reflective answers and confidence level according to each category. Once the questionnaire is submitted the tool selects a playlist of resources that students can start working with straight away. <figure id="attachment_3127" aria-describedby="caption-attachment-3127" style="width: 580px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated.png"><img decoding="async" loading="lazy" class="wp-image-3127 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated-1024x300.png" alt="Image showing four resource cards from the Discovery tool Digital Creation playlist including: Animation: iDEA bronze maker badge, Creativity techniques, 35 incredible data viz tools, HTML tutorial." width="580" height="170" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated-1024x300.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated-300x88.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated-768x225.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated-1200x351.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-updated.png 1476w" sizes="(max-width: 580px) 100vw, 580px" /></a><figcaption id="caption-attachment-3127" class="wp-caption-text">Four resource cards from the Discovery tool Digital Creation playlist including: Animation: iDEA bronze maker badge, Creativity techniques, 35 incredible data viz tools, HTML tutorial</figcaption></figure> <h2>Catering for all levels of learning</h2> The beauty of the tool is that it’s designed to cater for students across all sectors and subjects. Whether students are studying for a diploma or doctorate, the tool’s questionnaire and feedback report will offer practical support to help each individual elevate their learning. Whereas one student may need resources that can help them identify reliable academic papers online, or an app that can collate and share their findings, another student may need resources that can demonstrate how to edit video and audio, or cite social media in assignments. Another facet to the discovery tool is that it’s already embedded into the curriculum of many universities and a growing number of colleges throughout the UK. This enables students to use the discovery tool for assessments and assignments, as well as help them with their future career path. <iframe loading="lazy" title="Jisc BDC Discovery Tool for Students" width="580" height="326" src="https://www.youtube.com/embed/GiRJTd6Ztag?start=2&feature=oembed" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> “The discovery tool has been invaluable to me in terms of identifying areas in which I’m less proficient…In terms of future employment, I think from an employers point of view, it’s really handy to have this sort of breakdown of areas, which you have noticed that you need improvement on, and to see that you’ve actively improved on those areas will be really beneficial in the job market ” Michaela Moclair, Creative Writing PhD student, University of Plymouth <h2>Accessibility, technology and neurodivergent learners</h2> For students with accessibility needs, the discovery tool can direct them to the right assistive tech, such as screen readers, writing tools and voice recognition software. The questionnaire captures each student’s responses, so tailored feedback and next steps can be offered. This could include utilising a specific device, or downloading an app that can adapt learning materials into more accessible formats. These resources are also intended to raise awareness around accessibility and inclusion for all students, so they can reflect on how these issues may impact members of their peer group. For neurodivergent learners (dyslexia, dysgraphia, hyperlexia and other spectrums), the feedback report may offer tips on how to make adjustments to their personal device, so operational systems are easier to use and suit their needs more precisely. Alternatively, it may suggest ways they can reach out within their college or university to access additional support. <figure id="attachment_3128" aria-describedby="caption-attachment-3128" style="width: 580px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2.png"><img decoding="async" loading="lazy" class="wp-image-3128 size-large" src="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2-1024x290.png" alt="Image showing a selection of resources from the Discovery tool to assist students with digital accessibility" width="580" height="164" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2-1024x290.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2-300x85.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2-768x217.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2-1200x340.png 1200w, https://analytics.jiscinvolve.org/wp/files/2022/08/blog-pic-update-2.png 1477w" sizes="(max-width: 580px) 100vw, 580px" /></a><figcaption id="caption-attachment-3128" class="wp-caption-text">A selection of resources from the Discovery tool to assist students with digital accessibility</figcaption></figure> <h2>Over 800 curated resources</h2> The discovery tool has over 800 resource cards which are categorised into the six key digital areas (playlists). Each resource card either links to a single resource, such as a blog or article, or to a whole set of resources offered by different education platforms such as FutureLearn, Microsoft Learn, Google Applied Digital Skills, ICDL Professional and iDEA. There are also links to specialist resources from numerous higher education providers including the University of Edinburgh, the Open University, University of Leeds and Harvard. <figure id="attachment_3074" aria-describedby="caption-attachment-3074" style="width: 463px" class="wp-caption alignnone"><img decoding="async" loading="lazy" class="wp-image-3074 size-full" src="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-5.png" alt="Screenshot of the Harvard course titled 'CS50’s introduction to programming with Scratch'" width="463" height="221" srcset="https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-5.png 463w, https://analytics.jiscinvolve.org/wp/files/2022/08/wordpress-image-5-300x143.png 300w" sizes="(max-width: 463px) 100vw, 463px" /><figcaption id="caption-attachment-3074" class="wp-caption-text">CS50’s introduction to programming with Scratch – just one of the courses available from Harvard University</figcaption></figure> Resources range from toolkits and online courses, to MOOCS, micro-modules, guides, blogs and how-to videos. Each resource takes account of emerging technologies such as Artificial Intelligence (AI), the internet of things and datafication, along with the most up to date phenomena that’s emerged since the start of the pandemic. Within the discovery tool, resource playlists can be bookmarked and saved for easy access. Likewise, the questionnaire can be re-taken so students can compare their report results and keep track of their development. Students are free to either follow the tips and advice given in their feedback report, or they can surf the 800 plus individual resources in their own time. <h2>Part of the curriculum</h2> Another key aspect of the discovery tool is that tutors and lecturers also have access. This gives academic staff the option to set assignments and tasks via the tool which students can incorporate into their coursework. In addition, each subscribing university or college has the option to add tailored resources that are relevant to their department or faculty. Although each student’s data is private and only visible to them, the tool allows students to make notes and share resources with their peers and tutors. Students also have the option to use the report as part of their tutorial, to map progression and overcome any challenges. <h2>The team behind the discovery tool</h2> The Jisc <a href="https://digitalcapability.jisc.ac.uk/" target="_blank" rel="noopener">building digital capability</a> service and <a href="https://www.jisc.ac.uk/get-involved/learning-and-teaching-experts-group" target="_blank" rel="noopener">student experience experts team</a> have been supporting universities and colleges to improve the digital student experience for over two decades. Since its launch in 2018, the discovery tool has broken ground in supporting the digital transformation across the majority of the UK’s universities and a growing number of its colleges. On the back of this success, the tool continues to be utilised outside the UK, in higher education settings throughout Australia, Switzerland and Singapore. On the 1st of August 2022, Jisc launched an upgraded version of the tool retaining all the best facets of the original, but with additional features such as an interactive playlist, note creation tool and the option to compare past and previous reports. <h2>Easy to access</h2> As long as students have internet access, they can view the tool on any device including their mobile, tablet or pc. All they need to do is sign up at <a href="https://jisc.potential.ly/signin" target="_blank" rel="noopener">jisc.potential.ly</a> and can use our <a href="https://digitalcapability.jisc.ac.uk/resources-and-community/discovery-tool-guidance/students/" target="_blank" rel="noopener">user guide</a> if they need more information on how to do this. The discovery tool is also available in the Welsh language. Author – Kate Maclean, Copy & Content Writer, Data analytics , Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/08/24/the-discovery-tool-elevating-students-digital-skills-to-the-next-level/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Supporting digital fluency with the new and enhanced discovery tool</title> <link>https://analytics.jiscinvolve.org/wp/2022/07/21/supporting-digital-fluency-with-the-new-and-enhanced-discovery-tool/</link> <comments>https://analytics.jiscinvolve.org/wp/2022/07/21/supporting-digital-fluency-with-the-new-and-enhanced-discovery-tool/#respond</comments> <dc:creator><![CDATA[mattclarke]]></dc:creator> <pubDate>Thu, 21 Jul 2022 19:07:45 +0000</pubDate> <category><![CDATA[Building digital capability]]></category> <category><![CDATA[Institutional Use]]></category> <category><![CDATA[Trends]]></category> <category><![CDATA[Uncategorized]]></category> <category><![CDATA[Data]]></category> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=3040</guid> <description><![CDATA[There is a continuous debate in both the education and commercial sectors on how we can support users in developing digital capability. As we continue to grow in an ever evolving digital world, being able to identify our own digital capabilities and continually develop them is becoming increasingly important. Having spent over 19 years working […]]]></description> <content:encoded><![CDATA[<img decoding="async" loading="lazy" class="alignnone size-full wp-image-2990" src="https://analytics.jiscinvolve.org/wp/files/2022/05/building_digital_capability_computers.jpg" alt="" width="1040" height="350" srcset="https://analytics.jiscinvolve.org/wp/files/2022/05/building_digital_capability_computers.jpg 1040w, https://analytics.jiscinvolve.org/wp/files/2022/05/building_digital_capability_computers-300x101.jpg 300w, https://analytics.jiscinvolve.org/wp/files/2022/05/building_digital_capability_computers-1024x345.jpg 1024w, https://analytics.jiscinvolve.org/wp/files/2022/05/building_digital_capability_computers-768x258.jpg 768w" sizes="(max-width: 1040px) 100vw, 1040px" /> There is a continuous debate in both the education and commercial sectors on how we can support users in developing digital capability. As we continue to grow in an ever evolving digital world, being able to identify our own digital capabilities and continually develop them is becoming increasingly important. Having spent over 19 years working within digital education in the higher education sector, I have seen first hand the importance of developing staff and students’ confidence and building a digitally capable institution with confident digital consumers. I joined Jisc at the beginning of January 2022 as a Higher Education Senior Consultant supporting the <a href="https://digitalcapability.jisc.ac.uk/" target="_blank" rel="noopener">building digital capability service</a> and discovery tool. In this short space of time, I’ve been fortunate to see the different ways in which institutions and organisations implement the discovery tool and the impact of those initiatives. Jisc’s <a href="https://digitalcapability.jisc.ac.uk/" target="_blank" rel="noopener">discovery tool</a> has been used in many institutions since its initial launch in 2018 and has continued to help users reflect on their own digital capability and identify strengths, weaknesses and pathways for development. On the 1st of August, a new and enhanced version of the discovery tool will be launched to the community and our customers, which gives us an excellent opportunity to reflect on the work that has led up to this point. The enhancements to the platform combine both our valued sector feedback with new platform functionality to support a user’s journey with digital capability development. Some of the enhancements include: <ul> <li>New dynamic dashboard – the dashboard allows a more personalised interaction with the discovery tool, allowing users the ability to bookmark resources and remember recent activity</li> <li>Improved resource interaction – the resource area upgrade will allow greater flexibility for institutions and users. Users can ‘like’ or ‘bookmark’ any resource which will appear on their personal dashboard. The new functionality means users can also see completion of resources where there is an activity along with tailored playlists to underpin areas of digital capability</li> <li>Report overlay functionality – users will be able to compare any two individual completions of our extensive question sets and produce an overlay showing where the user may have improved their confidence in that area</li> <li>Tailored data headings – institutions and organisations will now be able to request bespoke department and subject headings whilst retaining sector benchmarking functionality</li> </ul> <figure id="attachment_3056" aria-describedby="caption-attachment-3056" style="width: 1123px" class="wp-caption alignnone"><a href="https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2.png"><img decoding="async" loading="lazy" class="size-full wp-image-3056" src="https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2.png" alt="Image showing the new discovery tool landing page." width="1123" height="1567" srcset="https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2.png 1123w, https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2-215x300.png 215w, https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2-734x1024.png 734w, https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2-768x1072.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/07/Newdiscoverytoollandingpage2-1101x1536.png 1101w" sizes="(max-width: 1123px) 100vw, 1123px" /></a><figcaption id="caption-attachment-3056" class="wp-caption-text">The new discovery tool landing page.</figcaption></figure> Part of the process during this project upgrade has been actively engaging with our members and customers using the service, internal Jisc stakeholders and feedback on the developments so far. We have also reached out to our customers on a personal level, and I’ve had the privilege of having many consultancy calls with existing users around the new developments coming to the service. We have also run a series of bookable interactive webinars with our community showcasing the development and running specialised admin sessions for teams that implement the discovery tool within their organisations. The response from our community has been incredibly positive, with many commenting on how the enhancements are going to support institutional initiatives such as curriculum development, student award pathways and digital strategies. The changes in the resources including the ‘bookmarking’ and ‘favourite’ functionality is seen as a welcome addition for many of our smaller customers where resource and internal capacity to develop training materials is limited. Individual users will be able to work through their reports and identify their strengths and weaknesses in areas of digital capability and bookmark the resources they may wish to work through at a later date. This provides a wonderful opportunity to reinforce the importance of lifelong learning with digital capability to users where their time is limited and precious. For many institutions, the addition of the tailored data summaries brings an excellent opportunity to delve deeper into their institutional data and make more personalised localised interventions in supporting digital capability. In a recent call, one institution was really encouraged by this enhancement as it enables them to feed the results from the discovery tool into their school/faculty level teaching and learning plans which will embed digital capability as a development opportunity. Bringing digital capability to the forefront of internal processes and initiatives is a vital method in creating a digitally confident institution. The most popular enhancement with our community has been the report function overlay. Historically, the discovery tool could only allow one question set completion to remain on the system per user. The new version will allow the user to attempt any of the question sets as many times as required and compare results against any two previous completions. The ability for the user to be able to see where they may have improved their confidence in a certain area of digital capability reinforces the importance of self-development and reflection for many institutions. Several institutions have already commented that this will be feeding into a cycle of student development to support digital fluency and contribute towards institutional student award initiatives. On a personal level, and as a previous user of the discovery tool at my last institution, I am really looking forward to seeing how institutions and organisations use these new enhancements and embed them as part of their internal processes and initiatives. As a delivery team, we are really excited in anticipation of the upcoming version launch and look forward to working with our customers to implement and embed these excellent enhancements. We hope to share some user stories of the new discovery tool at our next service community event. Further information on the discovery tool and wider service is available on our <a href="https://digitalcapability.jisc.ac.uk/" target="_blank" rel="noopener">building digital capability page</a>. If you have any feedback or further questions on the platform enhancements after our launch on the 1st of August, please email <a href="mailto:help@jisc.ac.uk" target="_blank" rel="noopener">help@jisc.ac.uk</a>. Author – Becki Vickerstaff, Higher education senior consultant, Jisc You can also follow us on <a href="https://twitter.com/JiscAnalytics" target="_blank" rel="noopener">Twitter</a> and <a href="https://www.linkedin.com/showcase/jisc-data-analytics" target="_blank" rel="noopener">LinkedIn</a> to keep up to date with Jisc data analytics. <img decoding="async" loading="lazy" class="alignnone size-full wp-image-3001" src="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png" alt="" width="1886" height="673" srcset="https://analytics.jiscinvolve.org/wp/files/2022/06/DA.png 1886w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-300x107.png 300w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1024x365.png 1024w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-768x274.png 768w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1536x548.png 1536w, https://analytics.jiscinvolve.org/wp/files/2022/06/DA-1200x428.png 1200w" sizes="(max-width: 1886px) 100vw, 1886px" /> ]]></content:encoded> <wfw:commentRss>https://analytics.jiscinvolve.org/wp/2022/07/21/supporting-digital-fluency-with-the-new-and-enhanced-discovery-tool/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss>