A reflection on my time as a Student Digital Champion

Written by Olivia Muggleton, Student Digital Champion

Olivia Muggleton

I began my role as a Student Digital Champion (SDC) in the Summer of 2021. Having recently returned from my much needed post exam holiday, I was re-energised and raring to start making some changes to our digital learning experience as students at the University of Bristol. Since then, I am proud to say that I have provided the DEO with a number of insights, resources and other miscellaneous contributions which I feel will prove useful, not only for current and future students, but also for the DEO in helping them understand what it is that works for us. Beyond this, however, I have also received an immeasurably valuable experience thanks to the DEO, as it has pushed me to develop my skills and confidence in a way that I could not have imagined prior to that Summer of 2021.   

As it was an entirely remotely based role, being an SDC enabled me to gain valuable work experience despite living at my home in South Wales for my final two years of study. Although I was wholly inexperienced in working remotely, I soon discovered that organisation, time management and the ability to work productively and efficiently with minimal supervision, were going to be key to adapting successfully to this new style of work (at the time I had also started Peer Mentoring so this lesson was learnt doubly as fast!). As I was afforded great freedom to select and complete my tasks and projects in my own time, the SDC role really enhanced my skills in all the aforementioned areas, especially as it was a role that I undertook alongside my fulltime studies – Self motivation and drive are essential! As a result, I am now confident not only in my ability to adapt to new modes of working, but also in my ability to produce high quality work in a timely and efficient manner, by setting my own deadlines and keeping a thorough log of my hours. 

Desk with a laptop and lamp. Photo by Rich Tervet on Unsplash

Being able to work autonomously in this sense was not, however, the only skill that I developed thanks to my work as an SDC. The ability to communicate and work well in a team was also a central requirement for this role. Thanks to the highly collaborative and open minded environment that the DEO and other SDCs have created, this is an ability which I feel I have strengthened tenfold. I now feel that I can better appreciate the value and insight that can be gained by encouraging individuals from diverse backgrounds and circumstances to share their ideas and perspectives, as these will inevitably lead to more effective problem solving and an all-round more supportive (and subsequently productive) workplace – From accessibility requirements and culture to professional background, everyone has a unique perspective which can enable you to see the bigger picture when trying to creatively solve problems and overcome particular challenges. In the same vein, the SDC role provided me with an opportunity to focus on the areas of my communication skills which I felt least confident in – For instance, I was able to coordinate and lead two presentations which portrayed the student voice to university staff and academics within and beyond the University of Bristol. This has increased my confidence in presenting and orally communicating my ideas to my team members and audiences in a formal, presentational setting. It has also improved my confidence in taking the lead on projects, a confidence subsequently demonstrated by taking the lead in creating the student digital glossary and keyboard shortcut guide. 

While I would love to elaborate on all the interesting projects and tasks that I had the pleasure of working on during my time as a SDC (and all the skills that I subsequently developed in relation to these projects), I believe it is sufficient to say that this was an incredible opportunity, for which I owe a great deal to the DEO. Accordingly, I would like to take this opportunity to express my gratitude to the following individuals who made working as an SDC such a valuable and enjoyable experience. Firstly, I cannot convey enough thanks to Naomi (Nay), my first port of call when I needed any guidance in this role – From the beginning Nay has always been in touch and eager to put our ideas into practice, she really cares about our progression as SDCs and what we get out of the role, not simply how we can benefit the DEO. She works incredibly hard and is generally a lovely person who always made me feel comfortable in expressing any thoughts or feedback and regularly encouraged me to pursue the things that I cared about most. I would also like to thank the rest of the DEO team – Every one of them truly respect and actively seek out the student perspective, going out of their way to do it justice. It was nice to be treated as an equal in a professional environment where my input was highly valued, and I have the upmost confidence that the team will continue to work hard to shape their work around the needs and concerns of the students at the university long into the future. Last but not least I would like to thank my fellow SDCs – Although I have seen many come and go due to my extended time within the role, each one of them has inspired me with their ideas and passion, enlightened me and opened my eyes to perspectives and challenges which I may never have even considered without their contributions. Everyone has always been friendly and eager to help each other to be successful, which made for a very easy environment to collaborate and work productively as a team, so thank you!  

Person walking on a beach. Photo by José M. Reyes on Unsplash

I think my three extensions make it quite clear that I would happily go on to continue my work as a SDC, but unfortunately I could not do the role justice as I am no longer a student! So where do I go from here? As of July I have completed my LLB Law with The University of Bristol and cannot wait to get stuck into the legal world in practice. It is fair to say that this role has set me up incredibly well and provided me with a level of confidence in many skills which will prove highly transferable when I commence my next role. From team working and communication (written and oral) to problem solving and even remote working (time management, minimal supervision, organisation), working as an SDC has enabled me to leave university feeling prepared and ready to tackle the next phase in my life, but it has also provided me with some treasured friends which I know will help me on that journey.  

Girl looking over hills. Photo by Vlad Bagacian on Unsplash

All that is remaining for me to say (in case I have not made it clear enough) is that I highly recommend that you apply to become an SDC – It is more than a source of extra income, it is an opportunity to shape the digital learning experience that is provided by The University of Bristol (and perhaps beyond) while gaining valuable experience and friendships along the way.  

Thank you 

Diolch 

Olivia 

Meet Jack – Bristol Futures student mentor

Have you already taken one or more of the Bristol Futures Open courses? Ever thought about what it’s like to be a Bristol Futures mentor? Applications are open until the 7 September via MyCareer.

In this Digitalk blog, we hear from Jack about his experience as a student mentor on the Bristol Futures Sustainable Futures course in academic year 2021/22.

Profile photo of Jack, student mentor smiling.

The Sustainable Futures course first came to my attention when I was completing it as part of the Bristol PLUS Award. During the 4 weeks, I was impressed with the various aspects of sustainability that were exposed in such a short period. Throughout every step of the course, I was intellectually stimulated, giving me the opportunity to level up my skillset. The opportunity to explore sustainability with an online community of users and mentors made the whole experience more interesting and enjoyable.

With the wish to relive the experience, I further completed the other two courses that the Bristol Futures Team had to offer – I was hooked!  With a lingering sense of euphoria after the courses, I eagerly watched (stalked) the careers website praying that an opportunity to join the team would appear… and it did!

The beginnings

Trained and prepped, I was ready for my first run on The Sustainable Futures course. Working alongside me was a friendly close-knit team from all diverse backgrounds, some experienced some new. As the floodgates opened, users rushed in, brimming with new and fresh ideas. You could feel the positive energy through the screen, people from all walks of life joining together to discuss one of the most important issues of our time – it was incredible!

The week progressed smoothly, with topics of happiness and purpose being discussed throughout the week. Towards the end of the week, we began to highlight any key themes which were present for the lead educators to produce end of week feedback. When the week finished, I was taken aback a bit. I could not believe how enjoyable this was – I felt like I was learning not working.

The peak

The next two weeks flew by, with the topics of food waste and microplastics being a hit with many users. As we journeyed through these weeks, we monitored the chat, stimulated meaningful discussion, and promoted social learning. This was achieved through researching and sharing information which we had found relevant and interesting to the discussion in hand.

Watching the progression of users throughout the course is exciting, as they become more comfortable in expressing their thoughts on each topic. On occasions I got a bit carried away reading about other’s experiences and lessons they had learnt, from nurses to retired miners, they were all willing to share their wealth of knowledge that made it difficult to stop reading.

Halfway through our journey we were given the opportunity to share Bristol-specific events, societies, and local organisations that deserved promotion. This was an amazing chance to do some extra research (and try them out in person) to find out what is being done within Bristol, stumbling upon new start-ups, apps, and initiatives all looking to become more sustainable.

The goodbyes

From the personal, to the local to the global and finally back to the personal, we come to the final week of the course. Often neglected topics were covered throughout the week including mental health where many users shared the difficulties they had faced, how they overcame them and the lessons they learnt. Being part of an online community where people are comfortable enough to share their issues is truly amazing.

One of my favourite aspects about being a mentor on the course is seeing the impact we have had as a team through reflections from users at the end of the course. Here are some examples of user reflections.

From Changing views on sustainability:

‘I always thought people who made content sustainability where toothless in their approaches.  However, after completing this course, it changed my mind.’

To helping people, seek comfort:

‘It was enough for me to ease my climate change anxiety and helped me to have new and different perspectives to do things about it.’

To inspiring:

‘What I got from the course was learning about FoodCycle – I had my first volunteering session with them on Saturday and I enjoyed it so much, as it encapsulated what I enjoy doing most.’

The course had unfortunately come to an end, however for a Bristol Future Mentor the journey has just began. I have just finished mentoring on my third course, and it gets better each time. Each course stretches over 4 weeks, with 3 course runs (with mentors) each year, starting at the beginning of each term and after the summer exams. With the ability work flexible hours, you can ensure that can prioritise your studies when necessary. This makes it a perfect part-time job. If you get the opportunity to take part, grab it with both hands you will not regret it.

Interested in becoming a Bristol Futures mentor?

To apply, see the full role description and link to the application form due by the 15 September 2022 via MyCareer.

Further information on the Bristol Futures Open courses can be found on the Bristol Futures website.

If you have any further questions, you can e-mail the Bristol Futures team on uob-bristolfutures@bristol.ac.uk

Meet Freya – Bristol Futures student mentor

Academic year 2022/23 is soon upon us – which means we are recruiting again for enthusiastic student mentors for our Bristol Futures Open courses. Applications are open until the 7 September via MyCareer.

In this Digitalk blog, we hear from Freya about her experience as a student mentor on the Bristol Futures Innovation and Enterprise course in academic year 2021/22.

Freya, Bristol Futures student mentor profile photo.

 Why did you apply to be Bristol Futures Mentor?

As an Innovation student I was extremely excited to when I saw there was an opportunity to become a Mentor on the Innovation & Enterprise Bristol Futures Open course. It seemed like the perfect part-time role – it would enhance my knowledge of innovation, fit in around my University studies and help me to develop some really valuable and useful skills. Furthermore I’d really enjoyed taking part in the Sustainable Futures course the previous year, and during the course had enjoyed the way that many comments that I posted would get responses, either from academics or mentors or other course participants.

What do you enjoy the most about being a Bristol Futures Mentor? 

After a successful application I began working as a Bristol Futures mentor and have just finished my third course run. One of the main things I enjoy about being a Bristol Future Mentors is the interaction that you get to have. All of the people undertaking the course have chosen to do so because they are interested to learn about the subject area, this means they often very keen to discuss and learn more. As a mentor, I enjoy looking at the comments that people have posted and seeing where there are opportunities for them to learn more and stimulate this through a reply with questions. Another enjoyable thing about being a mentor is that you get to have direct input into how the courses are run and make suggestions regarding future improvements and development.

What is the most important skill to have as a Bristol Futures mentor?

Whilst being an Innovation student is helpful to being a mentor on the course, it is definitely not essential. All of the mentors I have worked with are all from different subject backgrounds, which can create an interesting variation in our responses to learners comments. I feel that the most important thing for being a Bristol Futures Mentor is having a passion for the subject area. It doesn’t matter how deeply knowledgeable about the subject area you are, as long as you are willing to have interesting conversations you will do brilliantly. It is due to this that I would highly recommend becoming a Bristol Futures mentor, the opportunity to engage with others who are passionate about the subject area is brilliant.

What advice would you give to new Bristol Futures mentors?

My tips to any future Bristol Future Mentors would be, take your time when interacting with course participants. Taking the time to send a detailed reply to one person with further information about something they’ve discussed is far more likely to stimulate interesting conversation, than simply replying “Great job”. The great thing about the Innovation & Enterprise course, is that a lot of the content is subjective, and learners can express and justify their own opinions. Even if you read a response and personally disagree, rather than directly expressing that you have the opportunity to craft a response full of questions that allow you to engage in a friendly debate with the learner. Some of the best conversations I’ve had on the course have been when I’ve taken the time to really understand what the learner has said and respond to the individual points they have made. Sometimes when you challenge learners, they come back with some really impressive responses.

What have you gained from being a Bristol Futures mentor?

Personally, I have gained a lot of skills from being a Bristol Futures mentor. I think the most important one is written communication and clarity. When I first started the role, I found it quite difficult to craft tailored and specific responses to students and would spend quite a long time replying to comments. However, over working on several course runs I have developed this skill and can now write concise and relevant responses to students with relative ease. This skill is not only important when discussing with learners but also when feeding back information regarding the course run to the academics.

Outside of the course, I now find that I can write more concisely in emails and other communications. Communication is such an important skill and one of the most important ones in an age where interactions are becoming less and less face to face. Therefore it is one of the key skills that employers look for. Being a Bristol Futures mentor is an extremely good example of using communication skills, but alongside it gain knowledge of interesting subject matter and have some brilliant conversations with learners from all around the world.

Interested in becoming a Bristol Futures mentor?

Sign into MyCareer to see the full role description and link to the application form due by the 15 September 2022.

Further information on the Bristol Futures Open courses can be found on the Bristol Futures website.

If you have any further questions, you can e-mail the Bristol Futures team on uob-bristolfutures@bristol.ac.uk

Mastering your digital body language

Written by Souwoon Cho, Digital Education Developer

You might have already seen or read articles about the importance of body language when communicating with others. In some cultures, to show your engagement this can include maintaining eye contact, sitting up straight, and not crossing your arms.

As we find ourselves in a world where hybrid teaching and working is becoming the norm, how does the importance of body language translate to the digital world? In this blog, we delve into some of tips to help you to improve your digital body language.

Girl looking at her phone

Check and re-check before you send

In June 2021, Whatsapp tweeted:

Over 100 billion personal messages a day are end-to-end encrypted by default on WhatsApp.

This staggering statistic reflects the sheer volume and frequency we send messages on a daily basis. The ease and speed of sending and receiving instant messages can often create typos, misunderstandings and ultimately tension in your relationships. It’s worth taking the time to read and re-read your messages to check:

  • What details should you include for the receiver to respond to your message?
    For example, if you’re e-mailing your school office, have you included your full name, student number and the name of the unit you are querying? University staff are working with hundreds of students, so providing these details will give the receiver clarity to respond to your query more efficiently.
  • Have you read and understood the message you are responding to?
    While moving between lectures, you might find yourself checking and responding to e-mails quickly and on the move. Trying to multi-task and respond quickly can lead you to mis-read or miss out key details from the message causing more confusion in the long-run.
  • What is the call to action in your message?
    It can be confusing what is expected from us when we receive a message. Enhance the clarity of your message by specifying if the message is just for information or if you expect them to respond or action something by a certain date.

Coffee cup sat next to a tablet

Establish expectations from the start

Today, we have an incredible choice of digital tools and channels to help us communicate with others. But how to you choose the right channel and the right time to communicate?

When working in groups, put in that extra work at the start to establish from the beginning the group’s preferred communication channel (for example Microsoft Teams, Whatsapp, Facebook) and the group’s expectations for responding. This is sometimes referred to as digital netiquette.

Every lecturer will have their preferred time and way of communicating with you as a student. If this was not clear from your introductory lecture, ask your lecturer for clarity on how they prefer questions to be asked outside of the classroom and what you should expect in terms of response times. Whether that is asking questions via e-mail, Padlet, Blackboard forum or a Microsoft Team’s channel, it is best for you to know which channel you should use, and how you are expected to use it from the start for a better learning experience.

Lady holding colourful balloons

Don’t forget your human side

While in theory digital communication can strengthen your connections with others, it’s very easy to forget that there is a human behind every message you send and receive. Without physical body language, it is even more challenging to communicate your feelings or gauge the feelings of others.

If you are attending lectures or seminars online, a simple way to do this is turning on your camera to replicate the body language signals you would communicate in person. There are many reasons why you may choose not to turn on your webcam. If this is the case for you, make the effort to engage with the chat functions where available. Erika Dhawan a digital collaboration expert recommends using the power of punctuation and emojis to communicate your feelings, your engagement and to add context to your messages.

In situations where you are finding messages are being misunderstood, it is okay to try to revert to another channel. Particularly if the topic of conversation is complicated or sensitive, a phone call or face-to-face meeting may be best to move the conversation in a positive direction.

People seated around a laptop

Conclusion

Going forward, communicating digitally with your peers, lecturers and colleagues will continue to play a key part in your day-to-day lives at university and in the workplace. How do you rate your digital body language? Do you have any tips or resources for mastering digital communication? Let us know in the comments below.

Further resources

Kick start your summer with Bristol Futures Open Courses

Congratulations on coming to the end of your summer assessments for 2021/22!

A picture containing tree, grass, outdoor, person throwing papers in the air in celebration.
Photo credit: Ketut Subiyant

While some of you may be ready to not look at a book or a screen for the next 3 months, some of you may find the transition from the academic year to the summer quite unnerving. To help you ease into the summer months, Bristol Futures Open Courses is a great option for you to learn outside of your usual degree subject for free!

You can join the courses starting on the 13 June 2022 on one or more of the following themes:

  • Innovation and Enterprise
  • Sustainable Futures
  • Global Citizenship

The courses run over four-weeks and take approximately 3 hours a week.

Who can learn?

Exactly what it says on the tin, the Bristol Futures open courses are open to all! The courses are aimed primarily for University of Bristol students, but in fact students, staff, and alumni from all around the world can sign up and engage in the courses. This gives you, as the learner, a unique opportunity to gain a wider perspective on the theme.

Who are the mentors?

The Bristol Futures Open courses starting on the 13 June 2022 will be mentored run. This means that your learning and engagement will be further supported by trained student mentors from the University of Bristol.

How you can join

As a current University of Bristol student, you can join for free via the Open Courses tab on Blackboard.  You can sign up for a course up to 6 weeks after it has started. But you will benefit most from the mentor support if you sign up before the start of the next course run on the 13 June 2022.

A picture containing the word summer in scrabble letters on some sand.
Photo credit: Ylanite Koppens

We hope to see you on one or more the Bristol Futures Open courses over the summer. Otherwise, from all of us in the Digital Education Office, we wish you a very well-deserved summer break – whatever you decide to do!

Posters and Presentations

Written by Amy Preston, Student Digital Champion and MRes Student in Physiology and Pharmacology

Amy Preston

Introduction to Posters and Presentations 

Presenting your research, whether part of your undergraduate dissertation or postgraduate research degree, is a huge part of academia. However, it’s often difficult to know where to start when making posters or presentations. There are a few different ways that you can approach them, so hopefully this post will give you some ideas!

Posters

The main thing to keep in mind for a poster is that it needs to be clear and rely on visual representation of your research. There are multiple tools you can use to make a poster. PowerPoint is useful, especially for posters in landscape orientation. You can also use Microsoft Word or Publisher, but these can be a bit trickier to use. Sometimes research groups will pay to use Adobe Illustrator which allows for figure-making as well. But it is up to you, and you don’t need to pay for expensive software if you don’t have the means to do so. 

The majority of the poster should be focused on your methods and results, so make sure to keep the introduction concise and have a few short conclusions and future directions at the end to summarise. Depending on your course or the conference you are presenting at, you will likely have a specific format to follow – including orientation and size. Usually, posters are A0 size and portrait orientation, so make sure you adjust your font size to accommodate this – a good rule of thumb is 24pt font for main body text and at least twice this size for your heading if your poster is A0. If your poster format is portrait, it can be helpful to split the poster into two columns if you have quite dense figures, but this isn’t essential if your data doesn’t fit this way. 

Poster presentation example
An example of a portrait orientation poster with a two-column format. The science isn’t accurate, but the method of presenting research findings is clear and easy to follow.

Presentations

Many of the same principles from posters apply to presentations and talks. Aim to make them clear, easy to follow and visually appealing. One way to help the audience follow along is to introduce each aim separately followed by its related methods and results (this is shown below). Or, depending on your data and how it fits together, you can introduce the aims all at once, then go through methods and results that follow on from each other. For example, if you found an unexpected result, what methods did you try next to further understand it and what did you find? Try to tell a story through your presentation.

Clear presentation layout
An example of a clear presentation layout, where each aim is followed by its methods and results. Again, the science is questionable, but you get the idea!

Making good quality figures

An effective figure should be clear and not too busy. It can be really helpful to demonstrate your methods with figures, especially in posters to save words, or for presentations where the audience may not have the same specialist background as you. You can create simple methods figures using tools like Microsoft PowerPoint and Visio (which are available in the Microsoft Office package with the university) or use free tools with pre-made components and better freedom for drawing figures like BioRender and Inkscape. Think about how you can break down complex concepts in to easier-to-manage chunks, to help your reader see the big picture.

A simple methods figure
An example of a simple methods figure – this can save words by representing data collection and analysis without having to describe what is quite a complicated piece of technology! This was created in BioRender for free with some data added in.

BioRender website

General tips to remember

  • More visual cues, less words
  • The main bulk of a presentation should be your methods and results – don’t take up too much space with the introduction, focus on your project
  • Unless asked to, don’t put your abstract in your presentation – you will be wasting valuable words by repeating yourself
  • Make your aims stand out – it really helps the understanding of the reader if they can refer back to them
  • Keep the font big, and save words by using bullet points
  • For each slide or poster section, use descriptive titles to help the reader follow along
  • Don’t assume knowledge of your subject area – although there will be physicists at a physics conference, their area of research may be very different to yours!

Useful resources

Hopefully you feel more confident presenting your own work, but above are some useful resources that help me when starting a new poster or presentation – good luck!

Find your digital balance on University Mental Health day

Written by Souwoon Cho, Digital Education Developer and new team member of the Digital Education Office.

If you haven’t heard this phrase recently, here it is: ‘Unprecedented times’. Of course, this was the go-to phrase to try and describe the impact of the pandemic on a global and personal level. A lot has changed since 2020 including more teaching and social events taking place in-person. However, the dilemma we face trying to manage the digital world and our wellbeing remains.  

You may hear of some approaches to this such as getting rid of your smartphone, deleting all social media, and not looking at e-mails for an extended period. But these approaches to eliminate screen time are not realistic for a student navigating day-to-day university life.  

So, what digital tools can help you achieve digital balance on University Mental Health Day and beyond? 

Man looking at his phone
Man looking at his phone

Digital tools for focus and motivation.

Do you ever feel distracted and constantly switching between different screens and digital tools? You are not alone! Rather than making you feel less productive, there are digital tools and apps available to help you focus on the task at hand. The list of great apps to help student’s focus and motivation by AbilityNet is a great summary of some of the tools for you to try.  

Dark mode for a better nights sleep.

Student Minds recommends avoiding your use of screen devices at least an hour before you intend to sleep as one of their tips to improve your sleep. This can be easier said than done. Another approach to ease your transition from screen to pillow is to reduce the blue light being emitted from your screens.   

You can set your screens to night or dark mode a few hours before you intend to go to sleep. Steps on how to set your display for night time mode are available for Windows and Mac. Most smartphone will also have this mode available, so check your phone’s user manual for further information.  

Image of lit up laptop in a dark room
Image of lit up laptop in a dark room

Free Yoga, HIIT, and Meditation.

Cat stretching
Cat stretching

Being physically active is one of the NHS’s 5 steps to wellbeing, but going for a run or attending an online dance class can seem like a lot of effort despite the obvious benefits. Fitness apps such as Downdog offer guided Yoga, HIIT, Meditation and even Ballet Barre sessions at your convenience. You can set the time, level and intensity of the session which gives you control to fit it around your schedule. Even a 5-minute session of chair yoga is better than nothing right? Since the pandemic, Downdog has been and is currently still available free for students. Of course, there are other similar apps available, so if this isn’t for you, explore different apps or digital tools until you find one that works for you.  

Looking after the mental health of university students and staff is not a conversation just for University Mental health day. We hope these tips will help you create ongoing positive change to the future of your mental health.  

If you have any comments or further tips to share. Post them in the comments below! We would love to hear from you.  

Further support and resources
Whether you are a staff member or student, if you feel like you are struggling, it is always good to tell someone about how you are feeling. If you don’t feel able to do this, the University has wellbeing support for staff and students. We’ve also listed some further resources below.

Student minds mental health day poster

Digital Skills: What are they and what’s the point?

Written by Hamzah Teladia, Student Digital Champion.

We live in a digital age, and more of our lives will become digitised – therefore we must embrace technology. But where does University fit in? We all come to university for one primary goal – to get some kind of employment afterwards. For the vast majority of us, we will join an organisation that operates on digital platforms, and if you are in an ‘office job’ your whole job will likely be done via a laptop or computer.

Laptops on a table
Photo by Marvin Meyer on Unsplash

University develops you as a person, giving you increased confidence and allowing you to develop your basic skills. These include organisation and communication skills, as well as increasing your knowledge in your chosen subject area or in whatever else you chose to be involved in. Underpinning all of this are your digital skills and competencies. For those of us who are getting through the Covid era, this has been more so the case than ever before. Before, as a basic, most of the material we accessed was via virtual learning platforms such as Blackboard, and we communicated with the University via email when we needed to. Now, we do this much more and have to rely on videoconferencing to interact with the absence of in person contact.

This means that these skills are more valuable than ever before. The workplace is changing, with employers who were not so receptive to remote working beforehand now embracing it. Those who already were have taken it further, therefore the culture of the workplace is changing, and we as the generation growing up with this change are equipped for it.

So, what are digital skills?

Simply, even checking emails and responding in a professional manner where necessary constitutes the basic of digital and professional skills. Employers look for and expect this as a precursor, and this impacts on the way you portray yourself during application processes.

Picture of a laptop keyboard
Photo by Chris J. Davis on Unsplash

Or, digital skills can be as complex as being versed in coding, data processing and visualisation technologies, if you have the opportunity to be exposed to these – likely those in computer science related fields or just a keenness to digitally upskill. If so, you are equipped for the data explosion the world is currently undergoing, and which underpins most of our institutions already – it is also experiencing more demand than supply.

Digital skills are therefore everything in between, but we can start with the small, basic steps. Check your emails regularly, as emails are part of professional life. Manage and use a digital calendar to schedule your time and meetings as a minimum. Think about netiquette and your wellbeing online. Exploit the access to various platforms on offer, such as the Microsoft Office suite. Cloud based platforms, such as Office 365 are all the rage and another additional to your digital toolkit, allowing you to collaborate effectively.

Digital skills matter more than you think, even the simple ones, and even realising this unnoticeable skillset will enable you to actualise the foundation for your future career.

Check Edge and Chrome are up-to-date if submitting work to Turnitin through Blackboard

If you are submitting work to Turnitin through Blackboard, please ensure your Edge or Chrome browsers are up-to-date, or use a non-Chromium browser such as Firefox or Safari. If you don’t, you may find your ‘resubmit’ button doesn’t work.

How to check your browser is up-to-date: Edge, Chrome

ICT Proficiency icon

ICT Proficiency

Knowing how to keep your browsers, software, and apps up to date is a really important digital skill. Often, updates fix known problems, improve security, and give you a better experience. As in this example, sometimes older versions of software experience bugs or problems, which can impact you at important times like when you’re submitting assessments. Most of the time, you’ll find the option to update your software in that software’s settings. If you follow the links in the post above, you’ll see how to do this in Edge and Chrome.