Online learning for all? Meeting the needs of all learners

Professor Rhona SharpeOxford Brookes University, UK

For Dublin City University6 May 2015

@rjsharpeelesig.net

How are we preparinglearners for the digital age?

How are learners respondingto the digital age?

What do we know about learners’ experiences of

education in a digital age?

Early learner experience research 2005-9

• Uncovered student voices that had not previously been heard

• Analysed experiences holistically

• Showed learners’ powerful relationships with technology and ubiquitous use of social media.

Follow up studies 2009-2012

• Showed great variety in strategies and habits that student adopt.

• Explored digital literacy as a social, cultural practice.

• Introduced us to confident, agile ‘epioneers’.

InStePP

Online learning for all?

• All learning is technologically mediated

• Digital literacies tailored for the disciplines.

• Frameworks for staff and student digital literacy development

• Infrastructure services targeted at learners’ needs.

What questions remain?

1. Learner experiences vary considerably. How can we talk about difference in a meaningful way?

2. How can we design learning experiences that develop the practices and attributes of successful learners?

3. Where do we draw the line between institutional entitlement and enhancement activities?

4. What research methods can we use to keep track of changing student expectations and behaviours?

FE Digital Student Project

FE Digital Student Project

Deskresearch

Focus groups

Consultation events

23 sector reports8 peer reviewed articles25 case studies7 institutional documents

220 learners12 focus groups6 further education colleges

6 consultation events300 delegatesLoads of post-its

The Learner and their Context, BectaChris Davies and Rebecca Eynon

Unconnected vulnerable

Mainstream pragmatist

Intensive specialist

enthusiast

For the unconnected

and vulnerable

Their experience is

access-led

“They’re [the Chromebooks] not that good. They’re probably good if you know how to work them properly but I know they’re not that difficult but none of us have been told how to use it.” (Focus group 3, Level 2 learner)

For the intensive and specialist

enthusiast

Their experience is learner-led

“I think we learn more from one another than we do from the tutors.”

(Focus Group 6, Level 2)

For the mainstream pragmatists

Their experience is

tutor-led

Because basically our lessons revolve around using YouTube, just in Sociology, we do the lesson outside of school and then bring it in, so the social media actually really helps with learning.

(Focus Group 5, A Level)

Overview

unconnected vulnerable

Access-led

Assessment of skills is

ongoing

mainstream pragmatists

Tutor-led

Pedagogy –led

Institution-led

Technology used to develop criticality, self- management

intensive and specialist

enthusiasts

Learner-led

Technology-led

Social digital literacy practices are valued and new practices

made explicit

Learners who are:

Experience the digital environment

as:

Best supported where:

Overview

unconnected vulnerable

Access-led

Assessment of skills is

ongoing

mainstream pragmatists

Tutor-led

Pedagogy –led

Institution-led

Technology used to develop criticality, self- management

intensive and specialist

enthusiasts

Learner-led

Technology-led

Social digital literacy practices are valued and new practices

made explicit

Learners who are:

Experience the digital environment

as:

Best supported where:

Overview

unconnected vulnerable

Access-led

Assessment of skills is

ongoing

mainstream pragmatists

Tutor-led

Pedagogy –led

Institution-led

Technology used to develop criticality, self- management

intensive and specialist

enthusiasts

Learner-led

Technology-led

Social digital literacy practices are valued and new practices

made explicit

Learners who are:

Experience the digital environment

as:

Best supported where:

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.

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.

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.

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.

Meeting the needs of all learners

Don’t assume we are digitally

literate

We need ongoingdevelopment

We want to work with lecturers…

Ask us what we need…

Prepare and support learners to study successfully with learning technology. Learners typically do not have the digital skills that are often associated with the younger generation.

Key Challenges from Digital Student projects

24

. Prepare and support learners to study successfully

with learning technology

Deliver a relevant digital curriculum

Ensure an inclusive student experience

Provide a robust, flexible digital environment

Developing coherent policies for Bring Your Own devices

Engage students in a dialogue about their digital experiences and empower them to make changes

Take a strategic, whole institution approach to the digital student experience

Want to know more?

FE Digital Student Studyhttp://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/

Davies, C. & Eynon, R. (2012) Teenagers and Technology. Routledge.

Developing Learners for a Digital Age Blog http://dlf.brookesblogs.net/

ELESIG. Learner Experience Special Interest Group. www.elesig.net

How is your hobby (or work) changed by technology?

What questions remain?

1. Learner experiences vary considerably. How can we talk about difference in a meaningful way?

2. How can we design learning experiences that develop the practices and attributes of successful learners?

3. Where do we draw the line between institutional entitlement and enhancement activities?

4. What research methods can we use to keep track of changing student expectations and behaviours?