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Further education learners’ expectations and experiences of technologySarah Knight - Senior co-design manager, Jisc
John Webber - Professional learning and development manager, Sussex Downs College
Ellen Lessner - FE Digital Student consultant
Chris Fuller, Jordan Holder,Tyler Bond and Nikolas Melo
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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The project aims to support colleagues in FE to:
» decide how and how often to monitor changing learner expectations
» decide where to direct efforts in managing and meeting learner expectations
“I look forward to the findings. Too often we try and guess what our student expectations will be and often get things wrong.”
FE Digital Student project
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
» Introduction to FE Digital Student project
» Activity: key themes from focus groups
» Showcasing institutional practice: from student voice to studentagency and leadership, Sussex Downs College
» Resources to follow up: Jisc Digital Student online guide, videoclips, posters and postcards
Plan for today
509/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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» National projects, surveys and collections ceased after 2008-9
» Little quality research from the sector published
» Reports of practice from a teacher’s perspective
» Collections not tagged for learner experience
Review of research into learners’ experiencesand expectations in FE (2006 – 2014)
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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We conducted 12 Focus groups at six colleges, comprising 220 learners from:
» Child Health and Social Care (Level 3, L1B & Higher)
» Creative Media (vocational)
» Animal Management (vocational)
» IT (Level 3)
» Sociology (AS & A2)
Focus groups
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Tools
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» Learner profile
» Protocol
» Card sort
» What we learnt about conducting research in the FE setting
Focus group protocol
Skills
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
» Their learning to be enhanced by the college’s use of technology e.g. VLE, online submission and assessment, mobile learning
» To have anywhere, anytime, any device access to course materials
» To have access to both formal and informal (e.g. social media) supports on and off campus
» To learn at college how technology is used in the workplace
» To be asked about their views and for them to make a difference
What do learners expect from the digital environment in FE?
909/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Differentiation: how learners experience the digital environmentChris Davies, the learner and their context, Becta
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Intensive and specialist enthusiast
Mainstreampragmatist
Unconnected and vulnerable
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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» 91% people aged 16 - 24 have access to the web at home, 71% have a smartphone (Adults Media Use &Attitudes Report, Ofcom, 2012)
Experiences of the minority…
For the unconnected and vulnerable
Their experience is access-led
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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» Without the guidance of a creative teacher, learners tend to use technologies in passive, unimaginative ways
» Teachers lack time to experiment, funding to purchase digital tools and convenient ways to access appropriate professional development or share innovations (Rebbeck et al., 2012; FELTAG, 2013)
Experiences of the majority…
For the mainstream pragmatists
Their experience is tutor-led
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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» Some learners mobilise their personal digital literacy practices between the contexts of home, college and work (Bhatt, 2012)
Experiences of the majority…
For the intensive and specialist enthusiast
Their experience is learner-led
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
How can we best support all learners?
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FE learners who are:
Experience the digital environment as:
Are supported best where:
Mainstream pragmatists
Tutor-ledPedagogy-ledInstitution-led
Staff have confidence to experiment with activities
and tools
Intensive and specialist enthusiasts
Learner-ledTechnology-led
Social digital literacy practices are valued and
new practices made explicit
Unconnected and vulnerable
Access-led
Access solutions targeted at this group
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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Meetingtheneedsofalllearners
Learnersarechallengedwhen…SuggestionsfromFEDigitalStudentConsultationEvents
Unconnectedandvulnerable Mainstreampragmatists Intensiveandspecialistenthusiasts
Learners’ specific access needs are not
taken into account.
Technologies introduced are unfamiliar.
Social stigma associated with not having
access to technology.
Online submission of assessed work is
mandatory.
Rural areas with reduced bandwidth.
Assumptions are made about learners’ skills. Either assuming skills that are not yet
developed or assuming low expectations of
vulnerable learners e.g. disabled learners frequently make intensive and specialist use of technology.
Induction is limited to Week 1.
Learning Resource Centre is closed.
English/literacy skills are too weak to read
instructions or navigate tools.
Lecturers lack time to experiment, funding to
purchase kit or confidence to try using unfamiliar technologies.
Assessment boards do not support use of technology.
Access to college systems is not available from home.
Technologies used in college are not the same as
those used in life and employment e.g. E stream
rather than YouTube.
Lack of funding limits innovation.
Learners’ attempts to appropriate personal and
social uses of technology for learning purposes are dismissed or ignored.
Learners are not connected e.g. logged out of wifi
after set period.
Infrastructure is not reliable and robust.
Learners are not permitted to use their preferred
hardware and software.
Hardware, software and infrastructure provided by the organisation is not up to date e.g. old
operating systems, slow wifi.
Learner expectations exceed what colleges/providers have the resource to provide.
Learners are not aware of relevant apps support
their study.
Learners are challenged when…
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Learners are challenged when…
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Meetingtheneedsofalllearners
Learnersaresupportedwhen…SuggestionsfromFEDigitalStudentConsultationEvents
Unconnectedandvulnerable Mainstreampragmatists Intensiveandspecialistenthusiasts
Solutions are developed for learners’ specific needs e.g. portable classrooms, use of
mobiles and tablets, gaming, kindles.
Loan equipment and bursary schemes are in place for e.g. USB dongle, tablets, mobiles,
netbooks, laptops. (Targeted schemes seem
to be more successful than comprehensive roll outs). Include overnight and weekends.
Library and ICT support open all hours.
(Could be combined with teaching half days).
Learners have access to support sessions and ‘how to’ guides and videos. Induction and ongoing support is tailored to the curriculum
and employment.
Good quality online content can be accessed
on a range of devices.
One to one coaching and support is offered. Support builds confidence as well as skills.
Peer learning is offered.
There are opportunities to discuss why
technology is beneficial. Tutors inspire use of technology. Guidance is given on purposeful
use of technology.
Colleges/provider assess learners’ skills in, and access to, digital technology.
Lecturers encourage use of technology to develop relevant skills e.g. criticality, self-management and
skills for employment.
There are clear expectations about technology use, shared by learners and staff.
There is management and strategic support for digital engagement.
Lecturers are well supported by e-learning specialist teams and tutor technology champions e.g. ideas for
apps to use the classroom.
CPD for ICT offered in INSET days.
Learners are supported in applying their technical skills for learning.
Learning activities are scaffolded with good quality content.
Technology use is embedded into lessons.
Teachers are enthusiastic about technology use.
Technology use is under learners’ control, without restrictions. Learners’ choices are valued and
supported.
Learners are set challenging goals. Opportunities are there for leaners to explore and use
technology independently. Access to social media
sites is permitted.
The college culture and infrastructure is
orientated towards mobile, personally owned
and/or loaned devices e.g. can print from wifi,
mobile ready websites, cloud file storage, software licenses available for home use, remote
desktop services, charging facilities and secure
storage are provided.
Lecturers are not afraid to learn how to use
technology with learners.
Digital literacy support includes e-safety. Don’t let learners’ ‘saviness’ fool you.
More creative and flexible assessment strategies
e.g. choice of how to present work.
There are good peer support networks. Learners are given the opportunity to mentor other learners
and tools to perform peer assessment.
Learners are involved in decisions about IT purchase and implementation. Decisions are
negotiated.
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
7 key themes
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Don’t assume we are digitally literateWe need ongoing
development
We expect the same (or better) services as in
school…
We expect college to provide what we need…
We expect modern learning resources that are easy to
find and use
We want to work with lecturers…
Ask us what we need…
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Instructions Possible questions for discussion
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» Each table has been allocated a card
» Each card represents a key theme from the focus groups
» Share ideas on the padlet:padlet.com/sarahknight/onething
» What does your college already do in response?
» What more could you be doing? (see support and challenge handouts)
» What suggestions will you take back?
Activity: key themes from the focus groups
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Steps towards students as digital leaders
From student voice to student agency and leadership
John Webber – Professional learning and development manager at Sussex Downs College
Chris Fuller, Jordan Holder ,Tyler Bond and Nikolas Melo
From student voice to student agency and leadership
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Student voice as part of Quality Assurance
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
» Student surveys and focus groups to inform quality judgments:
» Usually closed questions against pre-determined standards
» Limited opportunity to unpack students’ views
» Generally do not invite suggestions from students
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 21
» Introduced as requirement for funded action research projects
» Helped inform judgments of the effectiveness of the innovation
» But still treated students as passive recipients
Student feedback to inform summative evaluation of piloted innovation
From student voice to student agency and leadership
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From student voice to student agency and leadership
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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» Proposed innovation discussed with students in advance
› Establish shared understanding of the goals
› Agree key principles
» Students seen as partners in the process
› Encouraged to provide feedback throughout via polls and focus groups
» In-depth focus groups and interviews
› actively inform adaptation and refinement of process
Students as active participants in innovative practice
From student voice to student agency and leadership
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Initial response
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Case study: Flipped learning
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
“Set and maintain clear expectations”
“The iPad of shame”
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Flipped learning – what the students told us
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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What the students told us
“We like:”
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
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What the students told us
We like:
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Students leading digital innovation
3009/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Find out more…
Contact…
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
John WebberLearning technology innovation
john.webber@sussexdowns.ac.uk@jwwweb
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» 50 institutional exemplars (based round seven challenge areas)
» ‘Digital students are different’ posters
» ‘Enhancing the digital experience for students’ cards
» FE Learner voices videos
» ‘Enhancing the student digital experience: a strategic approach’ guide – jisc.ac.uk/guides/enhancing-the-student-digital-experience
The Digital Student – resources you can use
digitalstudent.jiscinvolve.org
09/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Digital students are different posters
3309/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Enhancing the digital student experience postcards
3409/03/2015 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Find out more…
Contact…
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Sarah KnightSenior co-design manager, Jisc
Sarah.knight@jisc.ac.ukdigitalstudent.jiscinvolve.org
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