Skip to navigation | Skip to main content | Skip to footer
Menu
Search the Staffnet siteSearch StaffNet
Search type

Supporting Student Digital Capabilities

This resource is intended to support staff involved in curriculum design and delivery. Here, you can:

  • Find approaches and resources to enable the embedding of digital capabilities in the curriculum
  • Hear from colleagues sharing good practice supporting student digital development

Related resources

You may be interested in exploring the following:

What are digital capabilities and why are they important?

In addition to demands from professions, employers and industries, The University’s vision for Our Future clearly makes the case for our students to be supported to develop, recognise and showcase their digital skills throughout their studies and in preparation for their future careers.

Jisc defines digital capabilities as those required by individuals to “live, learn and work in a digital society.” Their Framework divides the concept of digital capabilities down for staff and students into considerations around the 6 ‘elements’ illustrated in the diagram below.

Jisc Building Digital Capabilities: The six elements defined
©Jisc CCBY-NC-ND

Jisc Digital Capabilities Framework broken down into six elements

A full description with expectations against each of the elements is included within the Framework. Jisc have further personalised the Framework for the following Higher Education (HE) “Role profiles”: Teachers (HE); Students (HE); Researchers and Research managers; Learning technologists; Library and learning resources service staff; Digital leaders and Professional services staff.

When establishing expectations for student digital capabilities, these should be relevant to the context(s) they are studying within. For students, this means developing and supporting their capabilities as they progress through their studies and preparing them for the workplaces beyond. A key requirement for staff supporting students, is knowing where to be able to access - as well as signpost students to - additional support.

The “role profiles” (or the more generic Framework, if a profile is not available for a specific role) can be a useful starting point for discussions with colleagues and students. These can be further personalised to enable contextualisation for your students.

Detailed background information around the creation of the Jisc Framework can be found here.  In addition to the resources discussed above, Jisc also provide resources to support digital capabilities from an institutional perspective.

Views from the sector – Jisc Student and Staff Insights Surveys

Each year, Jisc collect data from students and staff across Further and Higher Education at Institutions subscribed to their Digital Experience Insights Service.  Their reports on how students and staff are using and experiencing technologies in HE can be found here.

The insights surveys were implemented at the University of Manchester in 2023Findings from our institution are communicated annually via Staffnet.

Return to Contents

Embedding digital capabilities in the curriculum

Support for developing some digital capabilities will already be embedded in your curriculum. Some colleagues have found that students can need additional support to recognise the digital skills they are acquiring and develop the appropriate language to confidently talk about these abilities with potential employers.

The following steps to help map, analyse and expand on support for digital capabilities provision within your curriculum are based on approaches from Jisc and utilise resources including their Digital Capabilities Framework. The student voice should also be represented when working through these steps.

To ensure currency, it is suggested that the benchmarking and further development aspects are seen as an iterative process, forming a cycle to be worked through repeatedly, rather than a linear sequence.

Support is available to help you think, plan and work through each of the following steps

If you would like to talk through any of the steps or approaches, or access support please contact your Faculty eLearning team (Biology Medicine & Health; Humanities; Science and Engineering) and Jane Mooney, Academic theme lead for Digital skills and literacy within the Flexible Learning Programme. 

In this case study, Helen Davidson and Cath Wasiuk describe how they applied these approaches in the development of a new programme.

Step 1. Personalise

Starting with Jisc’s ‘‘HE Student Role Profile’’ for students, personalise the expectations / ILOs against each of the 6 elements of digital capabilities so that they are relevant to your Programme / Curriculum / Unit / Module and context. This template from Jisc can be used to help capture your mapping.

Example:

Example of Step 1

Step 2. Map

For each of the elements of digital capabilities complete a mapping exercise of current Programme / Unit learning activities against the ILOs you have derived.  This will identify the elements you are already providing support for, as well as helping to highlight areas you may wish to expand on.

Example:

Example of Step 2

Step 3. Benchmark / Evaluate

In addition to programme / unit evaluation data, the following University of Manchester data is available to support benchmarking / evaluation of the digital experience: 

  • The anonymised institutional data from the Jisc Discovery tool covering how students from your subject area are reporting their confidence and experience. The application of this data is discussed in case studies from the Manchester Access Programme and Mechanical Aerospace and Civil Engineering programmes.  There is benchmarking within the dashboard of UoM data with the sector. 
  • The data from the Jisc Digital Experience Insights Surveys which were introduced across the University during 2023/24.  There are 3 surveys which open from Oct/Nov to February annually – one for students, one for colleagues who have teaching as part of their role and one for Professional Services colleagues.  They each cover evaluation of ‘you and your technology’; ‘technology and your role’; ‘technology at your institution’ and ‘digital capability’.   

 

The following toolkits can also provide support for benchmarking: 

These are useful resources / rubrics, guiding what ‘good practice principles’, such as students being ‘prepared to study with digital technologies’ look like on a scale from ‘first steps’ to ‘outstanding’. Again, this phase can assist in identifying areas to develop or enhance and having students’ views represented is essential. 

 

Considering the wider context: 

Further guidance is available to support embedding and benchmarking across the University through the application of Jisc’s Digital transformation framework and maturity model

Step 4. Develop / Enhance

Your Faculty eLearning team can advise on the creation of learning activities, in addition to providing practical guidance about different technologies. University recommended software can be accessed via the ITL ‘Guidance on software for online teaching’.

These Conversations that Count cards have been designed by Jisc to scaffold discussions with students about their ‘digital experience’. Guidance is included on how to use this resource which provide starter questions against a series of key topics for students and staff to explore, enabling the planning of developments / enhancements.

These resources from Jisc can be useful when starting to consider how ‘digital learning activities’ and ‘tools’ can be used to support the development of different capabilities. 

Step 5. Recognition of skills & Signposting resources

Two further measures to support embedding of digital capabilities into practice: 

  • Supporting students to recognise, capture and confidently discuss their digital capabilities as they build their digital CVs. Sharing digital capability ILOs learning outcomes with students, e.g. including them at the start of each Unit / Module, can assist this development process. 

 

Return to Contents

Student-facing resources

The ‘Develop your digital capabilities’ resource from My Learning Essentials supports students to access and use the Jisc Discovery tool

The ‘Develop your digital capabilities’ resource from My Learning Essentials supports students to self-assess their skills and confidence access and use with the Jisc Discovery tool 

This student-facing resource is intended to raise awareness around digital capabilities and provide students with the opportunity to understand and reflect on their digital experience, confidence and development.  

The Discovery tool is a supportive, online tool that takes individuals through a series of questions about their experience and confidence of using digital tools and approaches 

A personalised digital capabilities report is provided on completion of a questionnaire, with suggested ‘Next steps’ and signposting to further relevant online resources. Completion of the tool also allows the user to sign up to retrieve a digital badge that can be added to their CV / portfolio. 

There are 4 questionnaires students can complete within the Discovery tool 

Once students have logged in to the tool, using their UoM username/password, they have access to four questionnaires: 

  • one designed for students who are new to HE and the other
  • one for ‘current’/returning students. The latter enabling a more in-depth exploration of their digital practice and it is recommended that returning students complete this annually and reflect on their progress. 
  • an AI and Gen AI questionnaire 
  • and a Digital skills for Employability questionnaire 

Students with a staff role will access the staff version of the tool  

Although the following relates to a relatively small proportion of students, it is worth noting that when students who havewith a staff role, e.g. Student Partner Interns, access the Discovery tool they will be asked to set up a staff, rather than student profile (asking them which department they work in, rather than what subject they are studying). They will then be able to access the staff, rather than the student, dashboard within the tool.  The digital capabilities questionnaire they can access is very similar to the ‘current student’ questionnaire, giving them an in-depth exploration of their digital capabilities.  If interested, they can also access the the 2 additional questionnaires (‘Effective online digital teaching’ – based on Laurillard’s Conversational framework; ‘AI and Gen AI’; ‘Accessibility and Inclusion’; Leading digital change) available within the staff dashboard.   

What is covered in the reports students receive from the Discovery tool? 

The Discovery tool is based on Jisc's Building Digital Capability Framework which provides detailed descriptions of each of their ‘6 elements of digital capability’.    

The sections covered in the ‘New Student’ and ‘Current Student’ reports are as follows: 

Headings from New student Jisc Discovery tool report 

Headings from Current Student Jisc Discovery tool report 

Using digital tools 

Finding information and resources 

Digital communication and collaboration 

Digital creativity and problem solving 

Managing your digital learning 

Digital preferences and needs 

Being digital 

Digital proficiency 

Digital productivity 

Information literacy 

Media literacy 

Data literacy 

Digital communication 

Digital collaboration 

Digital participation 

Digital creation 

Problem solving 

Digital Innovation 

Preparing for digital learning 

Digital learning activities 

Digital identity management 

Digital wellbeing 

Digital skills for work 

 

Jisc share expectations around digital capabilities for students within their “Learner profile”.  When considering the Learner profile within your context, further filtering is recommended to prioritise the aspects that are relevant for your students / Programme content. 

Students and staff can access further resources within the Discovery tool

In addition to the selected resources recommended to students within their personalised reports from the Discovery tool, students can access extensive further resources within the tool. Staff can also review and access these resources by logging in to the Discovery tool and clicking on the ‘Resource bank’ icon in the menu.

Staff can receive reports on their students’ data from the anonymised Institutional data dashboard 

Please contact your Faculty elearning team to be put in touch with the staff member who can feedback relevant data for your cohort/course.

Supporting students to enhance and evidence their digital skills development

Consider where digital capability support is signposted throughout the student journey 

Reference to digital capability support is included within the University’s Transition resource shared with all offer holders annually and within the online Welcome and Induction resources. 

 

Include within learning outcomes, supporting students to articulate and take ownership of the skills they’re developing 

Supporting students to recognise the skills they are developing, e.g. by signposting digital capabilities ILOs learning outcomes within Programmes / Units, is critical to them being able to take ownership of their digital capabilities and confidently showcase and discuss them with potential employers. Alongside extensive support offer by the University Careers Service, this blog from the University Careers Service encourages students to consider how they can evidence their digital capabilities when updating their CVs: Digital CV makeover? You are savvier than you think.  University new programme, new unit and programme amendment forms are being updated to include capturing information around how students will be supported to develop and articulate their digital capabilities. 

 

Embed / signpost enhancing activities that provide recognition

The Library’s online resources have been consolidated into this overarching start to finish guide: Library support for digital skills 

  • As mentioned, students can use the Discovery tool to reflect on their digital progress. It is recommended that students complete the ‘New’ student questionnaire on arrival and then complete the ‘Current’/returning student questionnaire annually, enabling them to reflect on their progress and action plan their next steps. 
  • LinkedIn Learning is currently available to all students and staff until June 2026 via Flexible Learning pilotThis Library resource helps students to get started with the extensive professional development support hosted on this platform. 
  • Industry recognised certifications, e.g. from Microsoft, are available for students to take through the Library.   
  • This student-facing digital wellbeing resource encourages active consideration of how digital wellbeing can be promoted and embedded 

Staff-facing resources

Talent Development have curated support via the Digital Learning Hub

The Digital Learning Hub signposts access to and support to use: the Discovery tool; Linkedin Learning including the opportunity to sign up as a Linkedin Learning Curator to create your own learning paths you can share with students and colleagues and information about Microsoft 365 peer support workshops delivered by ITS Digital Champions. 

 

‘Supporting discussions around digital capabilities with students’ resource for Academic Advisors

In addition to giving an overview of digital capabilities and the MLE resource / Discovery tool, this staff-facing resource outlines how students can be supported to consider their development once they have completed the Discovery tool and received their personalised digital capabilities reports.

 

Implementing the Digital Equity Charter 

TheDigital Equity Chartermarks an important step forward, setting the University’s intentions for digital equity. All staff are encouraged to familiarise themselves with the Charter and to include reference to the Charter and available support within Programme information as appropriate.  

The following summary details existing support and our next steps across each of the contributing elements towards a digitally inclusive teaching, learning and student experience. We recommend reading the following summary alongside the Charter. 

 

Teaching, Learning and Assessment 

This section of the Charter commits to embedding: 

  • Digital capability development 
  • Digital wellbeing support 

It is worth considering how we support each of these within our Teaching Learning and Student Experience. Examples include:  

  • Accessibility and inclusion within our curriculum design and delivery 

Digital Wellbeing is defined by Jisc as, ‘the impact of technologies and digital services on people's mental, physical, social and emotional health.’ 

This Jisc Quick Guide gives an introduction toPromoting digital wellbeing for learners.’  For more in-depth guidance, this: ‘Good practice principles to support the digital wellbeing of your learners and staff’ Guide identifies four educational contexts for digital wellbeing: ‘Digital social wellbeing; Digital personal wellbeing; Digital learning wellbeing; and Digital work wellbeing.’ 

It is worth considering how we support each of these within our Teaching Learning and Student Experience. Examples include: 

  • allowing appropriate time for transitions and breaks when timetabling activities; 
  • managing expectations around channels of communications; 
  • supporting students to getting the most out of their learning irrespective of the modality. 
  • The Strategies for effective learning MLE resource provides additional support around this for students.  
  • Accessibility and inclusion within our curriculum design and delivery 

There is a range of internal and external support to help you design for accessibility and inclusion, including recommended hardware specifications outlined below. 

Internal Support 

  • The EDI and ITS Digital Inclusion Strategy Group is defining a project within the Strategic Change Office to undertake work to make UoM digital products (developed and procured) accessible and compliant with the Web Content Accessibility Guidelines (WCAG) and government accessibility legislation.  As part of this work, webinars and resources have been commissioned from Ability Net. They can be accessed here on the UoM Digital Inclusion pages. For further information on the accessibility strategy please email the team. 
  • The Microsoft 365 Champions offer a peer-led workshop on ‘Accessibility in Microsoft 365’: MCRO185.  
  • There are resources within Linkedin learning to support understanding and enhancing accessibility. 

External Support 

Jisc Guides: 

  • Accessibility and inclusivity are key considerations throughout the Central Learning Environment (CLE) and the wider Digital Learning Environment (DLE) to ensure educational resources are available to all individuals. The University is creating an inclusive digital learning environment to cater to diverse requirements, promote equal opportunities for all students and foster a culture of diversity and inclusion through the design and development of templates in Canvas. 

Minimum hardware specifications 

The recommended minimum specifications below. Programmes are asked to adapt as needed and communicate the relevant minimum requirements annually to new and returning Undergraduate and Postgraduate Taught students ahead of their arrival and return to Manchester. 

TheDisability Advisory and Support Service (DASS) advises: 

For Windows computers, the minimum specifications as outlined by DSA regulations is an i5 processor from 2017 or later, 8GB RAM, 250GB SSD. All MacBooks/Airs etc are generally suitable.  

For Transnational Education: 

The following is included in the standard Offer Letter to students taking online / transnational courses so that they know what they need to be able to engage with the course:   

  • Regular access to a computer with internet access fast enough to run video conferencing/stream video lectures. 
  • A computer that meets the software requirements of video conferencing and other software: Broadband internet connection; desktop or laptop PC with Windows 11 or later; 4 GB RAM; 6 GB disk space for installation (with administrator rights to be able to install relevant software as needed). 

 

Access to hardware, software, connectivity and infrastructure

The student-facing 'Access computers, software, and the internet' webpage includes a range of resources to students including Student IT Support, connecting to our free Wifi, and accessing computers on campus. 

We encourage you to promote to students that free WiFi is available on campus (alongside IT policies and guidance) during pre-arrival / induction / return, as appropriate. 

From recent work by Jisc exploring international students’ digital experience a lack of awareness of eduroam and free WiFi can result in a detrimental experience: 

“Provide information about how to access the internet on and off campus, including what eduroam is and the common use of reliable wifi versus mobile data in the UK. Without clear explanations about the routes to free or low-cost access, a clear understanding of all the university-supported resources available to them and an explanation of which additional resources are licensed, legal, recommended and low-cost, international students are at a disadvantage.” 

Suitable space to study 

You can signpost students to our Your Study Spaces webpage where they can learn more about and book study spaces on campus. 

Access to hardware, software, connectivity and infrastructure

The student-facing 'Access computers, software, and the internet' webpage includes a range of resources to students including Student IT Support, connecting to our free Wifi, and accessing computers on campus. 

We encourage you to promote to students that free WiFi is available on campus (alongside IT policies and guidance) during pre-arrival / induction / return, as appropriate. 

From recent work by Jisc exploring international students’ digital experience a lack of awareness of eduroam and free WiFi can result in a detrimental experience: 

“Provide information about how to access the internet on and off campus, including what eduroam is and the common use of reliable wifi versus mobile data in the UK. Without clear explanations about the routes to free or low-cost access, a clear understanding of all the university-supported resources available to them and an explanation of which additional resources are licensed, legal, recommended and low-cost, international students are at a disadvantage.” 

 

Suitable space to study 

You can signpost students to our Your Study Spaces webpage where they can learn more about and book study spaces on campus. 

Institutional data from the Discovery tool

While the reports students receive through completion of the Discovery tool can only be viewed by them, an Institutional ‘dashboard’ is also provided. This collates anonymised data from completed questionnaires and benchmarks our University, anonymously, with the sector.

If you are embedding the use of the Discovery tool within your Programme or Unit and would like to receive feedback on how your students are reporting their digital capabilities, please get in touch with your elearning team.

Return to Contents

From colleagues

Employability in Education unit

In this postgraduate unit case study, Miriam Firth uses LinkedIn and LinkedIn Learning to help students build a professional digital identity and reflect on employability. Students develop their online presence through weekly posts and portfolios, informed by curated CPD content, with strong feedback on the practical value of digital engagement.

Applied Study Period and Employability unit

In this case study on an undergraduate unit, Miriam Firth embeds LinkedIn Learning into employability-focused assessment by requiring students to complete 8 hours of self-selected online training aligned to their career goals. Students reflect on their learning and submit certificates as evidence, boosting digital skills and confidence ahead of their Applied Study Period.

Embedding the Jisc Discovery tool in the Department of Mechanical, Aerospace and Civil Engineering

Martin Simmons introduced the Jisc Discovery Tool to Welcome Week and academic advising across Mechanical, Aerospace and Civil Engineering to help students audit their digital capabilities. With over 200 completions, the tool now informs staff-student discussions and future curriculum planning, supporting continuous digital development.

Employability in Education unit

This case study of a cross-programme initiative by Esnath Magola-Makina, Harsha Parmar & Jenny Silverthorne, displays how they embedded digital capability development across all four years of the MPharm, guided by the Jisc and HEE frameworks. Students completed annual self-assessments, undertook structured online learning, and tracked progress in professional eportfolios. The approach was accredited by the GPhC and is now expanding to include tailored staff CPD, further embedding digital confidence across both teaching and practice.

Embedding digital capability support in the Manchester Access Programme

Emilie Greathead embedded the Jisc Discovery Tool into MAP to help Year 12 students assess and grow digital skills through quizzes and workshops focused on employability. Insights from the tool shaped new guidance, resource development, and future plans to introduce LinkedIn Learning pathways, promoting digital equity and readiness for HE.

Embedding LinkedIn Learning in Fashion Business Technology

For this case study in the Fashion Business Technology programme, Aurelie Le Normand integrated curated LinkedIn Learning paths into both UG and PGT units to reinforce professional knowledge in areas like AI in retail and customer experience. The approach supported self-directed learning, coursework relevance, and CV enhancement, with strong engagement and plans for bespoke content development.

Supporting Student Intern inductions with LinkedIn Learning

To improve intern onboarding in this case study, Theo Abbott created a structured Learning Pathway on LinkedIn Learning for Student Partners, enabling progress tracking, better UX, and optional exploration of workplace-relevant content. The result is a more autonomous and engaging induction experience, with expanded opportunities for digital literacy growth.

Using the JISC Discovery Tool with staff teams

Amanda Conway led the Careers Service in adopting the JISC Discovery Tool across staff teams to audit digital capability and identify shared development priorities. With over 45 completions, the tool sparked uptake of Excel and Camtasia training, and shaped service-wide initiatives in Office 365. The approach encouraged reflection, surfaced skill gaps, and built momentum for a coordinated digital upskilling strategy.

Embedding Digital Capabilities into a new undergraduate programme

This case study from Catherine Wasiuk and Helen Davidson demonstrates different ways that a new undergraduate programme has embedded digital capabilities into the curriculum.

1minuteCPD -an example of a micro-learning approach to improve digital capabilities

In this case study Cath Wasiuk, E-Materials Quality Control and Student Support Officer, Integrated Interdisciplinary Innovations in Healthcare Science (i3HS), shares how she created 1minuteCPD - micro-learning supporting staff digital skills development while recognising the time pressures staff face accessing CPD.

Dentistry revision sessions using Nearpod

In this case study Prof Raj Ariyaratnam describes implementing Nearpod to promote active learning in revision sessions. The digital capabilities tagged are: Digital learning and development; Digital learning & Digital teaching.

Digital Assessment of Vocational Skills

This case study from Tim Cappelli, discusses the introduction of a ‘digital logbook’ for clinical skills.  The digital capabilities tagged are: Digital learning and development; Digital learning & Digital teaching.

From the sector

Learn how other HE institutions are supporting student and staff digital capabilities through this collection of case studies published by Jisc.

Return to Contents

Share your practice

Sharing your practice can contribute to evidencing your development.  To keep this content current and useful for colleagues, and provide a space to share and find good practice, we would love to hear from you.

Create a case study

It would be helpful for colleagues to hear how you have developed / applied approaches to embedding digital capabilities in the curriculum with your students. To share a case study on this site please download this template and then submit it using the following form.

Share resources you have found helpful on the Teaching and Learning Online Network, TALON

With over 400 members, TALON is the University’s largest T&L focussed community. This is a useful space to share resources, ask advice and hear from colleagues.

Share your practice in a workshop

If you would like to offer or contribute to an effective practice workshop, please get in touch with teaching.learning@manchester.ac.uk

Return to Contents

Supporting student and staff digital capabilities was one of the aims of the University's Flexible Learning Programme which ran from 2021-2025. This resource, which will continue to be updated as appropriate, was produced as part of this project. 

Some sections in this resource originated as part of the ‘Digital Capabilities Effective Practice Hub’, many thanks to colleagues for their previous contributions and support.

If you have any queries or suggestions about this resource, please contact Jane Mooney, Professor of Educational development & Digital capability.