How you can enhance your efficiency and effectiveness for teaching and learning - Sarah Knight, Dave Monk and Yousef Fouda
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Led by Sarah Knight, senior co-design manager, Jisc. With contributions from: Dave Monk, e-learning development coordinator, Harlow College Yousef Fouda, group vice-principal, Warwickshire College Connect more in Nottingham, Tuesday 12 July 2016.
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How you can enhance your efficiency and effectiveness for teaching and learning - Sarah Knight, Dave Monk and Yousef Fouda
- 2. Efficiencies and effectiveness Sarah Knight, Senior co-design manager, Student Experience
- 3. What does success look like? » Teachers have developed some outstanding and innovative e-learning materials where learners use three-dimensional camcorders to record assessments and prepare projects » Learners use the college’s virtual learning environment extensively to support their studies and to develop their independent learning » Teachers and students make extensive use of the electronic tracking and monitoring system to promote students’ progress Efficiencies and effectiveness13/07/2016 5
- 4. What does success look like? » Learners are highly effective independent learners.The measured and skilful use of information and learning technology, with engaging virtual learning environment sites in many subject areas stimulate learners to carry out research outside the classroom. » Information technology resources are modern and exceptionally well used in many subjects by both lecturers and learners » Staff monitor and track learners’ progress closely and, using this information, successfully encourage learners to aim for high grades Efficiencies and effectiveness13/07/2016 6
- 5. What do our learners expect now? http://bit.ly/FEdigitalstudentoutputs 13/07/2016 Supporting your learners’ digital experience 5 “I expect college to provide free access to a range of digital devices, services and software. I want to be using the software I’ll need at work.” “I want support in moving beyond the basic functions of software and systems, and using things effectively” “Ask us what we need - we might just surprise you. I don’t feel the college genuinely engages us in decisions about technology” “I want teachers who are digitally skilled, confident, and willing to hand over control to us to use familiar technologies in class” “I expect modern, easy to find learning resources. How about making screencasts or videos available on theVLE?”
- 6. Enhancing your learners’ digital experience Jisc online guide available from: http://bit.ly/digital studentguide with links to over 100 snapshots of effective practice
- 7. Support supports and staff with their digital capability »Ensuring that students are digitally capable has to be considered as one of the key employability goals »Staff in colleges need to be adept and confident in using technology themselves before they can improve their students’ digital capabilities »How are you assessing your learners’ digital skills? »How are all staff developing their digital literacy/capability? See Jisc Digital Capability service for guidance - http://bit.ly/1VW8QOe
- 8. Deliver a robust flexible environment »Colleges should endeavour to make their systems easy to access and to provide a safe, secure and seamless online environment within which students can learn with support for BYO devices »South Staffordshire College - 200 ChromeBase machines into LRCs; they boot up in less than five seconds, require little to no maintenance, never slow down and they use 60-80% less energy saving £35k per year
- 9. Deliver a relevant and inclusive digital curriculum »Embedding digital activities and assessment opportunities as part of the curriculum sets the expectation that students will use technology throughout their studies »One FE College has adopted and embedded a flexible model, utilising technology to promote and encourage independent study, which has led to 12% improvement in success measures alongside £250K annual savings in delivery
- 10. Student digital experience tracker 2016 The following themes were often mentioned as something that HE institutions should keep doing: » Online 24/7 access to as much content as possible » 24/7 library access » Putting as much a possible (lecture notes, slides etc) on Blackboard, and making it accessible any time any place » Using technology, and embracing new technology services and resources » Full report is available from: http://bit.ly/student-tracker-report Efficiencies and effectiveness13/07/2016 7
- 11. Student Digital ExperienceTracker 2016 The following themes were often mentioned as something that FE and skills institutions should keep doing: » Providing support for learners » Allowing access to social media and the internet » Allowing home access to course materials » GoodWiFi connectivity » Embedding technology in the teaching learning experience » Using Google classroom 13/07/2016 Efficiencies and effectiveness 8
- 12. Student digital experience tracker 2016 The following themes were often mentioned as something that HE institutions should start doing: » Recording lectures » Better use ofVLEs: standardise use by staff, add presentations, teach students how to use it effectively, and improve access (eg mobile access) » Improve online services: more online resources/activities, assessment submissions » Access to better / more computers 13/07/2016 Efficiencies and effectiveness 13
- 13. Student Digital ExperienceTracker 2016 The following themes were often mentioned as something that FE and skills institutions should start doing: » Access to better / more computers and laptops » BetterWiFi access » Teach students and staff how to best use technology (hardware and software) effectively and efficiently » Put more resources online and make them easy to find » Full report is available from: http://bit.ly/student- tracker-report 13/07/2016 Efficiencies and effectiveness 14
- 14. Implementing the FELTAG Agenda » The evolution of FELTAG: A glimpse at effective practice in UK FE and Skills published in March 2016 » Senior leader think pieces and new case studies of practice » Online version now available from https://www.jisc.ac.uk/reports/the-evolution-of-feltag » New assessment case studies and guidance on technology enhanced assessment and feedback for FE and Skills http://bit.ly/Jisc-assessment-guide-FEandSkills » Joint webinar with the Federation ofAwarding Bodies, 20th July: Register at https://attendee.gotowebinar.com/register/57481987864632 82436
- 15. Enhancing the student digital experience » Online guide available from https://www.jisc.ac.uk/guides/enhancing-the-digital-student-experience » Almost 100 exemplars of effective practice in support of students’ digital experiences in HE and FE and Skills https://digitalstudent.jiscinvolve.org/wp/exemplars/ » Findings from FE Digital Student project http://bit.ly/FEdigitalstudentoutputs » Benchmarking the student digital experience http://bit.ly/digstudentbenchmark » Key findings from Digital Student Skills study https://digitalstudent.jiscinvolve.org/wp/skills-study/key-outputs/
- 16. Tools to support »Technology review tool »Financial X-ray »Fundamental technologies guide »Advice and guidance »Digital Capabilities programme »Digital leadership course »Training »and much more ……. See your account manager 13/07/2016 Efficiencies and effectiveness 16
- 17. jisc.ac.uk Sarah Knight Senior co-design manager, Student Experience Sarah.knight@jisc.ac.uk 13/07/2016 Efficiencies and effectiveness 17
- 19. Student digital partnership Harlow College Dave Monk e-learning development co- ordinator dmonk@harlow-college.ac.uk
- 20. Ofsted – Feb 2016 ‘The majority of teachers pay close attention to the diverse range of learners’ starting points and abilities in planning challenging activities, including very good use of information learning technology (ILT) that enables them to accelerate their learning. Most teachers make excellent use of ILT to support learning; learners’ frequent use of tablet computers enables them to access relevant course and research material and to work well independently.’
- 21. Digital Journey
- 22. In the beginning there was a project: Applying the successful Kube Model to 16- 19 study programmes Implementing blended learning Harlow College – Vocational Business & Vocational Media Kingston College - Hairdressing
- 23. Tools 1. Study space – Blendspace; Showbie 2. Online Quizzes – Socrative 3. Online ILP – Socrative 4. Blogs - Weebly Harlow - Vocational Business Online self-access to resources Up to 30% guided learning hours delivered online Methods • All support resources and activities undertaken online • Self-access model to online resources • Occasional face-to- face surgery sessions • Scheme of work separated into face-to- face and online elements
- 24. Digital Literacy Survey I expect my course to equip me with up-to-date technological skills for my future employment 60% definitely true for me Use of technology is changing the way I learn 55% definitely true for me
- 25. Supporting Staff – Nishall Garala "Thank you for your lunch time support sessions. I particularly enjoyed Weebly session as I was then able to support my students creating their websites. I would have found this difficult to learn so quickly if I had to do this myself particularly as my learning style is auditory and therefore very helpful that you were talking to me telling me what to do as I did it rather than me have to read or watch to learn.“ Sue Wood – Senior Tutor
- 26. Digital Ambassadors Represent the college in digital focus group meetings Help in organisation of at least one digital activity Promote use of technology with fellow students, e.g. on college open evenings Act as a role model for good use of technology – safe usage, digital literacy Paired with Digital Leaders - Staff Help in creation of resources Assist in conducting surveys, e.g. iPad survey Luke Jones – Digital Ambassador speaks
- 27. iPads – Involving the Learners ‘Got resources at your fingertips’ ‘Easier to a access your work anywhere’ ‘Easier to do research on my iPad than my phone’ ‘We can take pictures of our work whilst we do it’ ‘All of my work is on my iPad straight away’ ‘Easy to do work at home and on the go’ ‘Easier and quicker’ ‘It is easier to learn with the apps, for example, Nearpod’ ‘Access my work on the iPad and the computer through Office 365’ More interesting lessons with interactive quizzes. Helpful to have a portable copy of lesson PowerPoints without having to print them It makes learning a lot easier! I never wanted to give it back!
- 28. But really! • iPad is great but a big distraction in lessons • Bigger push to use in class • Laptops would be much more useful • Not useful for us. We were always on computers • Wasted money, made students not engage in the lesson
- 29. No really!! 376 respondents to iPad returns survey
- 30. And 376 respondents to iPad returns survey
- 31. Working with Staff • Digital Innovation Team 2015 – 16 & Apple Accredited Trainers • Bespoke training and workshops • Projects: • Personal Centre Plan – making paper form accessible electronically for supported studies and ESOL, includes diagnostics, progress reports, student access through ProSolution and access to data by other agencies • Engineering Video Tutorials • English and Maths resources – Kahoots, Explain Everything, videos, Xerte • App – how to videos etc accessible via app on iPads • Access – Xerte online learning materials • iPad roll out and return processes • Video tutorials on Apps • Digital Leaders and Apprentices • Accessibility tools added to VLE
- 32. “The Academic Writing Skills resource has gone down a treat with our students!! can we do more?” http://redqube.harlow- college.ac.uk/toolkits/play.php?template_id=442 Xerte
- 33. DigiFair Core Apps Socrative Showbie Plickers Nearpod Kahoot Blendspace Padlet Innovation Illustrated Podcasts Aurasma Xerte i-books – graphics course Apple Support – Atmospheric Pressure!
- 34. https://youtu.be/Xatdd9JU2u8 Learner voices CAE Digital Champion https://youtu.be/4UfYTA-KN2M
- 35. Challenges • Who wants to be an ambassador? • What type of students? • Rewards • Staff expertise and confidence • Sustainability, e.g. iPads for the future? • Substitution or transformation? • The future?
- 36. Digital Innovation Team We are: Charlotte Creagh – Innovation Manager Dave Monk – E Learning Development Co- ordinator Sharon Peachey, Jack Bowman & Jonathan Lowe – Digital Apprentices Follow us: @digiteamhc Contact us: innovationteamhc@gmail.com
- 38. jisc.ac.uk Yousef Fouda GroupVice Principal –Technology, Warwickshire College https://prezi.com/f25k2exqwvmh/yout ube/?utm_campaign=share&utm_medi um=copy 13/07/2016 Efficiencies and effectiveness 38
Editor's Notes
- More important than ever now that Digital Literacies are an essential skill alongside literacy and numeracy Getting the digital environment right is key particularly now requirement for Information Security to be ISO27001 compliant
- Lewisham Southwark College -created its own blended learning centre to give staff and students opportunities to use a range of different devices and, with more than 100 apps to choose from, there’s a specially tailored “blending in” online course to help staff exploit opportunities to develop their own blended learning resources.
- City of Liverpool College - transforming the digital environment: resilient and robust systems and services With an ambition to encourage students to bring their own (BYO) devices, the college recognised the strain that this would put on its existing network and it became the first FE college to sign up to Jisc’s shared data centre for education and research. The move is ensuring staff and students enjoy fast, reliable access to data from anywhere, via the cloud. The college has also become a Microsoft Academy to give its community of learners and staff access to Office 365 and all the Microsoft Academy teaching and learning materials. These steps have enabled it to launch SharEd, a shared service that will accelerate the transformation not just of teaching and learning but also of a range of management systems. It will also make possible a range of efficiencies via partnership working and increased purchasing power. BYO has now been implemented, supported by a system of equipment loans for those without their own devices and by investment in skills development for both staff and students. East Berkshire college has also provided staff and students with training in use of the devices and upgraded its wireless network to ensure that it has sufficient capacity for these hundreds of devices as well as for many more devices that will be deployed by students themselves. Training was provided for staff on the use of the new devices and systems, supplemented by staff surgery sessions. The ILT content developers have extended the training to help staff and students.
- PETA Training and Consultancy Services staff are learning to create videos and interactive activities using tablets, and ensuring that learners have easy access to these via QR codes and augmented reality software in hotspots within engineering workshop areas. Level 2 and 3 engineering apprentices gain experience of how employers in engineering industries are using the latest digital equipment to support their workers. Oldham College is working with Edge Hill University to provide learners with more meaningful and detailed assessment and feedback via videocasting. It’s an approach that has already proved its worth at the university and this experiment is aiming to replicate those benefits in an FE setting. It’s life-changing technology.” That’s the view of dyslexic Leeds City College student, Craig Clements, on Texthelp Read&Write Gold, innovative software that has helped Craig represent the college student body and is now helping many other students achieve their learning goals. City and Islington College – developing online content to support the curriculum “Keeping safe” student induction modules In response to the Prevent agenda, in summer 2015, City and Islington College produced a suite of online modules to cover key aspects of student induction and to ensure a standard approach to delivering core information. The suite of four modules was created in-house by the e-learning team and includes safeguarding and child protection, e-safety, values and radicalisation. The modules are all delivered through Moodle. Redbridge College – blending the classroom in maths education Maths staff at Redbridge College identified a need to improve the way that the maths GCSE course was delivered, so worked with the e-learning team to create a year long blended learning programme. Effective use of the Virtual Learning Environment (VLE) has enabled them to create a curriculum that is less reliant on paper-based resources and instead uses a “flipped” classroom model with all course materials available online. Resources are interactive and staff have employed a variety of apps that can support understanding of tricky concepts and enrich student-teacher interactions. Working on tablets, students can capture and share their work instantly to get immediate feedback.
- Case studies including: A strategic approach Relevant digital curriculum Assessment and feedback Engaging learners in digital development Develop learners’ employability Supporting students and staff Robust, flexible digital environment
- In Wales - currently offering Digital literacies workshops to all providers