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Elesig 2013 webinar  on Evolving Digital literacies: inductions to employment skills
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Elesig 2013 webinar on Evolving Digital literacies: inductions to employment skills

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This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC …

This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.

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  • 1. Click to edit Master title style Click to edit Master subtitle style Evolving Digital Literacies: inductions to employment skills Ellen Lessner and Emma Procter-Legg JISC Advance Students for Webinar Employment Skills (Students4WebES) Project Abingdon and Witney College
  • 2. How many of you are working (or have worked) in a Further Education college? How many of you have done research in a FE college?
  • 3. Evolution of our recognition of digital skills for education and employment for the 21st century
  • 4. This presentation gave us the opportunity to reflect on our evolution into the digital literacy age, which includes making sure that our students have the digital skills they need for education and employment for the 21st century. We are a normal FE college with 5 sites and we offer a broad range of courses – SLDD, BTEC, Community Education, A level and Foundation degrees. We have been influenced by the outcomes of the JISC Learner Experience Projects from 2006-2010 (as well as the Demos report and the Google Gen report) whose findings showed that many students used technology well but were dependent on their tutors and institutions to be shown how to use it appropriately in educational settings. These projects highlighted the importance of the student voice and experience. We put in place an online Digital literacy induction for all new students 4 years ago, covering systems, plagiarism, Moodle, backing up your work, and other features we wanted to make explicit to new students. We learned not to assume that young students knew more than we did about technology and how it would be used in the college. This was our thinking when we put together the application for this project.
  • 5. I CAME TO YOU IN 2010 ASKING FOR HELP WHEN WE PUT TOGETHER OUR DIGITAL LITERACY INDUCTION PROJECT, FUNDED BY LSIS
  • 6. YOU PROVIDED MANY GOOD IDEAS…. •Face to face contact makes a difference •Go to where the students are •Use Student Mentors •Organisational culture is an important influence on student involvement
  • 7. •What is the changing relationship that students have with their institutions? •FE students don’t often do anything unless there is an assessment attached •Engage the tutor, engage the student And….
  • 8. JISC FUNDED STUDENTS FOR WEBINAR EMPLOYABILITY SKILLS PROJECT: OCT 12 – APRIL 13 We intended to run a student – led project which aimed to: • Develop employability skills for L3 students in video conferencing and webinars •Train core group of students to set up and run 7-15 short webinars with employers •A guide to running a webinar •Student led conference
  • 9. TO ENCOURAGE STUDENT PARTICIPATION THIS TIME: •We went into tutorial sessions and spoke to 400 students •We used the Performance Managers on the Professional Futures programme to identify good students •We felt that the PF programme had changed the college culture and students would be happier to get involved.
  • 10. Professional Futures programme includes at all Level 3 students across the college who work together in core sessions such as tutorials. This provides a more real-life experience than segregation into subjects.
  • 11. •We thought the project would take the place of the final PF project (students working across subjects) •Tutors were enthusiastic about the possibilities of the project •Year 2 had a common timetable And….
  • 12. RECRUITMENT OF CORE STUDENT GROUP Overview: •Wider cohort •Recruited 14 – retained 6 •Timetable constraints •Communication •Certificates
  • 13.  Had to recruit across timetables  Students had no previous experience of research  Only met for 45 minutes each week  Communication issues - responding to emails, texts and phone messages - use of Moodle  Took a while before they understood what they were involved in  Couldn’t take the lead some activities as there wasn’t enough time and they were reluctant to do anything in their own time initially
  • 14. RESULTS FROM STUDENT EVALUATION OF THE PROJECT Overview •Prior knowledge •CVs & Uni applications •Understanding of employability skills •Improved confidence and public speaking skills •High level of self-assessed webinar skills
  • 15.  5/6 no prior knowledge of webinars  Took a while before they understood what they were involved in  3/6 students stated that they joined the project to improve their CV. 3/6 students  stated that it would enhance their application to university. 5/6 students talked about wanting to learn more about the concept/skills /experience of a webinar.  Couldn’t take the lead some activities as there wasn’t enough time and they were reluctant to do anything in their own time initially  5/6 students felt that their opinion had changed, 4/6 of them felt their understanding had significantly changed through participating in the project and listening to the employers involved talk about the skills they were looking for.  Summary: 5/6 students talked about gaining skills in running a webinar. 5/6 students said that they gained confidence specifically in speaking or communicating. They spoke about being able to talk with employers and using appropriate language.
  • 16. THE ROLE OF WEB CONFERENCING TO BOOST EMPLOYABILITY •Aaron Scott – Why I joined the project Aaron gained an apprenticeship after participating in the project
  • 17. STUDENTS AS CHANGE AGENTS •Abi Head – Why I joined the project Abi participated in several dissemination events having gained confidence in her abilities.
  • 18. Students as change agents: • Project responds to changing employability needs of students in the 21st C. • Students changed through participation in the project but since they are 2cd year students, they won't influence new students. However 2 have gone on to use it in their own work and are likely to take what they learned to their next educational institution. • Students changed the employers' perceptions of webinars and the skills needed to run a webinar. • Project changed staff perception of webinars and having students who participated in the project. Now training staff to use it. Students as change agents
  • 19. DISCUSSION AND COMMENTS 1. Students participating in research in FE 2. Students taking the lead in a project 3. What do FE students value/ motivation? 4. Students as change agents
  • 20. THANK YOU! For more information on the project: •Students4WebEs Website: https://sites.google.com/site/students4webes/ •Students4WebEs Blog: http://students4webes.blogspot.co.uk/ Contact: ellen.lessner@abingdon-witney.ac.uk Emma - emma525989@hotmail.com