DigiReady+ Wiki - User contributions [en]

Digital maturity

2026-03-12T14:54:45Z

University of Duisburg-Essen: Created page with "To be added"

To be added

Main Page

2024-07-03T07:44:51Z

University of Duisburg-Essen:

Welcome to the DigiReady+ Wiki
[[File:DR-main-logo.png|thumb|right|alt=DigiReady+ Logo]]

The DigiReady+ project aims to define a [[Digital Readiness]] framework and develop relevant tools (in the form of web-based applications) that allow digital readiness measurement. We plan to perform a feasibility study across three European universities with different levels of digital readiness, during which we will implement the framework and use the tool. In the process, we discuss digital readiness in tandem with similar concepts, such as [[digital transformation]] and [[digital maturity]]. An important aspect of the proposed framework is that it will be grounded on data produced during the online teaching and learning activities, then applying [[Learning Analytics|learning analytics]] and [[Institutional Analytics|institutional analytics]] methods and tools in order to validate its effectiveness and increase its objectivity. Through this project, we aim at validating this [[data-driven]] framework demonstrating its effectiveness in obtaining an objective measurement of digital readiness, as well as recommendations for appropriate actions for different stakeholders. The ultimate objective is to integrate the DigiReady+ framework into the quality assurance processes of European higher education institutions.

The motivation of this project is based on the following observations:

* Digital readiness, an index measuring the capacity of an individual or an organization to leverage the digital learning potential and to adapt to the new condition, needs to be monitored at different levels (instructor, curriculum, institution), so that appropriate actions to be taken accordingly. So, there is an urgent need for existing frameworks measuring the digital competence and digital readiness of learning institutions to be adapted and operationalized by the European tertiary education sector. After studying existing frameworks, however, we observe that most of them are implemented in the form of [[self-assessment questionnaires]], that have a strong subjective character;
* A side effect of [[digital transformation]] is that a growing amount of data related to teaching and learning activities is collected. This is because interactions between learners and between learners and tutors take place more and more through digital media, thus generating traces, while more teaching and instructional content is in digital form, and learners' interactions with it are logged. Leveraging these data for understanding the process and measuring performance has increased the potential of the field of learning and institutional analytics. In particular, learning analytics is intended to enhance or improve learning and student achievements, while institutional analytics is intended to improve services and practices across the institution. Both forms have long been advocated as important ways to improve higher education capacity.

DigiReady+ innovativeness lies in the combination of using existing [[self-reflection tools]] with [[evidence-based measurement of digital readiness]]. The project exploits the developed synergies and complementary profiles among its consortium members:
* [[University of Patras]], Greece,
* [[Universidad Valladolid]], Spain,
* [[University of Duisburg-Essen]], Germany),
*[[EDEN]], the [[European Distance and E-Learning Network]],
* the [[Greek Universities Network]] (GUNET).

Institutional Analytics

2024-07-02T16:35:40Z

University of Duisburg-Essen: Created page with "'''Institutional Analytics''' involves creating and providing reports, dashboards, models, and various analytical tools tailored for university business and administrative purposes. The aim of Institutional Analytics is to enhance university planning, management, decision-making, and accountability. This encompasses descriptive analytics (analyzing what happened), diagnostic analytics (understanding why it happened), predictive analytics (forecasting what will happen), a..."

'''Institutional Analytics''' involves creating and providing reports, dashboards, models, and various analytical tools tailored for university business and administrative purposes. The aim of Institutional Analytics is to enhance university planning, management, decision-making, and accountability. This encompasses descriptive analytics (analyzing what happened), diagnostic analytics (understanding why it happened), predictive analytics (forecasting what will happen), and prescriptive analytics (determining how to make it happen) [[#NCState|[1]]].

== References ==
<ol class="references">
<li id="NCState">
NC State University. What is Institutional Analytics?. Retrieved from [https://uda.isa.ncsu.edu/institutional-analytics/]
</li>
</ol>

Learning Analytics

2024-07-02T15:54:05Z

University of Duisburg-Essen: Created page with "'''Learning Analytics''' is the "measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs" [1]. == References == <ol class="references"> <li id="Tsai"> Tsai, Y.S. What is Learning Analytics. Retrieved from [https://www.solaresearch.org/about/what-is-learning-analytics/] </li> </ol>"

'''Learning Analytics''' is the "measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs" [[#Tsai|[1]]].

== References ==
<ol class="references">
<li id="Tsai">
Tsai, Y.S. What is Learning Analytics. Retrieved from [https://www.solaresearch.org/about/what-is-learning-analytics/]
</li>
</ol>

Greek Universities Network

2024-06-22T14:13:24Z

University of Duisburg-Essen: Created page with "'''GUnet – Greek Universities Network''' is a non-profit organization, based in Athens, Greece. It was founded in 2000 by all Greek Universities with the mandate to drive the digital transformation and innovation in Greek higher education institutions (HEIs). It has as members all 25 public universities in Greece. The mission of GUnet is to promote, facilitate and coordinate the development and use of advanced information and communication technologies (ICT), services,..."

'''GUnet – Greek Universities Network''' is a non-profit organization, based in Athens, Greece. It was founded in 2000 by all Greek Universities with the mandate to drive the digital transformation and innovation in Greek higher education institutions (HEIs). It has as members all 25 public universities in Greece. The mission of GUnet is to promote, facilitate and coordinate the development and use of advanced information and communication technologies (ICT), services, and applications in the Greek academic community, as well as to support the digital transformation and innovation in Greek higher education institutions (HEIs).

Contact: Kostantinos Tsibanis

European Distance and E-Learning Network

2024-06-22T14:12:45Z

University of Duisburg-Essen: Redirected page to EDEN

#REDIRECT[[EDEN]]

EDEN

2024-06-22T14:11:31Z

University of Duisburg-Essen: Created page with "'''EDEN UK''' has been the leading European network in the field of open, distance, and e-learning for 30 years. Taken into account the complications created by the UK leaving the EU, EDEN considered continuing its pan-European activities with establishing a new seat in a ‘permanent’ EU country, Estonia with the name EDEN Digital Learning Europe. In the intermediate year, in order to sustain the legacy of the EDEN Network and ensure continuity of services and activit..."

'''EDEN UK''' has been the leading European network in the field of open, distance, and e-learning for 30 years. Taken into account the complications created by the UK leaving the EU, EDEN considered continuing its pan-European activities with establishing a new seat in a ‘permanent’ EU country, Estonia with the name EDEN Digital Learning Europe. In the intermediate year, in order to sustain the legacy of the EDEN Network and ensure continuity of services and activities for the benefit of the European academic and professional community in ODL the European Distance and E-Learning Network is co-operating with EDEN Europe. The respective legal arrangements are implemented and EDEN Europe is prepared to continue the work in any future project by ensuring the eligibility for participation and respective funding.

Contact: [https://ppk.elte.hu/en/staff/helga-dorner| Prof. Helga Dorner]

University of Duisburg-Essen

2024-06-22T14:10:06Z

University of Duisburg-Essen: Created page with "'''The University of Duisburg-Essen''' is located in a region boasting the highest concentration of universities in Europe. Almost 42,000 students are enrolled here and, with a total 3,640 academic and non-academic staff members, the university clearly occupies an important position among the employers in the region. Established on 1 January 2003, the result of the merger between two previously independent institutions – the University of Duisburg and the University of..."

'''The University of Duisburg-Essen''' is located in a region boasting the highest concentration of universities in Europe. Almost 42,000 students are enrolled here and, with a total 3,640 academic and non-academic staff members, the university clearly occupies an important position among the employers in the region. Established on 1 January 2003, the result of the merger between two previously independent institutions – the University of Duisburg and the University of Essen (both of which were first founded in 1972) – the University of Duisburg-Essen is the youngest university in North Rhine-Westphalia. Offering a broad range of subjects, the University of Duisburg-Essen has already notched up a good name for itself in fields as disparate as social sciences, economics, the humanities, design, engineering, and natural sciences, including medicine. Students from 130 nations come here to pursue their studies.

Contact: [https://iachounta.com/website/| Dr. Irene-Angelica Chounta]

Universidad Valladolid

2024-06-22T14:08:36Z

University of Duisburg-Essen: Created page with "'''Universidad de Valladolid (UVA)''' is one of the most important centers of Higher Education in Spain. It currently employs more than 5000 persons, out of whom 3310 are professors and researchers, and 1915 are administrative staff and teaching assistants. It has four campuses in different cities across the Castilla y León region: Valladolid, Palencia, Segovia and Soria. Over 28,000 students enrol each year in its 88 Bachelor degrees, 29 doctoral programs (14 with Hono..."

'''Universidad de Valladolid (UVA)''' is one of the most important centers of Higher Education in Spain. It currently employs more than 5000 persons, out of whom 3310 are professors and researchers, and 1915 are administrative staff and teaching assistants. It has four campuses in different cities across the Castilla y León region: Valladolid, Palencia, Segovia and Soria. Over 28,000 students enrol each year in its 88 Bachelor degrees, 29 doctoral programs (14 with Honor Mention; and 13 as interuniversity programs, an indicator of its close and wide collaboration with other academic institutions) and 72 postgraduate degrees. UVA manages around 850 research projects financed through competitive public R+D+i calls (European, national or regional), and approx. 500 contracts and agreements aimed at the transfer of knowledge and technology, amounting to an average value of over 15 M€ per annum.

Contact: [https://www.gsic.uva.es/members/yannis| Prof. Yannis Dimitriadis]

University of Patras

2024-06-22T14:07:15Z

University of Duisburg-Essen: Created page with "'''University of Patras (UPAT)''' is a public university in Patras, Greece. It is the third largest university in Greece with respect to the size of the student body, the staff, and the number of departments. The University of Patras is considered one of the best universities in Greece and has been placed in the top 200 universities in subject areas. In 2020, the student population was more than 33.000 (29.901 at the undergraduate level and 3.931 at the postgraduate leve..."

'''University of Patras (UPAT)''' is a public university in Patras, Greece. It is the third largest university in Greece with respect to the size of the student body, the staff, and the number of departments. The University of Patras is considered one of the best universities in Greece and has been placed in the top 200 universities in subject areas. In 2020, the student population was more than 33.000 (29.901 at the undergraduate level and 3.931 at the postgraduate level). It has 715 faculty members, 226 scientific staff members and 454 administrative personnel and comprises 7 Schools and 35 Departments. UPAT is an Endorser of the “European Charter for Researchers” and “Code of Conduct for the Recruitment of Researchers (Charter & Code)” and host of hundreds of Erasmus Students and Academic Exchange Staff.

Contact: [https://hci.ece.upatras.gr/people/avouris/| Prof. Nikolaos Avouris]

Evidence-based measurement of digital readiness

2024-06-22T14:01:34Z

University of Duisburg-Essen: Redirected page to Data-driven

#REDIRECT [[Data-driven]]

Self-reflection tools

2024-06-22T14:00:30Z

University of Duisburg-Essen: Redirected page to Self-assessment questionnaires

#REDIRECT [[Self-assessment questionnaires]]

Digital transformation

2024-06-22T13:54:27Z

University of Duisburg-Essen:

'''Digital Transformation''''

* "a process that aims to improve an entity by triggering significant changes to its properties through combinations of information, computing, communication, and connectivity technologies"[[#Vial2021|[1]]]
* "a fundamental change process enabled by digital technologies that aim to bring radical improvement and innovation to an entity [e.g., an organization, a business network, an industry, or society] to create value for its stakeholders by strategically leveraging its key resources and capabilities"[[#GongRibiere2021|[2]]]

== References ==
<ol class="references">
<li id="Vial2021">
Vial, G. (2021). Understanding digital transformation: A review and a research agenda. [Publisher: Routledge]. Managing Digital Transformation, 13–66. Retrieved November 1, 2023, from [https://www.taylorfrancis.com/chapters/edit/10.4324/9781003008637-4/understanding-digital-transformation-gregory-vial]
</li>
<li id="GongRibiere2021">
Gong, C., & Ribiere, V. (2021). Developing a unified definition of digital transformation. [Publisher: Elsevier]. Technovation, 102, 102217. Retrieved November 1, 2023, from [https://www.sciencedirect.com/science/article/pii/S0166497220300894]
</li>
</ol>

Self-assessment questionnaires

2024-06-22T13:52:17Z

University of Duisburg-Essen:

Traditional assessments often rely on subjective self-assessment instruments, as identified by Volungevičienė et al. (2021)[[#Volungeviciene2021|[1]]]. Data-driven assessments are rare.

Out of 20 instruments reviewed, only 4 are suitable for European HEIs:
* COL’s Benchmarking Toolkit for Technology-Enabled Learning[[#SankeyMishra2019|[2]]]
* European Framework for Digitally Competent Educational Organisations (DigCompOrg)[[#Kampylis2015a|[3]]][[#Kampylis2015b|[4]]]
* E-xcellence Manual: Quality Assessment for E-learning[[#Kear2016|[5]]]
* JISC Guide for Developing Organizational Approaches to Digital Capability[[#Killen2017|[6]]]

Common benchmarking domains include:
* Leadership and Governance
* Policies and Strategies
* Teaching and Learning
* Training and Support
* Content and Curricula
* Infrastructure

Existing instruments tend to focus on benchmarking and quality assurance in various operational aspects of HEIs. Differences in educational systems may influence the applicability of these frameworks. Self-assessment tools for students provide insights into digital competence but are less relevant for broader institutional assessments. Quantitative approaches in other sectors, such as e-commerce and IT, suggest a more generalized but non-universal approach to assessing Digital Readiness. Trace data usage for assessment is notably absent.[[#Volungeviciene2021|[1]]]

== References ==
<ol class="references">
<li id="Volungeviciene2021">
Volungevičienė, A., Brown, M., Greenspon, R., Gaebel, M., & Morrisroe, A. (2021). Developing a high performance digital education ecosystem: Institutional self-assessment instruments. [Publication Title: European University Association]. European University Association.
</li>
<li id="SankeyMishra2019">
Sankey, M., & Mishra, S. (2019). Benchmarking toolkit for technology-enabled learning.
</li>
<li id="Kampylis2015a">
Kampylis, P., Punie, Y., & Devine, J. (2015a). A european framework for digitally-competent educational organisations. [https://doi.org/10.2791/54070]
</li>
<li id="Kampylis2015b">
Kampylis, P., Punie, Y., & Devine, J. (2015b). Promoting effective digital-age learning - a european framework for digitally-competent educational organisations.
</li>
<li id="Kear2016">
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Rodrigo, C., S´anchez-Elvira Paniagua, A., Santamar´ıa Lancho, M., Vyt, A., & Mellar, H. (2016). Quality assessment for e-learning: A benchmarking approach. [https://publications.jrc.ec.europa.eu/repository/handle/JRC98209]
</li>
<li id="Killen2017">
Clare Killen, Helen Beetham, & Sarah Knight. (2017). Developing organisational approaches to digital capability [Jisc]. Retrieved September 24, 2022, from [https://www.jisc.ac.uk/full-guide/developing-organisational-approaches-to-digital-capability]
</li>
</ol>

Digital Readiness

2024-06-22T13:45:45Z

University of Duisburg-Essen:

'''Preparedness in using digital tools''' involves focusing on digital skills, trust in technology, and the usage of digital tools for online activities [[#Horrigan2016|[1]]]. For Higher Education Institutions, '''Digital Readiness''' means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently.[[#Ogbevoen2020|[2]]] This concept encompasses not only the technological capability but also the potential for digital transformation to redefine goals and development for both organizations and individuals, such as students and teachers, by fostering relevant technological skills and attitudes. [[#Alzhanova2020|[3]]]

== References ==
<ol class="references">
<li id="Horrigan2016">
Horrigan, J. B. (2016). The meaning of digital readiness. Retrieved September 26, 2022, from [https://www.pewresearch.org/internet/2016/09/20/the-meaning-of-digital-readiness/]
</li>
<li id="Ogbevoen2020">
Ogbevoen, L. (2020). What is digital readiness? meaning, examples, breakdown - oden tech. [Oden Technologies]. Retrieved September 26, 2022, from [https://oden.io/blog/what-is-digital-readiness]
</li>
<li id="Alzhanova2020">
Alzhanova, F. G., Kireyeva, A. A., Satpayeva, Z. T., Tsoy, A. A., & Nurbatsin, A. (2020). Analysis of the level of technological development and digital readiness of scientific-research institutes. [Publisher: Korea Distribution Science Association]. The Journal of Asian Finance, Economics and Business, 7 (12), 1133–1147.
</li>
</ol>

Digital Readiness

2024-06-22T13:19:50Z

University of Duisburg-Essen:

'''Preparedness in using digital tools''' involves focusing on digital skills, trust in technology, and the usage of digital tools for online activities.<ref>Florian L. Mayer, ''Erfolgsfaktoren von Social Media: Wie „funktionieren“ Wikis? Eine vergleichende Analyse kollaborativer Kommunikationssysteme im Internet, in Organisationen und in Gruppen'' (Berlin: Lit Verlag Dr. W. Hopf, 2013), S. 102, 108.</ref> For Higher Education Institutions, '''Digital Readiness''' means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently.<ref>J. B. Horrigan, ''The meaning of digital readiness'', 2016. Available at: [https://www.pewresearch.org/internet/2016/09/20/the-meaning-of-digital-readiness/]</ref> This concept encompasses not only the technological capability but also the potential for digital transformation to redefine goals and development for both organizations and individuals, such as students and teachers, by fostering relevant technological skills and attitudes.<ref>F. G. Alzhanova et al., ''Analysis of the level of technological development and digital readiness of scientific-research institutes'', ''The Journal of Asian Finance, Economics and Business'', 7 (12), 2020, pp. 1133–1147.</ref>

== References ==
<references />

Digital Readiness

2024-06-22T13:17:36Z

University of Duisburg-Essen:

'''Preparedness in using digital tools''' involves focusing on digital skills, trust in technology, and the usage of digital tools for online activities.<ref>{{Literatur |Autor=Horrigan, J. B. |Titel=The meaning of digital readiness |Werk= |Verlag= |Ort= |Datum=2016 |Seiten= |Abruf=September 26, 2022 |URL=https://www.pewresearch.org/internet/2016/09/20/the-meaning-of-digital-readiness/}}</ref> For Higher Education Institutions, '''Digital Readiness''' means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently.<ref>{{Literatur |Autor=Ogbevoen, L. |Titel=What is digital readiness? meaning, examples, breakdown - oden tech |Werk= |Verlag=Oden Technologies |Ort= |Datum=2020 |Seiten= |Abruf=September 26, 2022 |URL=https://oden.io/blog/what-is-digital-readiness}}</ref> This concept encompasses not only the technological capability but also the potential for digital transformation to redefine goals and development for both organizations and individuals, such as students and teachers, by fostering relevant technological skills and attitudes.<ref>{{Literatur |Autor=Alzhanova, F. G., Kireyeva, A. A., Satpayeva, Z. T., Tsoy, A. A., & Nurbatsin, A. |Titel=Analysis of the level of technological development and digital readiness of scientific-research institutes |Werk=The Journal of Asian Finance, Economics and Business |Verlag=Korea Distribution Science Association |Ort= |Datum=2020 |Seiten=1133–1147}}</ref>

== References ==
<references responsive/>

Digital Readiness

2024-06-22T13:01:13Z

University of Duisburg-Essen:

'''Preparedness in using digital tools''' involves focusing on digital skills, trust in technology, and the usage of digital tools for online activities.<a href="#cite_note-Horrigan2016">[1]</a> For Higher Education Institutions, '''Digital Readiness''' means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently.<a href="#cite_note-Ogbevoen2020">[2]</a> This concept encompasses not only the technological capability but also the potential for digital transformation to redefine goals and development for both organizations and individuals, such as students and teachers, by fostering relevant technological skills and attitudes.<a href="#cite_note-Alzhanova2020">[3]</a>

== References ==
<ol class="references">
<li id="cite_note-Horrigan2016">
Horrigan, J. B. (2016). The meaning of digital readiness. Retrieved September 26, 2022, from [https://www.pewresearch.org/internet/2016/09/20/the-meaning-of-digital-readiness/](https://www.pewresearch.org/internet/2016/09/20/the-meaning-of-digital-readiness/)
</li>
<li id="cite_note-Ogbevoen2020">
Ogbevoen, L. (2020). What is digital readiness? meaning, examples, breakdown - oden tech. [Oden Technologies]. Retrieved September 26, 2022, from [https://oden.io/blog/what-is-digital-readiness](https://oden.io/blog/what-is-digital-readiness)
</li>
<li id="cite_note-Alzhanova2020">
Alzhanova, F. G., Kireyeva, A. A., Satpayeva, Z. T., Tsoy, A. A., & Nurbatsin, A. (2020). Analysis of the level of technological development and digital readiness of scientific-research institutes. [Publisher: Korea Distribution Science Association]. The Journal of Asian Finance, Economics and Business, 7 (12), 1133–1147.
</li>
</ol>

Data-driven

2024-06-01T13:13:38Z

University of Duisburg-Essen:

{| class="wikitable"
|+
! Digital Readiness Dimensions !! Explanation !! Indicator Examples
|-
! Leadership and Governance
| The involvement and initiative of the HEI leadership in digitization efforts
| Amount of regulations and funding for digitization
|-
! Policies and Strategies
| Development of strategies and policies that aim to promote HEI’s digitalization
| Number of institutional policies to promote digitalization
|-
! Teaching and Learning
| Digitalization of teaching and learning
| Participation in Technology-Enhanced Learning services
|-
! Content and Curricula
| Digitalization of content and the integration of digital technologies in modern curricula
| Access to open publications
|-
! Training and Support
| Supporting academic stakeholders’ efforts to keep up with HEI’s digitalization and acquire the necessary digital skills and competencies
| Rate of the workforce and technical services
|-
! Infrastructure
| Acquisition and maintenance of the digital infrastructure to ensure connectivity of the academic community
| Mobile and fixed broadband coverage in campus
|}

Digital transformation

2024-06-01T12:27:49Z

University of Duisburg-Essen: Created page with "'''Digital Transformation''' * “a process that aims to improve an entity by triggering significant changes to its properties through combinations of information, computing, communication, and connectivity technologies” (Vial 2021) * “a fundamental change process enabled by digital technologies that aim to bring radical improvement and innovation to an entity [e.g., an organization, a business network, an industry, or society] to create value for its stakeholders by..."

'''Digital Transformation'''
* “a process that aims to improve an entity by triggering significant changes to its properties through combinations of information, computing, communication, and connectivity technologies” (Vial 2021)
* “a fundamental change process enabled by digital technologies that aim to bring radical improvement and innovation to an entity [e.g., an organization, a business network, an industry, or society] to create value for its stakeholders by strategically leveraging its key resources and capabilities” (Gong & Ribiere 2021)

'''References'''

Vial, G. (2021). Understanding digital transformation: A review and a research agenda [Publisher: Routledge]. Managing Digital Transformation, 13–66. Retrieved
November 1, 2023, from https://www.taylorfrancis.com/chapters/edit/10
.4324/9781003008637-4/understanding-digital-transformation-gregory-vial

Gong, C., & Ribiere, V. (2021). Developing a unified definition of digital transformation [Publisher: Elsevier]. Technovation, 102, 102217. Retrieved November
1, 2023, from https://www.sciencedirect.com/science/article/pii/S0166497220300894

Self-assessment questionnaires

2024-06-01T12:24:24Z

University of Duisburg-Essen: Created page with "Traditional assessments often rely on subjective self-assessment instruments, as identified by Volungevičienė et al. (2021). Data-driven assessments are rare. Out of 20 instruments reviewed, only 4 are suitable for European HEIs: * COL’s Benchmarking Toolkit for Technology-Enabled Learning (Sankey & Mishra, 2019) * European Framework for Digitally Competent Educational Organisations (DigCompOrg) (Kampylis et al., 2015) * E-xcellence Manual: Quality Assessment for..."

Traditional assessments often rely on subjective self-assessment instruments, as identified by Volungevičienė et al. (2021). Data-driven assessments are rare.

Out of 20 instruments reviewed, only 4 are suitable for European HEIs:

* COL’s Benchmarking Toolkit for Technology-Enabled Learning (Sankey & Mishra, 2019)
* European Framework for Digitally Competent Educational Organisations (DigCompOrg) (Kampylis et al., 2015)
* E-xcellence Manual: Quality Assessment for E-learning (Kear et al., 2016)
* JISC Guide for Developing Organizational Approaches to Digital Capability (Clare Killen et al., 2017)

Common benchmarking domains include:
* Leadership and Governance
* Policies and Strategies
* Teaching and Learning
* Training and Support
* Content and Curricula
* Infrastructure

Existing instruments tend to focus on benchmarking and quality assurance in various operational aspects of HEIs. Differences in educational systems may influence the applicability of these frameworks. Self-assessment tools for students provide insights into digital competence but are less relevant for broader institutional assessments. Quantitative approaches in other sectors, such as e-commerce and IT, suggest a more generalized but non-universal approach to assessing Digital Readiness. Trace data usage for assessment is notably absent.

'''References'''

Clare Killen, Helen Beetham, & Sarah Knight. (2017). Developing organisational approaches to digital capability [Jisc]. Retrieved September 24, 2022, from https://www.jisc.ac.uk/full-guide/developing-organisational-approaches-to-digital-capability

Kampylis, P., Punie, Y., & Devine, J. (2015a). A european framework for digitally-competent educational organisations. https://doi.%20org/10.2791/54070

Kampylis, P., Punie, Y., & Devine, J. (2015b). Promoting effective digital-age learning - a european framework for digitally-competent educational organisations.

Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Rodrigo, C., S´anchez-Elvira Paniagua, A., Santamar´ıa Lancho, M., Vyt, A., & Mellar, H. (2016). Quality assessment for e-learning: A benchmarking approach.
https://publications.jrc.ec.europa.eu/repository/handle/JRC98209

Sankey, M., & Mishra, S. (2019). Benchmarking toolkit for technology-enabled learning.

Volungeviˇcien˙e, A., Brown, M., Greenspon, R., Gaebel, M., & Morrisroe, A. (2021). Developing a high performance digital education ecosystem: Institutional self-assessment instruments [Publication Title: European University Association]. European University Association

Data-driven

2024-05-31T22:51:45Z

University of Duisburg-Essen: Created page with "{| class="wikitable" |+ ! Digital Readiness Dimensions !! Explanation !! Indicators Examples |- ! Leadership and Governance | The involvement and initiative of the HEI leadership in digitization efforts | Amount of regulations and funding for digitization |- ! Policies and Strategies | Development of strategies and policies that aim to promote HEI’s digitalization | Number of institutional policies to promote digitalization |- ! Teaching and Learning | Digitalization o..."

{| class="wikitable"
|+
! Digital Readiness Dimensions !! Explanation !! Indicators Examples
|-
! Leadership and Governance
| The involvement and initiative of the HEI leadership in digitization efforts
| Amount of regulations and funding for digitization
|-
! Policies and Strategies
| Development of strategies and policies that aim to promote HEI’s digitalization
| Number of institutional policies to promote digitalization
|-
! Teaching and Learning
| Digitalization of teaching and learning
| Participation in Technology-Enhanced Learning services
|-
! Content and Curricula
| Digitalization of content and the integration of digital technologies in modern curricula
| Access to open publications
|-
! Training and Support
| Supporting academic stakeholders’ efforts to keep up with HEI’s digitalization and acquire the necessary digital skills and competencies
| Rate of the workforce and technical services
|-
! Infrastructure
| Acquisition and maintenance of the digital infrastructure to ensure connectivity of the academic community
| Mobile and fixed broadband coverage in campus
|}

Digital Readiness

2024-05-31T22:44:53Z

University of Duisburg-Essen: Created page with "'''Digital Readiness''' * Preparedness in using digital tools, focusing on digital skills, trust in technology, and usage of digital tools for online activities (Horrigan 2016) * For Higher Education Institutions, Digital Readiness means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently (Linda Ogbevoen 2020) * Encompasses not only the technological capability, but also the pote..."

'''Digital Readiness'''
* Preparedness in using digital tools, focusing on digital skills, trust in technology, and usage of digital tools for online activities (Horrigan 2016)
* For Higher Education Institutions, Digital Readiness means the capacity and willingness to embrace digital technologies to enhance processes and achieve organizational goals more quickly and efficiently (Linda Ogbevoen 2020)
* Encompasses not only the technological capability, but also the potential for digital transformation to redefine goals and development for both organizations and individuals, like students and teachers, by fostering relevant technological skills and attitudes (Alzhanova et al. 2020)

References

Alzhanova, F. G., Kireyeva, A. A., Satpayeva, Z. T., Tsoy, A. A., & Nurbatsin, A.
(2020). Analysis of the level of technological development and digital readiness
of scientific-research institutes [Publisher: Korea Distribution Science Associ-
ation]. The Journal of Asian Finance, Economics and Business, 7 (12), 1133–
1147.

Horrigan, J. B. (2016). The meaning of digital readiness. Retrieved September 26,
2022, from https://www.pewresearch.org/internet/2016/09/20/the-meaning
-of-digital-readiness/

Linda Ogbevoen. (2020). What is digital readiness? meaning, examples, breakdown
- oden tech [Oden technologies] [Section: Digital Transformation]. Retrieved
September 26, 2022, from https://oden.io/blog/what-is-digital-readiness

Main Page

2024-05-29T09:20:20Z

University of Duisburg-Essen:

Welcome to the DigiReady+ Wiki
[[File:DR-main-logo.png|thumb|right|alt=DigiReady+ Logo]]

The DigiReady+ project aims to define a [[Digital Readiness]] framework and develop relevant tools (in the form of web-based applications) that allow digital readiness measurement. We plan to perform a feasibility study across three European universities with different levels of digital readiness, during which we will implement the framework and use the tool. An important aspect of the proposed framework is that it will be grounded on data produced during the online teaching and learning activities, then applying [[Learning Analytics|learning analytics]] and [[Institutional Analytics|institutional analytics]] methods and tools in order to validate its effectiveness and increase its objectivity. Through this project, we aim at validating this [[data-driven]] framework demonstrating its effectiveness in obtaining an objective measurement of digital readiness, as well as recommendations for appropriate actions for different stakeholders. The ultimate objective is to integrate the DigiReady+ framework into the quality assurance processes of European higher education institutions.

The motivation of this project is based on the following observations:

* Digital readiness, an index measuring the capacity of an individual or an organization to leverage the digital learning potential and to adapt to the new condition, needs to be monitored at different levels (instructor, curriculum, institution), so that appropriate actions to be taken accordingly. So, there is an urgent need for existing frameworks measuring the digital competence and digital readiness of learning institutions to be adapted and operationalized by the European tertiary education sector. After studying existing frameworks, however, we observe that most of them are implemented in the form of [[self-assessment questionnaires]], that have a strong subjective character;
* A side effect of [[digital transformation]] is that a growing amount of data related to teaching and learning activities is collected. This is because interactions between learners and between learners and tutors take place more and more through digital media, thus generating traces, while more teaching and instructional content is in digital form, and learners' interactions with it are logged. Leveraging these data for understanding the process and measuring performance has increased the potential of the field of learning and institutional analytics. In particular, learning analytics is intended to enhance or improve learning and student achievements, while institutional analytics is intended to improve services and practices across the institution. Both forms have long been advocated as important ways to improve higher education capacity.

DigiReady+ innovativeness lies in the combination of using existing [[self-reflection tools]] with [[evidence-based measurement of digital readiness]]. The project exploits the developed synergies and complementary profiles among its consortium members:
* [[University of Patras]], Greece,
* [[Universidad Valladolid]], Spain,
* [[University of Duisburg-Essen]], Germany),
*[[EDEN]], the [[European Distance and E-Learning Network]],
* the [[Greek Universities Network]] (GUNET).

Main Page

2024-05-28T15:59:23Z

University of Duisburg-Essen:

Welcome to the DigiReady+ Wiki
[[File:DR-main-logo.png|thumb|right|alt=DigiReady+ Logo]]

The DigiReady+ project aims to define a [[Digital Readiness]] framework and develop relevant tools (in the form of web-based applications) that allow digital readiness measurement. We plan to perform a feasibility study across three European universities with different levels of digital readiness, during which we will implement the framework and use the tool. An important aspect of the proposed framework is that it will be grounded on data produced during the online teaching and learning activities, then applying [[Learning Analytics|learning analytics]] and [[Institutional Analytics|institutional analytics]] methods and tools in order to validate its effectiveness and increase its objectivity. Through this project, we aim at validating this [[data-driven]] framework demonstrating its effectiveness in obtaining an objective measurement of digital readiness, as well as recommendations for appropriate actions for different stakeholders. The ultimate objective is to integrate the DigiReady+ framework into the quality assurance processes of European higher education institutions.

The motivation of this project is based on the following observations:

* Digital readiness, an index measuring the capacity of an individual or an organization to leverage the digital learning potential and to adapt to the new condition, needs to be monitored at different levels (instructor, curriculum, institution), so that appropriate actions to be taken accordingly. So, there is an urgent need for existing frameworks measuring the digital competence and digital readiness of learning institutions to be adapted and operationalized by the European tertiary education sector. After studying existing frameworks, however, we observe that most of them are implemented in the form of [[self-assessment questionnaires]], that have a strong subjective character;
* A side effect of [[digital transformation]] is that a growing amount of data related to teaching and learning activities is collected. This is because interactions between learners and between learners and tutors take place more and more through digital media, thus generating traces, while more teaching and instructional content is in digital form, and learners' interactions with it are logged. Leveraging these data for understanding the process and measuring performance has increased the potential of the field of learning and institutional analytics. In particular, learning analytics is intended to enhance or improve learning and student achievements, while institutional analytics is intended to improve services and practices across the institution. Both forms have long been advocated as important ways to improve higher education capacity.

DigiReady+ innovativeness lies in the combination of using existing [[self-reflection tools]] with [[evidence-based measurement of digital readiness]]. The project exploits the developed synergies and complementary profiles among its consortium members that include three Higher Educational Institutions across Europe ([[University of Patras]], Greece, [[Universidad Valladolid]], Spain, [[University of Duisburg-Essen]], Germany), [[EDEN]], the [[European Distance and E-Learning Network]], a non-profitable organization with over 180 institutional members, and the [[Greek Universities Network]] (GUNET) representing 25 Greek HEIs.

Edit Main Page here:
https://drwiki.colaps.team/index.php?title=Main_Page&action=edit

Main Page

2024-05-28T15:53:04Z

University of Duisburg-Essen:

Welcome to the DigiReady+ Wiki
[[File:DR-main-logo.png|thumb|right|alt=DigiReady+ Logo]]

The DigiReady+ project aims to define a Digital Readiness framework and develop relevant tools (in the form of web-based applications) that allow digital readiness measurement. We plan to perform a feasibility study across three European universities with different levels of digital readiness, during which we will implement the framework and use the tool. An important aspect of the proposed framework is that it will be grounded on data produced during the online teaching and learning activities, then applying learning and institutional analytics methods and tools in order to validate its effectiveness and increase its objectivity. Through this project, we aim at validating this data-driven framework demonstrating its effectiveness in obtaining an objective measurement of digital readiness, as well as recommendations for appropriate actions for different stakeholders. The ultimate objective is to integrate the DigiReady+ framework into the quality assurance processes of European higher education institutions.

The motivation of this project is based on the following observations:

* Digital readiness, an index measuring the capacity of an individual or an organization to leverage the digital learning potential and to adapt to the new condition, needs to be monitored at different levels (instructor, curriculum, institution), so that appropriate actions to be taken accordingly. So there is an urgent need, existing frameworks, measuring the digital competence and digital readiness of learning institutions, to be adapted and operationalized by the European tertiary education sector. After studying existing frameworks, however, we observe that most of them are implemented in the form of self-assessment questionnaires, that have a strong subjective character;
* A side effect of digital transformation is that a growing amount of data is collected, related to teaching and learning activities. This is because interactions between learners and between learners and tutors take place more and more through digital media, thus generating traces, while more teaching and instructional content is in digital form and learners' interactions with it are logged. Leveraging on these data for understanding the process and measuring performance has increased the potential of the field of learning and institutional analytics. In particular, learning analytics is intended to enhance or improve learning and student achievements while institutional analytics, is intended to improve services and practices across the institution. Both forms have for long been advocated as important ways for improving higher education capacity.

DigiReady+ innovativeness lies in the combination of using existing self-reflection tools with evidence-based measurement of digital readiness. The project exploits the developed synergies and complementary profiles among its consortium members that include three Higher Educational Institutions across Europe (University of Patras, Greece, Universidad Valladolid, Spain, University of Duisburg-Essen, Germany), EDEN, the European Distance and E-Learning Network, a non-profitable organization with over 180 institutional members, and the Greek Universities Network (GUNET) representing 25 Greek HEIs.

Edit Main Page here:
https://drwiki.colaps.team/index.php?title=Main_Page&action=edit

DigiReady Wiki:About

2024-05-28T04:35:03Z

University of Duisburg-Essen: Created page with "This is about"

This is about