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Digital Practitioner Further Education UK 2014


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Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post …

Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post

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  • 1. Nigel Ecclesfield Fred Garnett Geoff Rebbeck The Digital in Further Education 2014
  • 2. Digital Practitioner; Background ❖Emerged indirectly from EMFFE project (E-Maturity For Further Education) ❖A instiutional level-project looking to transform Further Education rather than to e-enable it ❖Gives primacy to qualitative data not quantitative ❖Based on Geoff Rebbeck’s human resources staff development work at Thanet College ❖Use’s critical thinking Matrix as key determinant of technology-in-use not technical competence.
  • 3. The Big Issue confidence emerges from experience developed through learning & reflection finding out how teachers work, insight developed from knowledge and experience - teaching as a craft that involves emotion and commitment. referring to technology-in-action, not just technology 0 25 50 75 100 125 1990 2000 2010 2013 Horizon Kit count Process & System Behaviour User behaviour now important
  • 4. The research process & numbers
  • 5. 19 Technology in actions activities 1. I have access to a VLE/Learning Platform in my work for teaching and assessment 2. I use texting in my practice 3. I meet colleagues on-line 4. I meet students on-line as part of my work 5. I produce learning resources using technology 6. I use sound files in my work 7. I use still images in my work 8. I use videos in my work 9. I use Blogging in my work 10.I use social media/networking 11.I use personal devices in my role at work 12.I use personal applications (apps) in my role at work 13.I reflect on my work and personal development 14.I see using technology for teaching and learning as a joint enterprise for staff and students 15.I contribute to learning communities 16.I collaborate with others in College and beyond 17.I share resources and ideas 18.I have access to technology support from someone who understands the context of my work 19.I work with colleagues who are outside my college
  • 6. The Critical Thinking Matrix The Survey is at
  • 7. Critical Thinking Matrix revisited The Survey is at
  • 8. A first Study ❖ Technology intervention in learning is fragmenting and is supporting highly individualised patterns of use. ❖ The common factor that holds it together is good teaching and learning and not uniform use of large centralised technology hosted by the employer. ❖ Practitioner use of technology is increasingly driven by their use of and experience of personal technologies ❖ Curiosity about the application of technology to the circumstances of their learners and subjects taught is a key driver in an individual’s exploration of the potential uses of technology. This includes their feelings for their work, learners and the technology and the contexts they come together in. ❖ A level of confidence in confronting technology to use in teaching is more important than the level of knowledge about individual products to the practitioners responding. (In reality, very few users ever approach the limits of any specific instance of technology, but they do use those features relevant to context).
  • 9. Digital Practitioner; Narratives ❖The Survey Methodology developed by Nigel Ecclesfield allowed for some useful innovations which have been further developed ❖Structured Questions around the Critical Thinking framework ❖Free text optional additions, providing 140k words ❖Allowed for individual practitioner narratives ❖Also processed allowing key themes to emerge ❖Tagged to allow comparisons across, subject, college, region, etc
  • 10. The Story so far…
  • 11. The language of e-learning; 2 views from SpeedReader
  • 12. What we concluded ❖ The new data indicates that there is a growing degree of collaboration between practitioners with their colleagues and learners, but ❖ This collaboration is mainly confined to collaboration inside their organisations ❖ Practitioners increasingly regard themselves as independent professionals in exploring and reviewing their uses of technology, with fewer indicating that they are relying on guidance or direction from others ❖ Practitioners are more curious than fearful of technology and ❖ Are using a huge range of products and digital technologies in their practices
  • 13. Digital Practitioner; 2nd Phase - 2013 ❖Re-inforced most survey findings; ❖Personal development of technology capability ❖Designing learning experiences ❖Fragmented and individualised use of tech that is learner-centric ❖ISSUES; now more ethical & management…
  • 14. What was different in the second ❖ Practitioners have strong views about using their own personal technologies in their work settings: ❖ There is concern about the boundaries between themselves, their organisation and learners in the use of personal technologies and apps. and the full range of the associated capabilities available to users
  • 15. ❖Blue line is 2013 (870 teachers) ❖Red line is 2014 (417 teachers) ❖Categorised by choice of reactions ❖Categorised by personal choice
  • 16. The role of managers I need to find a ladder
  • 17. The Manager’s dilemma Oh Lord make me radical, but only if it’s safe Lack of Funding Lack of Direction Lack of Headroom to ‘take a punt’ Lack of Credit Focus on safety not risk management Focus on campus not cloud Focus on audit and error (OfSTED) Funding by Guided Learning Hours Reliance on exploiting enthusiasts The speed of change is disruptive said 53 managers of which 43 are in colleges - November 2013 This may change as a result of FELTAG with the idea of "learning presence". the issue, characterised by SFA, is that providers are not using current possibilities and could do more already!
  • 18. So…. ❖ Teachers need to talk to each other, beyond the staff room about their practice and be encouraged to initiate personal reflection for their inner dialogue. ❖ Managers need to have an incentive to re-balance risk management ❖ We are reminded that great e-learning is limited by imagination - and the commitment to context - not technology. ❖ Fragmentation of activity is ‘held together’ by enduring values of good teaching and learning. Perhaps seeing teaching and learning as synthesis (obuchenie)? ❖ e-learning strategy should focus on behaviour changes and experiences and not infrastructure. ❖ Agility is a critical skill, developed out of experience. Insight rather than foresight is essential to this agility.
  • 19. Fred’s 5 points Real-Time Practice ❖ 1. Methodology shows a kind of Wisdom of Crowds / Architecture of Participation model is possible in "big data" / “Learner Analytics” (or Learning Analytics) ❖ 2. The Real-Time Analytics/Narrative feedback now available means reflective practice & professional development can go together. We need to TRUST digital practitioners & refresh our understanding of what personal / staff / professional development means for teaching and learning ❖ 3. DigiMeets need to replace TeachMeets as an intentional community of practice professional development model. Supported by shared data/reflective narratives/Analytics that the methodology allows IF WE DESIGN for it. FERL 2.0? ❖ 4. It is higher-level critical thinking rather than user competences that will advance FE Lecturer skills! Still learner-centric but now about learning experiences & co- creation... Professional confidence can now meet learner curiosity AND embrace it. ❖ 5. The e-mature institution is the one that frees up its practitioners to design "artfully- crafted, student-centred, learning experiences" using good tech infrastructure as the learning platform (e.g. wifi-enabled Havering 6th College) and helps address the ethical & boundary issues that personally-driven professional practice throws up.
  • 20. Digital Practitioner Resources ❖ JISC Workshop e-maturity capability ❖ ALT-C Presentation Digital Practitioner ❖ Architecture of Participation Digital Practitioner Blog Post ❖ Stand Alone OER #nefg2 I Am Curious Digital ❖ CAVTL evidence submission Enabling Digital Practice blog post ❖ resource page CAVTL / Digital Practitioner ❖ Survey Monkey Resource (to be added by Nigel Ecclesfield) ❖ Digital Practitioner UK 2014 Blog ❖ Geoff Rebbeck ❖ Nigel Ecclesfield JISC ❖ @FredGarnett
  • 21. The Digital inFurther Education Nigel Ecclesfield Fred Garnett Geoff Rebbeck