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FE Vision Development

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FE and technology - towards 2020

FE and technology - towards 2020

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FE Vision Development FE Vision Development Presentation Transcript

  • FE and technology Towards 2020 …
  • Content and Digital Resources
    • Towards a vision for 2020
    • All learning and skills development, informal and formal, is supported by a rich range of shared digital content available to practitioners and learners anytime, anywhere
    • Serious games and immersive simulations are an integral component:
      • designed and tested with a sophisticated, scientific understanding of how people learn and what motivates them to learn
      • adjusting for different learner styles, interests and aptitudes
      • able to represent different vocational, cultural and linguistic contexts
      • providing continuous feedback and formative assessment
      • diagnosing where a learner struggles, leading them through specific interventions or isolating exactly where an expert teacher/mentor needs to provide additional support
      • encouraging mutual support, collaboration and competition in networked learning communities. 
  • Content and Digital Resources
    • Towards a vision for 2020 (cont.)
    • Content is developed and adapted by expert developers, practitioners and learners
    • A mixed economy exists of materials freely available and purchased through subscription
    • Quality assured materials are found through intelligent and personalised search engines
    • Recognised quality standards and evaluation is applied to publicly funded content and these can be applied more widely
    • An innovative and vigorous market exists for digital products and services in which the UK is a world leader
    • Starting from 2009, where
    • Content development is still mainly a “cottage industry”
    • Most content is never shared between practitioners or institutions
    • Providers, rather than learners, develop virtually all content
    • The power of digital games to engage is clear for entertainment, but the potential of serious games and simulations for learning is only being exploited in small niches
    • Good understanding about how the brain works and the science of learning, but this is not yet applied rigorously to developing and evaluating learning content
  • Blogosphere, social media and web 2.0
    • Towards a vision for 2020
    • Learners, teachers and trainers use social media tools to communicate and collaborate with peers
    • Providers and employers readily share and develop learning resources together using social media tools
    • Learners look to social media resources for peer reviewed advice and guidance
    • Learners can try out jobs inside virtual employers to give them more understanding on careers
    • Learners (eg apprentices) in very specialised areas or geographically isolated can support each other and share experiences online
    • Starting from 2009, where
    • Learners are not really aware of using social media tools for learning, to them it is just how they make contact and share things with friends
    • Creating online environments, trading and co-developing resources are not acceptable as evidence of achievement in digital and media literacy
  • Provider and workforce capability
    • Towards a vision for 2020
    • All providers capable and confident in their use of technology, guiding and supporting learners to facilitate their learning
    • Assessment and accreditations systems are enabled by technology
    • Technology powering ‘intelligent’ buildings and transforming learning spaces providing 24/7 learning for all
    • Online support and peer mentoring available 24/7 for providers and support staff to help develop expertise and skills in the effective use of technology
    • Tutors have the skills to nurture discriminating, intelligent learner use of digital resources
    • Providers work in partnership with other providers, schools and employers to deliver training when and where learners want it
      • Tutors using ‘learner rich’ assessment data in ‘real time’ to analyse progress and tailor study which can be shared between and across organisations
      • Movement of and access to data to support learning (full interoperability across whole education and skills system)
      • Teachers and lecturers spending as much time in the workplace as on college/provider premises
  • Provider and workforce capability
    • Starting from 2009, where
    • Only 25% providers e-mature with the remaining 75% of providers using technology in a limited or limiting way
    • Technology is seen by many as an add-on or short term ‘project’
    • Poor interoperability between learning & business systems
    • Systems are designed around the needs of the organisation not the learner
    • Learners are powering down when they go to college
    • Strong focus on classroom based learning
  • Learner experience
    • Towards a vision for 2020
    • Technology underpins choice, demand and entitlement
    • There is no digital divide: all learners have access to technology, with the skills and confidence they need to support their learning at home or at work
    • Technology is a positive force for tackling disadvantage and has given new access to learning for those with disabilities so that no learner is left behind
    • Online delivery has transformed learner choice of formal and informal learning to meet their individual need
    • Learning resources are available 24/7 from websites, as pod casts and through wikis supported by online mentors and small group collaborations
    • Learners know how to use technology and digital resources in an intelligent and discriminating way
    • Learners get instant feedback when they use digital resources and are assessed online when ready
    • Learners are able to collaborate with their peers and with teachers and trainers as part of their learning process, creating content which is assessed through the national qualifications framework
    • Learners have the digital learning skills too survive and thrive in a changing and increasingly competitive world
  • Learner experience
    • Starting from 2009, where
    • Learners are not able to bring their own technology devices into all colleges and training providers, although technology plays an important part in their everyday lives
    • Learners tend to only have access to the training that is available to them locally, or have to travel
    • Learners use social media in their personal life but not as part of how they communicate and collaborate in their learning
    • Most young learners are digitally confident but many are not digitally competent
    • Many adult learners are less digitally confident or competent , although improving
    • 79% FE learners have broadband at home (compared to 56% of the general population)
    • Over 2.5 million people have accessed online provision through UfI learndirect since 2000
  • Employers
    • Towards a vision for 2020
    • Employers are ‘e-mature’ in the sense that they understand learning technologies, know how to access and apply them intelligently, and recognise the opportunities they bring to improve business effectiveness.
    • Employers are able to respond rapidly to challenges of global competition through tailored just in time learning solutions that impact productivity, innovation and speed to market.
    • No digital divide – technology enables large and small employers to influence and access tailored fit for purpose 24/7 learning solutions, directly linked to changing business needs, including through publicly-funded programmes like Apprenticeships and Train to Gain.
    • Employers use technology to address ongoing business skills needs through a mix of job support (70%), coaching (20%) and formal learning (10%) suited to a knowledge economy (where ability to access and use knowledge is more significant to performance than retention of information).
    • Employees and employers are skilled in accessing relevant electronic job support and digital resources (developed by extended community eg employers, SSCs, trade associations etc) that is universally available.
    • Technology platforms integrate skills delivery and talent management processes ( recruitment, retention, career progression and outplacement) to facilitate a mobile UK workforce
  • Employers
    • Towards a vision for 2020
    • Technology delivers innovative, flexible and accessible learning for wide scale critical UK skills issues (eg basic skills), convenient and motivating to individual learners
    • Technology enables regulatory learning to be delivered quickly and responsively to dispersed audiences
    • Employers deliver more learning interventions with less resource.
    • Starting from 2009, where
    • Employers need to address skills gaps for their long term future but in the credit crunch will be tempted to cut back on training and development.
    • Over 75% of employers are planning to use learning technologies over the next 3 years ( CIPD 08) but not all do it well or achieve good business results
    • Over 60% of those employers already investing plan to increase their spending on e-learning (data collected during credit crunch effect)
    • A number of employers are using technology to address the needs of the knowledge economy and are moving to the 70:20:10 model above
    • 56% of employers already investing in learning technologies today believe that the recession provides an opportunity for more e-learning.
  • Moving to a vision for the future ... We need to move from here Poor interoperability between learning & business systems Focus on classroom based learning Providers using technology in a limited and limiting way Technology being an add-on or short term ‘project’ Systems designed around the needs of the organisation Learners powering down when they go to college
  • To here Assessment & accreditation systems enabled by technology Providers and employers capable & confident in mature use of technology Technology supporting choice, demand and entitlement Technology tackling disadvantage so no one is left behind Technology powering ‘intelligent’ buildings and transforming learning spaces providing 24/7 learning for all High quality digital resources readily available
  • Questions for each dimension
    • Questions
    • Do you agree with the aspects of a 2020 vision? What would you see differently? Where would you go further?
    • Do you recognise the 2009 limitations? What would you add or change?
    • What key actions need to be taken, or barriers removed, to accelerate progress towards a 2020 vision?