What are skills learners' expectations and experiences of technology?
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Giles Pepler, Nick Jeans, Ellen Lessner, Clare Killen and Sarah Knight
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What are skills learners' expectations and experiences of technology?
- 1. What are skills learners' expectations and experiences of technology? Giles Pepler, Nick Jeans, Ellen Lessner, Clare Killen and Sarah Knight 1
- 2. Presenters » Giles Pepler, Senior consultant, Sero, project manager and lead consultant » Nick Jeans, Sero, Senior consultant (Learning technology) » Ellen Lessner,Consultant » Clare Killen,Consultant and author of Enhancing the digital experience for skills learner guide » Sarah Knight, Senior co-design manager, Student experience, Jisc 23/11/2016 What are skills learners' expectations and experiences of technology? 2
- 3. http://digitalstudent.jiscinvolve.org » Phase 1 study reviewed students’ expectations and experiences of the digital environment at university and we spoke to 500 staff and students during our consultation (2013-2014) » We conducted a review of practice in schools to identify likely incoming expectations (2014) » In phase 2 we focused on FE speaking to 220 learners and 300 staff from colleges across the UK (2014-2015) » Phase 3 Skills study speaking to adult and community learners, work based learners including apprentices and offender learners (2015-2016) » Phase 4 Online learners study, speaking to students studying on online or partly online courses (2016) 23/11/2016 What are skills learners' expectations and experiences of technology? 3
- 4. Digital student online learners study » What makes a successful online learner? » Findings of the Digital Student Online learners’ expectations and experiences of the digital environment » Available from http://ji.sc/onlinesurveyreport » Webinar 12 January 2016 register here http://bit.ly/2fCMqiz 23/11/2016 What are skills learners' expectations and experiences of technology? 4
- 5. Student digital experience tracker pilot » Student digital experience tracker offers a short survey for use with learners to gather their expectations and experiences of technology » Full report is available from: http://bit.ly/student-tracker-report » Open pilot with over 13o institutions is now underway jisc.ac.uk/rd/projects/student-digital- experience-tracker » New ACL/Skills providers question set » Get involved and join the pilot – sign up by 30/11 here http://bit.ly/trackerskills 23/11/2016 What are skills learners' expectations and experiences of technology? 5
- 6. Skills sector digital student project » Scope of the ‘Skills Sector’ project covers: adult and community learners, work- based learners, apprentices, offender learners » What do learners want (expectations) in relation to the digital? » What do learners need to succeed (experiences)? » Literature review | stakeholder interviews | learner focus groups | consultation events » Guidance for providers on how to gather learners’ views, how to engage learners in an ongoing dialogue about the digital and how better to support learners’ digital experience » Identify top challenges in relation to the digital learner experience and identify what support providers need in addressing these challenges 23/11/2016 What are skills learners' expectations and experiences of technology? 6
- 7. Work based learners – issues and challenges » Problems: access to good laptops, printers and internet connectivity » Students want experience with software + hardware that’s used in their work places » VLEs are NOT redundant - maybe yet to reach their potential » Students’ technology skills vary widely – even amongst same age groups.We can’t take skill levels for granted » Lack of student voice in the sector » Students can feel isolated in work placements, so appreciate online forum with peers, Skype with tutors 23/11/2016 What are skills learners' expectations and experiences of technology? 7
- 8. Adult and community learning – issues and challenges » Lack of good equipment + wifi » Difficult transporting equipment to venues, blocks on websites at schools, not getting passwords from venue » Teachers lack training in how to use technologies + no time to prepare materials / backups » Shortage of tutors » No uniform skill levels (applies to all sectors) » Very little enthusiasm for MOOCs » Learners value face-to-face interaction in class, use of technology during intervening week to maintain skills learnt » Little student voice in the literature 23/11/2016 What are skills learners' expectations and experiences of technology? 8
- 9. Offender learning – issues and challenges » Restricted access to devices, internet, information and support (prioritising security above rehabilitation) » Access to meaningful learning opportunities often decreases as students near release » No continuity of learning support between prisons or after release. Prisoners released without skills for employment » Need for dedicated technology-enabled learning spaces and supervised Skype to improve family contact » Virtual Campus has potential but limitations of access, support and quality content 23/11/2016 What are skills learners' expectations and experiences of technology? 9
- 10. Focus groups » Reached 123 learners » Good geographical spread » Learners from a range of skills sectors and study levels: apprenticeships, adult and community learning and prison learning » Dropouts (of providers and learners) has been challenging » Amazon vouchers resolved this issue! We conducted 12 focus groups: 23/11/2016 What are skills learners' expectations and experiences of technology? 10
- 11. Focus group process » Learner profile » Focus group process » Card sort Tools 23/11/2016 What are skills learners' expectations and experiences of technology? 11
- 12. The basics: Recording the results » Card sort process » Technology » Room arrangement » Permissions (organisations and individuals) 23/11/2016 What are skills learners' expectations and experiences of technology? 12
- 13. Instructions for the card sort » Take the cards from one theme (A, B, C or D) out of the envelope and lay them on the table so that all are visible » Put the ‘theme heading’ at the top and after a group discussion, put the remaining cards in order of importance underneath the theme card » If you want to add something to the existing cards, use the blank card(s) » If you don’t understand a card or consider it unimportant, put it back in the envelope 23/11/2016 What are skills learners' expectations and experiences of technology? 13
- 14. Conclusions (1) » Learners’ technology skills and their use of technology are far from homogeneous – even amongst the same age groups » Learners want access to a device they can use, preferably through an open ‘bring your own’ (BYO) device policy » Learners are highly responsive to being asked how they would like to use digital technology » Learners are more concerned with good access and relevant experiences rather than the latest gadgets 23/11/2016 What are skills learners' expectations and experiences of technology? 14
- 15. Conclusions (2) » The process gave providers a concrete model for eliciting learners’ views of their provision » The process of engaging learners in discussions around technology can prompt positive changes in existing classroom practice » The cards are an effective way to raise awareness of wider opportunities to use digital technology among both learners and providers » Managers can (hopefully) use learner quotes from these discussions as powerful ammunition to persuade their superiors to improve or extend digital provision 23/11/2016 What are skills learners' expectations and experiences of technology? 15
- 16. Enhancing the digital experience for skills learners 5 key themes 23/11/2016 What are skills learners' expectations and experiences of technology? 16 Developing your DIGITAL VISION Building a ROBUST DIGITAL ENVIRONMENT EMBEDDING technology within INCLUSIVE CURRICULUM practices Developing STAFF DIGITAL CAPABILITIES EMPOWERING and ENGAGING LEARNERS http://ji.sc/Enhance_Digital_Experience
- 17. Enhancing the digital experience for skills learners 5 key themes 23/11/2016 What are skills learners' expectations and experiences of technology? 17 Developing your DIGITAL VISION Building a ROBUST DIGITAL ENVIRONMENT EMBEDDING Technology within INCLUSIVE CURRICULUM practices Developing STAFF DIGITALCAPABILITIES EMPOWERING and ENGAGING LEARNERS http://ji.sc/Enhance_Digital_Experience Please use the chat pane to let us know: » Whether these themes strike a chord for you » If there are any challenges you are facing that are not covered here » Any solutions you have found that address the sort of challenges raised so far ………………… ………………… …………………
- 18. Exploring the guide and resources » Guidance linked to key findings from the study » Examples of effective practice from the sector » Suggested next steps » Links to further resources for each theme Each section includes: 23/11/2016 What are skills learners' expectations and experiences of technology? 18 http://ji.sc/Enhance_Digital_Experience
- 19. Sample case studies 23/11/2016 What are skills learners' expectations and experiences of technology? 19 http://bit.ly/2fPM4sy http://bit.ly/2g8Smno http://bit.ly/2fQ0NDL
- 20. Links and further information » New online guide Enhancing the digital experience for skills learners with case studies http://ji.sc/Enhance_Digital_Experience » Briefing for leaders of providers supporting apprenticeships, adult, community and offender learning http://bit.ly/2fVj1lg » From the blog: Five things skills providers are doing in their quest to embrace technology and enhance learning jisc.ac.uk/blog 23/11/2016 What are skills learners' expectations and experiences of technology? 20
- 21. From the blog … » Thinking strategically – taking a holistic view rather than focusing on individual or disjointed initiatives » Taking action – active monitoring and development of the digital environment. Connectivity is key » Creating digitally capable staff and learners » Embedding technology in inclusive curriculum design as well as providing flexible assessment and supportive feedback » Making students partners – going beyond traditional approaches 5 things skills providers are doing in their quest to embrace technology and enhance learning 23/11/2016 What are skills learners' expectations and experiences of technology? 21 Please use the chat pane to let us know: » How you are using digital technologies to enhance learning » Any questions, comments or feedback ………………… ………………… ………………… http://bit.ly/2f6674R
- 22. The digital apprentice » What are the issues and problems you have identified in embedding technology in delivery and assessment of apprenticeships? » What are the opportunities to exploit technology to deliver high quality apprenticeships more effectively? » How can a data-driven approach lead to improved decision making by apprentices, employers and providers? » Can we provide a total digital experience for all apprentices to enhance and support their learning and assessment? » Can a digital approach help provide improved careers advice for apprentices and their parents? We think it’s time we had fully digital apprenticeships to meet the needs of employers and apprentices in the 21st Century 23/11/2016 What are skills learners' expectations and experiences of technology? 22
- 23. How to get involved »Contact James Clay james.clay@jisc.ac.uk »Tweet using the hashtag #co-design16 »Catch up on the discussion so far at: https://digitalapprenticeships. jiscinvolve.org/wp/ »Theme web page: www.jisc.ac.uk/rd/get- involved/what-would-truly- digital-apprenticeships-look-like »Complete our short questionnaire https://goo.gl/forms/qcymmawo VMRXFprZ2 17/11/2016
- 24. How can technology support apprenticeships? » Create an understandable visualisation of the apprenticeship lifecycle/journey » Use that lifecycle to highlight where technology can improve learning and deliver business efficiencies » Offer practical guidance on good practice » Deliver an overview of the main technology options available to providers and practical guidance on how to arrive at the tools that best meet need » Identify influencing points and create policy guidance Aims to: Nov 2016 – March 2017 Timeframe 23/11/2016 What are skills learners' expectations and experiences of technology? 24 Informing the direction of travel Please sign up today by emailing Lisa.Gray@jisc.ac.uk Working group
- 25. jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND Find out more… Digital student project Sarah.knight@jisc.ac.uk http://digitalstudent.jiscinvolve.org #digitalstudent 23/11/2016 What are skills learners' expectations and experiences of technology? 25
Editor's Notes
- Lets remind you the team…
- http://ji.sc/onlinesurveyreport http://bit.ly/2fCMqiz
- http://bit.ly/student-tracker-report Open pilot with over 13o institutions is now underway jisc.ac.uk/rd/projects/student-digital-experience-tracker New ACL/Skills providers question set Get involved and join the pilot – sign up by 30/11 here http://bit.ly/trackerskills
- There are deep-seated and persistent problems with regards to students accessing the quality of devices and internet connectivity that they require and expect. Their expectations of the technical-infrastructure are not excessive and chiefly involve the ability to use machines running standard Office and Word type packages (or similar) over a domestic equivalent-standard internet connection. That access to a decent quality laptop, or the facility to use their own, high speed, reliable wifi and printers is consistently the top-rated student priority suggests that policy makers at all levels may be wise to focus on these rather prosaic goals above more “charismatic” technologies. Learners expected the same or better services that they had had in school. Given that spending at school level – whilst also under severe pressure – is relatively protected there has to be a risk that students become disillusioned when they experience a notable decrease in the quality and availability of the technology. On another level, students working in industries which make use of specialist packages expect their providers to furnish them with those packages – and machines of sufficient power to run them. Generally, students expect their colleges to provide the experience of the hardware and software, and opportunity to develop the skills, which will prepare them for work and enhance their employment opportunities. VLEs and LMSs are far from redundant technologies. It may even be that they are yet to approach reaching their potential. Students’ technology skills are far from homogeneous – even amongst age groups. Do not take skill levels for granted. Students’ skills with “learning technologies” further complicate this. The digital immigrants versus digital natives typology is not particularly helpful. There is a lack of student voice (with some honourable exceptions) in the research. This leads one to ask whether there may be a lack of student voice in the sector. By comparison with the HE sector and the compulsory education sector (or perhaps age group? NOTE TO SELF) there is little research focusing on learning with technologies. There does not seem any desire amongst students for anything resembling MOOCs. In fact, some college (skills) students were clear that they did not want any “external” engagement other than that which involved their places of employment. That is not to say there is no potential. Persistent problems with access to the quality of devices and internet connectivity that learners require and expect.: access to a decent quality laptop, or the facility to use their own, high speed, reliable wifi and printers are consistently the top-rated student priority suggests. Generally, students expect their training providers to prepare them to use the technology they will find in their work places Students working in industries which make use of specialist packages expect their providers to furnish them with those packages – and machines of sufficient power to run them. VLEs and LMSs are far from redundant technologies. It may even be that they are yet to approach reaching their potential. Students’ technology skills are far from homogeneous – even amongst age groups. Do not take skill levels for granted. Students’ skills with “learning technologies” further complicate this. The digital immigrants versus digital natives typology is not particularly helpful. There is a lack of student voice (with some honourable exceptions) in the research. This leads one to ask whether there may be a lack of student voice in the sector.
- Again, the existential issue is the lack of good quality equipment and unreliable and/or limited wifi - but with the added challenges of transporting equipment to venues, blocks on sites when using school venues, not being provided with passwords by the venue. Not surprisingly, the practitioners faced their own barriers in terms of obtaining training in how to use technologies and insufficient time to prepare materials or backups and these will have impacted on the learner experience. There is also a lack of tutors. Do not take skill levels for granted. On the other hand, do not assume the worst. Again, there seems to be little enthusiasm for MOOCs in their current guise amongst learners in the Community and Adult Learning Sector. There is obviously some potential but the need to identify correctly and address the skills of the learners against the skills require may be too onerous at the present. Given the high dropout rates for MOOCs and the impact that perceived “failure” has on non-Higher Education adult learners serious consideration must be take place before deploying a technology and pedagogy which could potentially do more harm than good. Again we found little student voice in the literature – once again with honourable exceptions. Again, this raises the possibility that student voice is little heard in the sector. It may, of course, be that the research was not easily identifiable. But, given the heterogeneous nature of the learning constituency, even if student voices were collated, it may be nearly impossible to act on it. Lack of good quality equipment and unreliable and/or limited wifi - but with the added challenges of transporting equipment to venues, blocks on sites when using school venues, not being provided with passwords by the venue. Practitioners faced their own barriers in terms of obtaining training in how to use technologies and insufficient time to prepare materials or backups and these will have impacted on the learner experience. There is also a lack of tutors. Do not take skill levels for granted. On the other hand, do not assume the worst. There seems to be little enthusiasm for MOOCs in their current guise amongst learners in the ACL sector. Little student voice in the literature – once again with honourable exceptions. Again, this raises the possibility that student voice is little heard in the sector. It may, of course, be that the research was not easily identifiable. But, given the heterogeneous nature of the learning constituency, even if student voices were collated, it may be nearly impossible to act on it.
- Access to devices, access to the internet, access to information and access to support are all priorities for incarcerated learners. At times, this is further complicated by students being denied access to existing technologies due to competing priorities and/or philosophies. Access to meaningful learning opportunities often decreases as incarcerated students progress through the prison system towards release. This is further aggravated by the lack of continuity of learning, support and access post-incarceration. Amongst the key student requests is for a dedicated technology-enabled learning space within prisons. Despite persistent problems, in terms of access, support and quality of content, the Virtual Campus is still viewed by incarcerated learners as having considerable potential. Perceptions of a lack of tangible progress may ultimately erode this enthusiasm. Do not take students’ digital skills levels for granted. In addition, do not assume the worst. There is more student voice evident in the literature for this sector (particularly for the incarcerated learners). But there is little evidence of student-voice actually influencing anything on a substantial scale. Champion and Edgar (Champion & Edgar 2013) are reasonably positive about the potential for MOOCs as a supplement to the prison learning toolkit. Of course, there are possible explanations for what might at first seem counter-intuitive: not least that whilst the vast majority of prisoners have below average qualifications there are prisoners of all ability levels and some are already graduates and/or post-graduates. “Eynon and Helsper (2011) identified the relationship between digital exclusion and digital choice as important in students’ use of new technologies for learning. There is, however, a fundamental assumption in their discussion that people should have empowered and informed choices in how they access or use technology for learning, which is not necessarily the case in a prison context.” (Pike 2015) “The best practice was observed where a prison had a learning ethos which was shared by the staff, where higher-level learners were given dedicated space and time for learning and where learners were encouraged to take responsible peer-support positions which raised self-esteem and helped to develop a community.” (Pike 2015)
- Final report with the complete list of groups and organisations: Insert link
- Link to Learner Profile, focus group process and card sort on blog (insert link) Learners are not in one place for a long time like FE and HE so not a ‘captive’ group.
- Consent form, permissions from organisations, especially prisons Hand over to EL
- Timing Participating in the discussion is important to this exercise Listening to the students’ (or staff if used in staff training) discussion will give you a lot of information. Recording comments isn’t easy but it may be valuable. Taking notes at the time works as well. If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.
- Briefly outline some of the elements of 3 case studies Eat That Frog – vision and strategy; using technology not only to enhance learning but also to ensure the company is well-positioned for new business; agile, responsive and creative approach. Derby ALS – building on CPD previous found to have most impact and using peer support team and coaching approach; strategic and supported; no restrictions placed on support; cost effective on-demand support; power of 10 minutes with an individual. Prospect Training Services and iObserve – app developed in house; uses recording features on mobile devices linked to evidence criteria and a time stamp facility to provide feedback and create auditable evidence of competency and a PDF declaration. Increased accountability; savings in time and money; allows assessors more 1:1 support time with learners.
- New online guide Enhancing the digital experience for skills learners with case studies http://ji.sc/Enhance_Digital_Experience Briefing for leaders of providers supporting apprenticeships, adult, community and offender learning http://bit.ly/2fVj1lg From the blog: Five things skills providers are doing in their quest to embrace technology and enhance learning jisc.ac.uk/blog
- We are currently out for consultation on six co-design challenges, and inviting you to help us
- Contact James Clay james.clay@jisc.ac.uk Tweet using the hashtag #co-design16 Catch up on the discussion so far at: https://digitalapprenticeships. jiscinvolve.org/wp/ Theme web page: www.jisc.ac.uk/rd/get-involved/what-would-truly-digital-apprenticeships-look-like Complete our short questionnaire https://goo.gl/forms/qcymmawoVMRXFprZ2
- Apprenticeships is a growth area in FE& Skills and through the area review process providers have been challenged to increase their delivery of apprenticeships. With a government target of 3m starts by 2020 and a history of just over 2.2m apprenticeship starts over the five academic years from 2009/10 to 2013/14 this represents a huge increase. Only through the effective use of technology, can this target be delivered. So we are undertaking some exploratory work to inform the development and delivery of the new apprenticeship qualifications, focused on supporting decision making around the most effective use of technology. The focus is on articulating an ‘ideal state’ where technology is used to best effect to maximise the benefits technology can offer, both in terms of cost-efficiencies and learning enhancements. The audience for this work is those involved in the development and delivery of the new apprenticeship standards. includes the Institute for Apprenticeships, FE colleges, skills providers, employers and awarding organisations.
- Sarah.knight@jisc.ac.uk http://digitalstudent.jiscinvolve.org