Making a difference with technology-enhanced learning - Scott Hibberson and Sue Watling
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Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc. With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull. In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers. Connect more in Liverpool, 21 June 2016.
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Making a difference with technology-enhanced learning - Scott Hibberson and Sue Watling
- 2. Making a difference with technology-enhanced learning Scott Hibberson, Subject specialist
- 3. Making a difference with technology-enhanced learning » What kind of difference can technology enhanced learning make? » What’s the current state of play? » What are students saying? » What’s the challenge? 16/6/16 Making a difference with technology-enhanced learning
- 4. Making a difference in what way? 16/6/16 Making a difference with technology-enhanced learning
- 5. What’s the current state of play? » Increased focus on getting the basics right » Lots of pockets of innovative technology-enhanced practice – often led by individuals or course teams » Some examples of large-scale institutional moves to change delivery models › Flipped learning › Online modules or regular online sessions Looking at strategic, institution-wide use of technology… 16/6/16 Making a difference with technology-enhanced learning
- 6. Broad brushTEL environment in HE and FE 16/6/16 Making a difference with technology-enhanced learning More variation Gaining fast Widely used Underpinning » e-portfolio » Social media, collaborative spaces » Online assessment » Online learning resources » Lecture capture » Online submission and feedback » VLE » Network » Wi-Fi » Devices and printers
- 7. What are students doing and saying? 16/6/16 Making a difference with technology-enhanced learning CC-BY 2.0 https://flic.kr/p/mUyyEN
- 8. Jisc student digital experience tracker data » Data from the pilot of the Jisc student digital experience tracker » Designed to provide a snapshot of students' digital experience » Feb-April 2016 » 10,753 students across HE, FE and skills » http://bit.ly/student-tracker-report 16/6/16 Making a difference with technology-enhanced learning
- 9. What are students doing and saying? 16/6/16 Making a difference with technology-enhanced learning 1 in 7students believe that when technology is used by teaching staff it helps their learning experience
- 10. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 9 in 10students found information online
- 11. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 7 in 10produced work in a digital format
- 12. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 5 in 10students worked online with others
- 13. In the previous six weeks of their course… 16/6/16 Making a difference with technology-enhanced learning 3 in 10of students created a personal record of their learning
- 14. Broad brushTEL environment in HE and FE 16/6/16 Making a difference with technology-enhanced learning More variation Gaining fast Widely used Underpinning » e-portfolio » Social media, collaborative spaces » Online assessment » Online learning resources » Lecture capture (HE) » Onlinesubmission andfeedback(HE) » VLE » Network » Wifi » Devices and printers
- 15. Mainstreaming technology-enhanced learning » Staff and student digital capabilities » Moving from pilots and projects to large scale service » Holistic and wholesale embedding » Planning for both innovation and service delivery » Evidencing impact and value 16/6/16 Making a difference with technology-enhanced learning
- 16. So how do we get there? 16/6/16 Making a difference with technology-enhanced learning Technology that works Leadership Strategic approach Review current support Time, CPD, recognition Embed in curriculum Students as partners
- 17. Sources of guidance and inspiration http://bit.ly/telconnectmore 16/6/16 Making a difference with technology-enhanced learning
- 18. jisc.ac.uk Scott Hibberson Subject specialist scott.hibberson@jisc.ac.uk 16/6/16 Making a difference with technology-enhanced learning
- 20. jisc.ac.uk Technology Enhanced Learning at the University of Hull 6/22/2016 22 Sue Watling AcademicTEL Advisor University of Hull s.watling@hull.ac.uk @suewatling
- 21. Session Aims »TEL at Hull »TELTeam projects »Developing Digital Capabilities »Support from Jisc
- 23. 6/22/2016 25
- 24. TEL at the University of Hull »Faulty of Education: impact on classroom pedagogy of mobile and digital technologies »School of Law and Department of History: using clickers to elicit student feedback in lectures »Library and Learning Information (LLI) › Social Media group › Hull Award › Digital Student » Hull ImmersiveVisualisation Environment (HIVE) »Archaeology, History, Chemistry, Business Studies: Minecraft
- 26. 6/22/2016 28 ChangingVLE is an opportunity to change pedagogical practice and revisit digital capabilities
- 27. 6/22/2016 29
- 30. • Sometimes I think the internet is the problem. Many students express frustration at where to find things, to the extent that I think some give up looking. • I know my students are digitally savvy, I only have to look at them in lectures, they’re always online, but since we adopted the policy of making module guides only available on theVLE they don’t seem to be accessing them. It’s like they want us to push the information towards them and are not prepared to look for it. • ‘…you’ve got to slow up the digital environment which is a challenge. I think that’s the danger of virtual learning, that’s the difficulty, students are not really reading. I think virtual learning environments do somehow discourage deeper reading and its affects degrees. I think it’s that fundamental.
- 33. Digital Storytelling »Jisc Adviser ChrisThomson https://www.jisc.ac.uk/blog/telling- better-digital-stories-20-jun-2014 »Digital Stories for accreditation, evidence base, explanations, raising awareness, overcoming challenges, sharing practice, alumni etc etc »Audacity recording software http://www.audacityteam.org/download/ »WeVideo editing software https://www.wevideo.com »What Makes a Good Story (video link) https://www.youtube.com/watch?time_continue=39&v=hG QyzsjhosI
- 35. »We have not been using theVLE to its potential …i.e. for student participation and not just instructions. »I will look into the possibility of sharing my social bookmarking site with my students to promote the use of peer-reviewed articles in their assignments. »I’ve been introduced to things I would probably otherwise not have encountered such as Social Bookmarking, and participated in Blogs andWikis which again, I probably would not have done. »The emotions involved helped me reconnect with the Student viewpoint. This has impacted on my teaching style. »There extensive opportunities to consider evidence-base for the use (or not) of social tools, enabled a critical perspective on applying new experiences for teaching purposes.
- 36. 6/22/2016 38
- 38. 6/22/2016 40
- 39. 6/22/2016
- 41. Sue Watling AcademicTEL Advisor University of Hull s.watling@hull.ac.uk @suewatling https://digitalacademicblog.wordpress.com
Editor's Notes
- Quick summary of some of the many potential benefits of effective use of TEL (use any other better image you can find – or ask Damian to tint/make transparent the bg of this one.) Meeting student expectations Preparing students for the digital world of work Bringing to life things that would be impossible or too expensive to do for real in the classroom Enabling flexibility for students – place, pace, mode of delivery Helping learning providers reach larger cohorts – and for HE, a worldwide student body Supporting accessibility Efficiency (though covered in morning presentation) Enhancement – eg enabling more productive f2f time; enabling various types of collaborative task, etc.
- Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the previous slide. Focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations Some examples of large-scale moves – I think there’s more of this per size of sector in Scotland than elsewhere, particularly in HE.
- YOU MAY NOT WANT TO USE THIS – I’VE LEFT IT IN JUST IN CASE This refers to the strategic, institution-wide use of technology. Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the benefits slide. We’re seeing an increased focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations – using things like minimum VLE standards, suite of common tools, lecture capture (mainly HE, etc.) VLE – pretty much ubiquitous in FE and HE – not sure about skills???? Note lecture capture and online submission are particularly widely used in HE, though interest in FE in these is also gaining ground. The variation on the top group can be due to sector or subject differences – eg e-portfolios often very widely used in vocational subjects and apprenticeships, online assessment usually (though not exclusively) STEM subjects, etc. That’s fine and to be encouraged, - no point in tech for tech’s sake. But can also be caused by staff not engaging or having the skills. Wifi and Network – wifi less widespread in FE and network is a challenge in skills.
- Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI) Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges) Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data A total of 10,753 students completed the Tracker questions We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
- Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI) Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges) Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data A total of 10,753 students completed the Tracker questions We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
- 7 out of 10 students (HE, FE and skills) believe that when technology is used by teaching staff it helps their learning experience
- During the last 6 weeks of their course: 9 in every 10 students found information online
- 7 During the last 6 weeks of their course: 7 in 10 students produced work in a digital format
- During the last 6 weeks of their course: 5 in every 10 students worked online with others
- During the last 6 weeks of their course: 3 in every 10 students created a personal record of their learning
- Students’ free text answers to a question on what they would like their institution to start doing largely confirm the importance of getting the basics right for student satisfaction VLE – better use of, consistence across courses, more online materials and activities
- The need for consistency (where useful – not complete standardisation) emphasises the importance of mainstreaming innovations so they don’t just remain in pockets or lose impetus when key member of staff leaves. Students mentioned the need to support the development of both student and staff digital skills and competence
- Note also how Jisc can help with these areas – particularly digital capability, which is one of the earlier parallel sessions – the digital capability service and the digital leadership programme (running in the autumn, opening for registration to FE and HE v soon.)
- The University of Hull grounds have won the Gold award for the Yorkshire in Bloom competition – We can get immersed in the digital world – at hull its good to have the natural world – This is the tel office we’re lucky enough to be in house – this is the view from the window – tel team is upstairs front bedroom
- Here is the TEL team – we’ve been mine-crafted – Chris Turnock the Head of TEL is on the balcony - I’m front right – Using Minecraft for education is big at Hull – led by one of my colleagues on the TEL Team – Joel Mills – in the white shirt at the back - and I’m tell you a bit more about how Minecraft is being used to support student learning shortly