Digital Creative Attributes Framework

[The framework, handbook and associated guidance can be found here: – a PDF of the core framework can be downloaded here

One weakness of a ‘graduate attributes’ approach for student development is that it looks lovely in strategy documents but can be difficult to respond to on a day-to-day basis, especially in digital contexts. For example, a graduate attribute that talks about students becoming ‘agile connectors’ sounds positive but how does a course leader respond to that when designing curriculum? They might have a sense of what agile connecting looks like in their discipline but add digital to the mix and it suddenly they are casting about for the latest app or platform as a placeholder for teaching practice. Unfortunately, this fuels a demand for a more ‘skills focused’ approach in which a list of this week’s popular technologies is drawn up with advice on what it can be ‘used for’. With the best will in the world this approach always puts the tech before the teaching and course leaders feel a pressure to ‘introduce technology’ to ‘keep up’.

DCAF Handbook

So, we often end up with the macro of ‘attributes’ and the micro of the tech-list. What is missing is a ‘meso’, or middle level, connecting the two. Connecting high-level aspirations through to practical activity is the principle behind the Digital Creative Attributes we have developed at the University of the Arts London. These are an extension of the Creative Attributes Framework at the UAL which lays out nine key attribute areas in three groups. The Digital Creative Attributes Framework (rather pleasingly the ‘D-CAF’) is a digital expression on the CAF, not a whole new framework. It provides a meso layer of digital practices for courses to build on or map to.

There are four significant advantages to this approach:

  1. DCAF practices are stable. Digital platforms, apps and software might change but the practices we require to thrive in the digital environment remain the same.
  2. DCAF is not discipline specific so each group can contextualise relevant practices in a manner which makes sense for them.
  3. DCAF can be used to articulate current curriculum in digital-practice terms. It’s not a list of ‘things you haven’t managed to include’ but a framework which can highlight to students the value of engaging in the curriculum in certain ways.
  4. DCAF provides a shared language which works for staff, students and the creative industries.

The last point was extremely important to me because I’ve been in too many meetings where the lack of a shared language around digital has seriously disrupted meaningful progress. Essentially, when we say the word ‘digital’ in an institutional context everyone thinks of different things and wants to set different priorities. The tech folk call for more kit, senior folk want a clear ‘vision’ and everyone else just wants some support and guidance. Saying ‘let’s talk about digital’ is the same as saying ‘let’s talk about the university’ both these topics are far too big and neither of them can be ‘solved’.

The DCAF is designed to focus these discussions around a set of practices we know the students want/need to develop. It respects the importance of disciplinary context and avoids the techno-solutionist trap.

We have released the DCAF under a Creative Commons licence to open it out to all. It gives a good insight into the digital practices which underpin creative working and as such is relevant to anyone taking a creative approach to teaching and learning.


40 thoughts on “Some real data on Web 2.0 use

  1. I’ve just had a quick look at your results – some things I’ve found interesting (such as the fact that post-docs were the most likely to be using Wikipedia!)

    I do have a few questions – in particular about services that you’ve not listed. For example, you’d got YouTube but not Google Video (I’ve personally found that the educational range at Google is better, or at least easier to find), you’ve also got MySpace but not Live Journal (or Elgg).
    Did you give people the option to add extra systems – either for the categories you had (Social networking) or for others (e.g. Gliffy for creating diagrams?)

    It’s useful to have this data though, as I’ve found that I have to get most of the data about what people are using from Pew Internet & that’s US based.

  2. They are very interesting data, Dave. It would be really interesting to show the aggregated data for every service not filtered by age, because I think that this data point to a profile of very intensive Internet user that ran across all ranges of ages. In some way, you take the orientation of respondent towards technology when you mention in the report that “the majority of respondents probably had some interest in leaning online to have initially discovered the page.”

    And a second question, would it be possible to elaborate data on how many people use one, two, three, etc of these services?

    Really good work. Thank you for sharing

  3. Useless questions = useless answers, or nothing we couldn’t have predicted about present and future usage patterns through the age groups. Many different spellings of “calendar” suggest the authors were in such a rush to get this to press, they couldn’t be bothered with spell-checking or proof-reading. B-, must try harder.

  4. Interesting- I note that my age group is left out of the anaylses (65+), and in my experience such pre-boomers are very high users of web2 and the intenet as a whole..and the younger ggrouops *40-65) less so.. at least the latetr seesm to show up!

  5. Thanks for this survey, it was very insightful. The growth of social networking over such a short period of time is really phenominal. I wonder when web 3.0 will start…

  6. I’ve been experimenting with various collaboration & document sharing tools and have discovered an excellent site. It is a very user friendly, web-based application that is well worth taking the time to explore. Take a few minutes and look at The tutorials are excellent & you don’t need to be a Rocket Scientist to figure out how to use it. It even offers a free version so you can try it on for size.

  7. I would be really interested in seeing a copy of the final report but the link provided does not work. Please could you send me a copy as it may well support my dissertation.

  8. nteresting- I note that my age group is left out of the anaylses (65+), and in my experience such pre-boomers are very high users of web2 and the intenet as a whole..and the younger ggrouops *40-65) less so.. at least the latetr seesm to show up!

  9. Pingback: Eso de la Web 2.0

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