Finding the Right Balance of Core and Custom Tech Support
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The document discusses technology-enhanced learning and its current state. It notes that while there is increased focus on core services and basics, pockets of innovative practice led by individuals exist. Students report that technology helps their learning when used by teachers, and they frequently find information online, work digitally in groups, and submit work digitally. The challenges are mainstreaming technology, developing digital skills for all, and holistically embedding technology while maintaining innovation. Strategic leadership, support, and viewing students as partners are recommended to help address these challenges.
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Finding the Right Balance of Core and Custom Tech Support
- 2. Making a difference with technology-enhanced learning ChrisThomson, Subject specialist
- 3. Making a difference with technology-enhanced learning » What kind of difference can technology enhanced learning make? » What’s the current state of play? » What are students saying? » What’s the challenge? 16/6/16 Making a difference with technology-enhanced learning
- 4. Making a difference in what way? 16/6/16 Making a difference with technology-enhanced learning
- 5. What’s the current state of play? » Increased focus on getting the basics right » Lots of pockets of innovative technology-enhanced practice – often led by individuals or course teams » Some examples of large-scale institutional moves to change delivery models › Flipped learning › Online modules or regular online sessions Looking at strategic, institution-wide use of technology… 16/6/16 Making a difference with technology-enhanced learning
- 6. Broad brushTEL environment in HE and FE 16/6/16 Making a difference with technology-enhanced learning More variation Gaining fast Widely used Underpinning » e-portfolio » Social media, collaborative spaces » Online assessment » Online learning resources » Lecture capture » Online submission and feedback » VLE » Network » Wi-Fi » Devices and printers
- 7. What are students doing and saying? 16/6/16 Making a difference with technology-enhanced learning CC-BY 2.0 https://flic.kr/p/mUyyEN
- 8. Jisc student digital experience tracker data » Data from the pilot of the Jisc student digital experience tracker » Designed to provide a snapshot of students' digital experience » Feb-April 2016 » 10,753 students across HE, FE and skills » http://bit.ly/student-tracker-report 16/6/16 Making a difference with technology-enhanced learning
- 9. What are students doing and saying? 16/6/16 Making a difference with technology-enhanced learning 1 in 7students believe that when technology is used by teaching staff it helps their learning experience
- 10. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 9 in 10students found information online
- 11. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 7 in 10produced work in a digital format
- 12. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 5 in 10students worked online with others
- 13. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 3 in 10of students created a personal record of their learning
- 14. Broad brushTEL environment in HE and FE 16/6/16 Making a difference with technology-enhanced learning More variation Gaining fast Widely used Underpinning » e-portfolio » Social media, collaborative spaces » Online assessment » Online learning resources » Lecture capture (HE) » Onlinesubmission andfeedback(HE) » VLE » Network » Wifi » Devices and printers
- 15. Mainstreaming technology-enhanced learning » Staff and student digital capabilities » Moving from pilots and projects to large scale service » Holistic and wholesale embedding » Planning for both innovation and service delivery » Evidencing impact and value 16/6/16 Making a difference with technology-enhanced learning
- 16. So how do we get there? 16/6/16 Making a difference with technology-enhanced learning Technology that works Leadership Strategic approach Review current support Time, CPD, recognition Embed in curriculum Students as partners
- 17. Sources of guidance and inspiration http://bit.ly/telconnectmore 16/6/16 Making a difference with technology-enhanced learning
- 18. jisc.ac.uk ChrisThomson Subject specialist chris.thomson@jisc.ac.uk 16/6/16 Making a difference with technology-enhanced learning
- 19. Finding a happy medium in the delivery of core and bespoke supportUniversity of Glasgow Learning Technology Unit
- 20. Introduction » Who we are: › 3 x Learning technologists › 3 x Developers » What we support: › Core services › Bespoke technologies 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 3
- 21. Moodle » First used in 2004 » 54 instances » Moved to 2.x in 2012 » 44,521 users active in the last year » 7,135 live courses 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 4
- 22. Mahara » 24,866 registered users » 341 active users » 66,356 pages 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 5
- 23. Customising Moodle » Moodle reports » Moodle-MyCampus-CORE Integration » Inspector 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 6
- 24. Going beyond Moodle: LTI » QTI Works › Provides more complex questions than Moodle Quiz – Self-paced maths – Sequencing questions » ACJ › An alternative approach to peer reviewing › A quick solution, but easy to integrate 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 7
- 25. Bespoke solutions » YACRS › Replacing existing clicker systems – Student use their own device (web browser) – Staff can use Windows or Mac, works with all presentation software › Being home grown means it fits our needs – Class list import – Integrated with University identity system › Collaboration between teacher and LTU – Teacher driven design › Open source ☺ 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 8
- 26. Pilots and scoping exercises » Urkund » Open Badges 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 9
- 27. Managing expectations » Xerte » BBB 23/06/2016 Finding a happy medium in the delivery of core and bespoke support 10
- 28. Discussion 23/06/2016 Finding a happy medium in the delivery of core bespoke support 30
- 29. jisc.ac.uk Niall Barr: Niall.Barr@Glasgow.ac.uk Craig Brown: Craig.Brown@Glasgow.ac.uk Sarah Honeychurch: Sarah.Honeychurch@Glasgow.ac.uk John Maguire: John.Maguire@Glasgow.ac.uk 23/06/2016 Finding a happy medium in the delivery of core bespoke support 31
Editor's Notes
- Quick summary of some of the many potential benefits of effective use of TEL (use any other better image you can find – or ask Damian to tint/make transparent the bg of this one.) Meeting student expectations Preparing students for the digital world of work Bringing to life things that would be impossible or too expensive to do for real in the classroom Enabling flexibility for students – place, pace, mode of delivery Helping learning providers reach larger cohorts – and for HE, a worldwide student body Supporting accessibility Efficiency (though covered in morning presentation) Enhancement – eg enabling more productive f2f time; enabling various types of collaborative task, etc.
- Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the previous slide. Focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations Some examples of large-scale moves – I think there’s more of this per size of sector in Scotland than elsewhere, particularly in HE.
- YOU MAY NOT WANT TO USE THIS – I’VE LEFT IT IN JUST IN CASE This refers to the strategic, institution-wide use of technology. Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the benefits slide. We’re seeing an increased focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations – using things like minimum VLE standards, suite of common tools, lecture capture (mainly HE, etc.) VLE – pretty much ubiquitous in FE and HE – not sure about skills???? Note lecture capture and online submission are particularly widely used in HE, though interest in FE in these is also gaining ground. The variation on the top group can be due to sector or subject differences – eg e-portfolios often very widely used in vocational subjects and apprenticeships, online assessment usually (though not exclusively) STEM subjects, etc. That’s fine and to be encouraged, - no point in tech for tech’s sake. But can also be caused by staff not engaging or having the skills. Wifi and Network – wifi less widespread in FE and network is a challenge in skills.
- Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI) Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges) Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data A total of 10,753 students completed the Tracker questions We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
- Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI) Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges) Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data A total of 10,753 students completed the Tracker questions We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
- 7 out of 10 students (HE, FE and skills) believe that when technology is used by teaching staff it helps their learning experience
- During the last 6 weeks of their course: 9 in every 10 students found information online
- 7 During the last 6 weeks of their course: 7 in 10 students produced work in a digital format
- During the last 6 weeks of their course: 5 in every 10 students worked online with others
- During the last 6 weeks of their course: 3 in every 10 students created a personal record of their learning
- Students’ free text answers to a question on what they would like their institution to start doing largely confirm the importance of getting the basics right for student satisfaction VLE – better use of, consistence across courses, more online materials and activities
- The need for consistency (where useful – not complete standardisation) emphasises the importance of mainstreaming innovations so they don’t just remain in pockets or lose impetus when key member of staff leaves. Students mentioned the need to support the development of both student and staff digital skills and competence
- Note also how Jisc can help with these areas – particularly digital capability, which is one of the earlier parallel sessions – the digital capability service and the digital leadership programme (running in the autumn, opening for registration to FE and HE v soon.)